Somalia: Access to Quality Primary Education in Sheikh District, Somaliland

Organization: SOS Children’s Villages International
Country: Somalia
Closing date: 10 Nov 2016

SOS Children’s Villages is a non-governmental social development organisation that has been active in the field of children’s rights and committed to children’s needs and concerns since 1948.

SOS Children’s Villages Somaliland (referred to as SOS Somaliland) has officially been working in Somaliland since 2000. SOS Somaliland is an officially registered non-profit and non-governmental organization in the country. SOS Somaliland has decision-making power over its own facilities and is a local, independent and responsible body. It is an active member of the worldwide federation, SOS Children’s Villages International, the umbrella organisation of all national, independent SOS Children’s Villages Associations (based in Innsbruck, Austria). SOS is currently working in 134 countries worldwide, with the objective of supporting children, who are in danger of losing their parents and their families or who have already lost them, in the best possible and in an individual way.

To reach these aims, SOS Somaliland collaborates with local institutions, international and local non-governmental organisations, representatives of the civil society and other stakeholders. Since 2000, when the first SOS Education facility was opened in Sheikh, SOS Somaliland has continuously expanded its programmes. Core interventions include Children’s Villages, alternative care, education and health. SOS Somaliland focuses on vulnerable children, their families and their communities; majority of who have been affected by the impacts of Somaliland’s prolonged civil conflict and chronic drought, mass movement and displacement of populations, diseases, severe acute malnutrition, and low human productivity all leading to extreme poverty.

a) Overview of the context

Somaliland is situated in the north-western part of Somaliland and the estimated number of inhabitants is 3.5 million. The political and socio-economic situation in Somaliland is characterised by the post-conflict recovery from the bloody civil war that claimed more than 500.000 lives, in which Somaliland seceded from the rest of Somaliland.

Since the 1994 when the civil war ended Somaliland has been an independent self-governing but unrecognized region since. Somaliland has embarked on a locally based peace and democratisation process which has provided stability and the establishment of state-like institutions and a constitution.

Regardless of the fragile situation Somaliland’s government has shown commitment to improving the population’s livelihood through investments in public health, education, infrastructure, and development of the private sector. The government has also increased its revenue base by expanding taxation and fighting corruption. These initiatives have been widely recognised by the international community and Denmark and UK has pledged to provide 86 million USD in development assistance to Somaliland government 2012 to 2016.

Despite the relative peace and progress Somaliland is still considered a fragile state by the international community due to weak government structure and the volatile political situation in the rest of Somaliland.

b) Project Overview:

Target group

Primary target group:

· 1.518 children, primary school students (770 boys and 748 girls) from the four (4) primary schools from grade 1–8; age group 6 – 18 years; Wairah Primary School, Sheikh Adan Kulmiye Primary School, Oday H.Mohamed Intermediate School and Musa Maalesh Primary Girls’ School.

· Approximately 150 (10%) of these children (equal number of girls and boys) will be organized in child rights groups.

· At least 300 children who have lost parental care or are at risk of losing parental care will be enrolled and supported to continue with primary schooling in the four (4) primary schools bringing the total to 1,818 pupils by the end of the project period

Secondary target group:

· 43 primary school teachers; School Management at four primary schools; 24 – 30 members of Community Education Committees (CECs) from the four schools (approximately 6 – 9 per CEC); School Management, Teachers and students at SOS Sheikh Secondary School; Parents and caregivers; Communities and CBOs; Religious leaders and elders councils; Sheikh District authorities and Regional Education Coordinator

Brief project information

Access to Quality Primary Education project was implemented in sheikh district from June 2014 to December 2016, which will be the one to be evaluated. The intention of the project was to improve access to primary education for the children in Sheikh District whose their parental care is lost or at risk of losing.

In depiction, the project strengthens the skills of at-least 53 local primary school teachers and establishes a Teachers Advisory and Resource Centre (TARC), which provides training, guidance and internet access to local teachers on the one hand, and on the other establish systematic follow-up schemes, documentation of best practise and exchange of experience.

The project was also intended to increase enrolment for boys and girls, performance and retention of children in the schools by training the teachers and on a regular basis support at the primary schools with professional development. Focus is given to improve teachers planning and performance and reduce the use of corporal punishment in schools.

The targeted schools in this project where rehabilitated, furnished and equipped, also teaching and learning materials were provided to teachers and vulnerable pupils

Children in the schools were organised in Child Rights Groups and trained as ‘child rights agents’ who together will promote children’s rights to education to the wider community.

Project objective

The overall development objective of the project is:

To improve access to quality public primary education in Sheikh District, Somaliland.

Immediate objectives are:

1. *To build the capacity of CECs, school management teams (SMTs) and at least 40 teachers to plan and deliver quality education in four schools in Sheikh District.*

Main activities:

· Training of teachers to improve and develop teaching and planning skills.

· Training of CECs and SMs on relevant issues for assuming responsibilities within improving quality primary education and understanding child rights.

· Make individual assessments and professional development plans, monitoring and support visits by the Teachers Technical Advisor (TTA) to the four primary schools on a regular basis.

· Establish tutor/teachers advisors’ team of teachers from SOS Sheikh Secondary Boarding School and implement professional support activities with teachers at the four primary schools.

· Establish and equip a Teachers Advisory and Resource Centre where teachers from primary schools can seek and get support to professional development and internet access.

· Provide teaching and learning materials for teachers and pupils in four primary schools.

2. To increase the awareness and acceptance of child rights in Sheikh District among children, parents, teachers and local stakeholders.

Main activities:

· Train teachers (child rights agents), CECs, SMs parents and other stakeholders on child rights and protection.

· Train parents/caregivers in parenting and psychosocial support skills.

· Organize meetings with parents to discuss child rights issues including right to education for all children

· Provide educational materials including school uniforms to at least 300 children who have lost or are at risk of losing parental care to ensure that they are enrolled and continue with primary education

· Mobilize and organize children in child rights groups who meet regularly and plan activities.

· Establish and follow procedures for ‘Incident book’ to record impact of sensitization towards fewer incidents of conflicts and corporal punishment by teachers.

3. Enhance the enrolment and retention of girls by 20% in four schools in Sheikh District.

Main activities:

· Reduce barriers for girls’ to access education and ease the girls’ access to attend school by sensitization and education on gender and child rights to stakeholders, child rights groups and community campaigns and activities; with special emphasis on girls who have lost or are at risk of losing parental care

4. Improve quality of physical infrastructure and facilities at four primary schools and establish TARC.

Main activities:

· Establish and equip Teachers Advisory and Resource Centre (TARC) with furniture, computers with internet access and other relevant materials.

· Renovate physical infrastructure including furniture and equipment at four primary schools according to needs assessment.

· *Support to the reconstruction/relocation of*Musa Maalesh Primary Girl’s School in a new location.

Initial situation/problem analysis

The Somaliland primary education sector is characterized by the post-conflict recovery situation in Somaliland. In Sheikh District this translates to run-down buildings and classrooms that have not been maintained for decades, teachers who are unqualified and have low pedagogical skills. The school management is untrained or under-qualified and there is little ownership, support and involvement of parents, students and teachers in the schools. Girls are underrepresented in schools.

From a governance perspective the government is still struggling to establish the basic administrative institutions and structures for the primary education sector.

In Sheikh District SOS SX carried out two assessments; one in December 2013 and one in January 2014 to prepare the project. The assessments revealed that the four local schools targeted in the proposed project face many of these challenges. The four schools have a student population of 1,518 and 43 teachers – table 1 below.

Table 1: Student and Teacher Population by School by GenderSchool Students Teachers** Wairah Primary School 151 male, 89 female 4 male, 4 female Sheikh Adan Kulmiye Primary School 319 male, 241 female 9 male, 4 female Oday H. Mohamed Intermediate School 300 male, 322 female 13 male, 3 female Musa Maalesh Primary Girl’s School 0 male, 96 female 0 male, 6 female

Connection of measures and impact

The project enables improving Education system and teaching through capacity building and facility provision, through which the performance of the children in schools improves gradually.

Also the project addresses children’s rights issues in the District and as a result the duty bearers and caregivers take up their roles/responsibilities, protecting and caring their children.

Impact Matrix (Targets and Indicators)

Specific Objectives (Output)

Indicators (quantitative, if possible)



Output 1.1: By December 2015, 95% of the teachers have been enrolled in the training programs and are capable of delivering improved pedagogical teaching and better manage student conflicts drawing on the lessons from the training.

By December 2016 at least 33% of students have experienced an improved educational environment in four public primary schools (less intra-student conflict).

Actual: To be evaluated


1.1.1 Individual assessment of teachers’ performance and teachers lessons plans/schemes of work.

1.1.2 Trainings for a total of 43 teachers, both trained and untrained, in four primary schools in teaching methodology, child rights/protection, conflict management and positive discipline.

1.1.3 Develop individual teachers’ professional development plans and follow-up.

1.1.4 Exchange of experience seminars for teachers.

Output 1.2: By December 2015, Community Education Committees (CECs) and School Management teams (SMTs) are familiar with children’s rights and financial management principles and are actively pursuing a strategy to improve quality primary education.

CEC and SMT members have developed and implemented strategic focused on improving education and centred teaching.

Actual: To be evaluated


1.2.1 Formation of CECs: support elections, formulate regulations, meetings etc.

1.2.2 Training of CECs in children’s rights, educational planning, child centred teaching, financial oversight.

1.2.3 Training of SMT organizational, administrative and leadership skills, basic planning, conducting of staff and committee meetings, record keeping, educational planning, children’s rights, inclusion of girls and gender sensitive subjects and financial management.

1.2.4 Three exchange visits to SOS SX child rights and educational program in Hargeisa together with teachers and management representatives (one visit to Hargeisa, one by Hargeisa to Sheikh) to exchange experiences and learning points.

Output and 1.3 By December 2014 Teachers Technical Advisor (TTA) is employed, is well informed and instructed in field of work and has developed a work plan for activities in project period.

Teachers, CECs, SMs and other collaborators are well informed about and involved in project planning and implementation.

Actual: To be evaluated


1.1.1 TTA performs regular monitoring and professional support visits to the four primary school teachers.

1.1.2 TTA conduct review of curriculums and teaching plans together with local teachers as part of monitoring support.

Output 1.4 Students at the four target schools have access to adequate scholastic materials to underpin students’ performance.

Scholastic materials have been provided and used on the four schools.

Actual: To be evaluated**


1.4.1 Provision of basic training and learning materials for four schools. (Needs assessment conducted by CECs and SMTs)

Output 2.1 By December 2015 at least eight child right groups are active in the four schools.

Child rights groups meet on a regular basis and carry out information activities, theatres, campaigns related their own situation to their peers, parents and local community.

Actual: To be evaluated


2.1.1 Mobilization of child rights groups.

2.1.2 Workshops and group sessions with child rights groups focused on children’s rights, teacher-student relations (positive discipline, equal treatment, abuse such as corporal punishment)

2.1.3 Sports and recreational activities for girls and boys.

2.1.4 Child Rights Groups carry out information activities, theatres, campaigns at the four schools.

Output 2.2 Increased awareness among parents about child rights as well as homework sessions at primary schools is reflected in increased enrolment, attendance and retention in the primary schools.

  • By December 2016 attendance has increased by 20%.

By December 2016, total enrolment has increased by 10%.

Actual: To be evaluated


2.2.1 Training of teachers on child rights and protection.

2.2.2 CECs, Child Rights Groups and teachers organise awareness campaigns about children’s rights to education.

Output 3.1 By December 2016, SMs, CECs and teachers are aware of gender issues and have taken measures to reduce gender inequality in the schools.

Girls drop-out rates are reduced by 30% compared to project start-up.

Actual: To be evaluated


3.1.1 Training of SMs and CECs in understanding gender and how to fight inequality.

Training of teachers in gender rights.

Output 3.2 CECs and child rights groups have carried out annual sensitization campaign on gender awareness as part of child rights sensitizing of the community to avoid early marriages and respect girls’ rights to education.

Execution of gender campaigns.

Actual: To be evaluated


3.2.1 Gender equality campaign with child rights groups and CECs.

3.2.2 Sensitization campaign on gender awareness to parents and the community at large.

Output 4.1 By December 2014, rooms for Teachers Advisory and Resource Centre (TARC) has been established, furnished and equipped.

Teachers are using the facilities and express that improved access to resources are supportive to their professional work.

Actual: To be evaluated


4.1.1 Inauguration event of the TARC for teachers, CECs, SMs, local authorities and community.

4.1.2 Teachers from the tutor group are available for discussions and advice in the TARC during opening hours.

4.1.3 Running cost for the TARC

4.1.4 Training of Facilitation (TOF) for SOS Sheikh Secondary teachers

Output 4.2 By December 2016, the four primary schools have been rehabilitated, developed, furnished and equipped with adequate classroom and service facilities.

School age population compared to existing classrooms, structural integrity of existing classrooms and locations of school sites relative to current and planned classrooms in neighbouring communities is considered in planning for rehabilitation and development. Actual: To be evaluated Target**

4.2.1 Restoration and rehabilitation of three schools. (assessment is performed by the CECs and SMs)

4.2.2 Construction of girls’ school

c) Timing of the Project Evaluation

Project Evaluation will be carried out for 6 weeks as indicated below. Time line can be adjusted after mutual agreement.


The main objective of the Evaluation is to ascertain and find answers for the following concerns

  1. What results has the project made thus far?
  2. How relevant, effective, efficient, sustainable and participatory were the project interventions?
  3. What lessons can be drawn from the project that can be used for future programming?
  4. The existing gaps where the project did not cover?
  5. Proposed changes to the interventions?
  6. Proposed interventions for extension/expansion?


  1. Final instrument for the Evaluation and tracking sheet for entry of project evaluation data
  2. Field manual for enumerators.
  3. Detailed report on the sampling, including specifics on the design, methodology, and sample size calculations
  4. Field implementation plan with protocols for the enumerators and supervisors
  5. Data management and analysis plan
  6. Training of required number of enumerators, supervisors and data entry staff.
  7. Electronic files with all raw data in CDs.
  8. Two printed and 2 electronic copies on CDs of the final report in English , to include:
    a) Summary
    b) Background
    c) Objectives
    d) Survey Methodology

  9. Project/survey locations

  10. Sampling design and sample size
    Questionnaire design and development

  11. Training

  12. Data entry and processing

  13. Data analysis

  14. Field Work

  15. Limitation of the Evaluation

    1. Results presented in narrative and tables, using descriptive and statistics 10. Recommendations
  16. Annexes (e.g. references, questionnaire, sampling elaborations, etc.)


Project Evaluation will be carried out for 6 weeks as indicated below. Time line can be adjusted after mutual agreement.

1. Preparation

1.1 Developing TOR’s
1.2 Advertisement – Week 1
1.3 Communicate with SOS on methodology of the Evaluation – Week 1
1.4 Submission of proposal – Week 1
1.5 Proposal design – Week 2
1.6 Project evaluation contract agreement – Week 2
1.7 Sampling methods, interview guideline, sample size – Week 2
1.8 Questionnaire design – Week 2
1.9 Pre- test, questionnaire revision – Week 2
1.10 Training for the field team – Week 3
1.11 Final preparation before field activity – Week 3

2. Data Collection

2.1 Field data collection – Week 3 & 4
2.2 Data cleaning – Week 4
2.3 Data analysis – Week5
2.4 Presentation result – Week 6
2.5 Final report

Suggested Methodologies

o As a minimum requirement, this evaluation exercise looks at the changes that have happened thus far.

o As this evaluation is an opportunity for learning for the project staff, it is critical that the project staff-members participate throughout the evaluation process.

o The evaluation should use quantitative (e.g. surveys) and qualitative data collection methods such as semi-structured interviews (for example with focus groups, key informant, large groups, individual interviews, etc.) as necessary.

o The evaluation can make use of the indicators set for the project.

o The evaluation should use participatory methodologies to involve project participants (DEO Staff, Teachers, CECs, Parents, Children and the likes). It is suggested to group project participants in the evaluation based on their importance, influence and effect.

5. Responsibilities of Consultants

The composition of the Evaluation team is left up to the consultant/ organization based on their internal system, ideas and logic. However, SOS Somaliland recommends that it comprise one Team Leader (TL) to coordinate the overall Evaluation and liaise with SOS Somaliland; at least two Team Members (TMs) with collective expertise in The Evaluation along with an experienced statistician and/or data analyst. To collect information from the field, adequate number of Field Enumerators (FEs) should be deployed by the consultant/organization supervised by the TL and/or TMs. Supervision of the field work and quality (reliability and validity) of the data/information collected from the field is the primary responsibility of the TL. In case of the consulting firm the responsibilities can be assigned to the qualified and experienced team member. The Evaluation team should work closely with the Project Team. The consultancy / consultant team will be primarily responsible to:

1) Develop/design Evaluation including questionnaire for HH survey and checklist and tools for group interaction including FGD at District, and target beneficiaries.;

2) Share Evaluation design including process, methods and questionnaires/checklist with project team, collect feedback and finalize the evaluation design;

3) Pre-test questionnaires and other tools in one of the project target quarters;

4) debrief/discuss with project team about effectiveness of questionnaire, checklists and other tools used in pre-test, collect feedback and finalize them;

5) Orient, train and supervise the enumerators;

6) Carryout field work together with enumerators;

7) Ensure the quality of information collected from fields, cross check with the validity of information collected and verify/revise where needed;

8) Update progress of the evaluation on weekly basis to Project coordinator

9) Analyze data and prepare quality report;

10) Give presentation of draft report to SOS Somaliland; and

11) Submit final report of the Evaluation after incorporating the feedbacks and suggestions from SOS Somaliland team. An electronic copy of the report (CD-ROM or flash disk having the report in Word format) including all annexes must be submitted together with the final reports’ hard copies. The report is written in a straightforward manner, in English, of a maximum length of 20 pages including the Executive Summary, which should appear at the beginning of the report. The report format appearing below must be strictly adhered to:

  • Cover page

→ Title of the Evaluation report:

→ Country, Programme Name

→ Date of the evaluation

→ Name of the consultant

  • Table of contents
  • Executive Summary:
  • Main body of the report

  • A tightly drafted, succinct and freestanding Executive Summary is an essential component. It should be short, no more than two pages.

6. Responsibilities of SOS Somaliland

Remaining within the policies and practices of SOS Children’s villages Somaliland, its primary responsibility is to help consultant to achieve the objective of this ToR. Specifically, SOS Somaliland is responsible to:

  1. Prepare ToR and hire consultant

  2. Give inputs to finalise the survey instruments design;

  3. Monitor, provide feedback and ensure effectiveness of evaluation;

  4. Coordinate with partner and stakeholders to ensure adequate support is provided at district level;

  5. Give inputs/feedback to draft and final reports; and

  6. Orient the consultant team about the project, project context as well as the local environment

  7. Provide the consultant with relevant information and documents of the project including the project proposal and the log frame

  8. Release the budget as per agreed budget disbursement schedule.

  9. Eligibility Criteria

The consultancy / consultant team should have experience on qualitative and quantitative research; clear understanding on research methodology and experiences on using different social research tools and techniques. Should have work experiences in rural and urban areas will be an added advantage. TL should have advance university degree in development studies, economics or relevant social sciences with at least experiences having conducted five Project Evaluation or other development researching.

  1. Budget Payment Schedule

The proposed budget should contain the following headings:

  1. tools development
  2. Data/information collection, verification and compilation
  3. Analysis of collated data/information
  4. Travel, food and accommodation Costs
  5. Tax and VAT according to the government rules will be deducted from the budgeted amount.

The payment will be made by cheques in the name of the organization/consultant on two installments:

40% of total budget will be released upon signing of the contract while remaining 30% and 30% budget will be released after submitting draft report and final report respectively.

  1. Selection Criteria and weight

The selection will be made through a bidding process based on the quality of the proposals (including quality of proposal and applied methods in survey), relevant working experience, qualification/background of the survey team members and competitive budget.

SOS Somaliland has a set of criteria to select the proposal based on the offers meeting the specific requirements listed under the eligibility criteria and the proposed budget. The following criteria will be considered for selection:

  1. Experience of the organization – 30%

  2. Quality of the proposal – 25%

  3. Quality of the team (CVs) – 20%

  4. Budget – 25%

  5. Professional Liabilities

The organization is expected to carry out the assignment with due diligence and in accordance with prevailing standard of the professionalism. A proper sharing with SOS CV Somaliland needs to be maintained in terms of draft tools, data compilation sheet and report in both hard and soft copy. All those things after having feedback from SOS have to be finalized.

How to apply:

Interested professions/ institutions are requested to submit the following;

  • A letter of interest (LOI) with a short capacity statement of your organization or team
  • A brief proposal outlining how you plan to achieve the objectives as stated in the TOR along with recently updated CV’s of professionals.
  • A separate financial proposal outlining the overall budget required to achieve the objectives of the TOR. The financial proposal should include all budget items including tax and other associated costs.
  • Interested consultants who meet the conditions specified herein are invited to submit their application to: and indicate Evaluation on Access to Primary Education Project in Sheikh District in the subject line, to reach not later the 10thNovember 2016.

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