Extra-Curricular Training, Rehabilitation and Support (Extras)- Endline Study

• Country: Jordan
• Summary: Extra-Curricular Training, Rehabilitation and Support (Extras)- Endline Study
• JOT Ref No: 74319041
• Deadline: 18 Nov 2022
• Financier: Other Funding Agencies
• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• Request for proposals are invited for Extra-Curricular Training, Rehabilitation and Support (Extras)- Endline Study EXTRAS Project Endline Evaluation - Jordan. Closing Date: 18 Nov 2022 Type: Consultancy Established in 2000, Right To Play is an international non-governmental organization committed to improving the lives of children and youth affected by conflict, disease, and poverty. Headquartered in Toronto, Canada, Right To Play is active in 15 countries across Africa, Asia, and the Middle East, and has fundraising offices in six European and north American countries. Pioneering its innovative child-centered, play-based learning methodology, Right To Play works across the five key outcome areas of quality education, peaceful communities, health and well-being, gender equality, and child protection. Right To Play has been active in the education and sports for development sectors in Jordan since 2006, training teachers in UNRWA and Ministry of Education schools as well as coaches in local communities to provide engaging interactive sessions that utilize games and sports to promote psychosocial wellbeing, education and gender equality. Vulnerable Jordanian, Palestinian, and Syrian children who take part play days and tournaments organized by Right To Play are more engaged in school and have vastly improved life skills. In turn, the youth with whom Right To Play works achieve higher grades, experience greater levels of cooperation and cohesion, and are empowered to overcome trauma, adversity, and cultural stigmas to fulfil their dreams. All RTP projects are gender-responsive, placing particular emphasis on female empowerment. They are also usually supported by a sustainable rehabilitation component whereby school classrooms and play spaces are renovated, football pitches are constructed within underserved communities, or students lead maintenance initiatives within their schools. In 2019, RTP reached a total of 102,848 Jordanian, Palestinian, and Syrian children and youth in schools across Amman, Irbid, Zarqa, Mafraq, and Aqaba. In addition, the organization currently has 2,904 active teachers and coaches, having trained 766 this year. 2. Extra-curricular Training, Rehabilitation and Support (EXTRAS) Approximately 1.2 million school-aged children have been affected by the closure of all educational facilities in Jordan since March 2020 in response to the COVID-19 pandemic.[1] Huge educational losses abound, while the risk of teacher attrition increases, threatening a decline in educational quality and increased student dropout rates.[2] Although the Ministry of Education has launched a distance learning strategy involving lessons aired on television and its online ‘Darsak- platform for both UNRWA and MoE students, the challenging socio-economic circumstances faced by the most vulnerable UNRWA students prohibit access to technology and good internet, significantly hampering learning. According to an UNRWA rapid assessment undertaken in response to the crisis, 25% of students reported no access to Darsak or televised lessons; 24.6% had no internet, a further 42.4% poor quality internet, and only 60.6% of households possessed a TV. Many parents, furthermore, reported that it was too difficult to continue learning at home, or that that they could not motivate their children.[3] These challenges come on top of an already overburdened education system. UNRWA schools in Jordan-s Palestinian refugee camps have been detrimentally affected by funding cuts, and suffer from crumbling infrastructure and severe overcrowding, often accommodating 40 to 45 students per class and running double shift systems. With students having been out-of-school and often unengaged for over a year, the importance of improving the school environment and building motivation to learn in order to bridge the learning gap effected by the COVID-19 crisis is especially pertinent. The EXTRAS project, funded by Latter Day Saints (LDS), aimed to increase students- motivation to learn, helping them to bridge the learning gap affected by school closures in Amman and Zarqa. Six UNRWA schools (four in Amman and two in Zarqa) have been selected to benefit from the project. The project will train a total of 21 English and mathematics teachers, as well as teachers of Grades 1 to 3, reaching a minimum of 944 students. 3. PROJECT GOAL AND OUTCOMES IMPACT Students are more motivated to learn, helping them to bridge the learning gap effected by school closures OUTCOMES Students have access to improved learning environments. Students receive quality education and support. Target Geographies Amman and Zarqa, Jordan Target Beneficiaries At least 944 vulnerable children 21 teachers Full Project Timeline 15 months (September 2021 - December 2022) Endline Study Timeline Approximately six weeks, beginning at end of November 2022 by Mid of January 2023. Under the goal we have the following two indicators: % of students achieving an improvement of at least 30% in literacy and numeracy (disaggregated by gender, grade, school, and governorate). % of students demonstrating increased motivation to learn. And the project has two closely linked outcomes, as explained below. Outcome 1: Schools provide safe, positive, and well-equipped learning environments for students % of teachers who demonstrate an increase in the effective application of PBL and knowledge of minimum standards for a positive learning environment according to RTP standards (disaggregated by gender, school, and governorate) % of students with access to improved physical learning environments in terms of indoor and outdoor safety, hygiene, and accessibility. To achieve Outcome 1, Right To Play will take a three-pronged approach to cultivating environments conducive to student learning: Rehabilitating schools: Classrooms and washrooms were rehabilitated to meet positive learning environment principles and hygiene standards, while playgrounds were rehabilitated to provide safe, sun-shaded spaces for students. Training teachers in RTP-s play-based learning methodology: Pedagogical studies prove that creative, interactive, and applied learning is more effective for promoting information retention and transfer, as well as socio-emotional wellbeing and attitudes of inclusion, tolerance, and acceptance. RTP-s ‘Continuum of Teacher Training- methodology guides Jordanian educators in attaining new knowledge, shifting their attitudes, and gaining the skills to facilitate children-s educational development. Combining the ‘CoTT- and its literacy and numeracy training approaches, the teacher trainings will enable teachers to design and conduct effective play-based sessions tailored specifically towards literacy and numeracy learning objectives. Outcome 2: Students receive quality education and support while building their life skills and motivation to learn % of students regularly participating in play-based and/or interactive learning activities in school (disaggregated by gender, age group, school, and governorate) % of parents that show positive attitudes towards supporting their children's learning needs (disaggregated by gender, school, and governorate) To achieve Outcome 2, RTP will: Support schools to identify critical learning needs: Learning needs were identified through needs assessments. Facilitate the delivery of tailored catch-up classes: Trained English and math teachers in each school delivered catch-up classes in their respective subjects informed by the needs assessments. Provide play-based learning extracurricular English and math activities: “Reading through Play- sessions were conducted for students, while school spelling bees and book clubs established to build students- literacy skills while cultivating enthusiasm for the English language. Concurrently, play-based math sessions were be conducted and students participated in sports-based ‘mathlete- tournaments to enhance numeracy skills. Finally, teachers were trained in cricket-based learning (CBL) by Right To Play trainers. CBL aims to enhance life skills and support children and young people-s learning. 4. PURPOSE OF THE CONSULTANCY The objective of this consultancy is to evaluate end of project values for all project indicators outlined in the performance management framework and measured during the baseline assessment and generate learning for future projects The consultant will measure the values obtained against those identified during the baseline assessment, taking into account data obtained through regular monitoring, to provide a comprehensive analysis indicating the degree to which the project has achieved its expected outcomes. An overall assessment of the project-s success will be provided, alongside recommendations for future programming based on the evaluation and, if necessary, an evaluation of the reasons why expected outcomes were not achieved. Perform a comprehensive review of existing project materials, monitoring and evaluation activities undergone, and measurement tools, including, in particular, the baseline study and performance management framework. Design and plan a final evaluation in collaboration with Right To Play staff. The consultant should maintain continuity with the baseline data collection tools, sampling, and methodology if possible; a review of these tools and methodology will nevertheless be necessary and alterations should be suggested if needed. Submit an inception report prior to the start of the study, providing a detailed evaluation plan that gives: An outline of the study approach/methodology, stressing continuity with the baseline study if possible (if not, thorough reasons for alterations must be discussed Right To Play prior to submission of the inception report) The timeline of activities Sampling requirements and framework, stressing continuity with the baseline study if possible (if not, thorough
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