About Plan International
Plan International is a global development and humanitarian organisation dedicated to advancing children’s rights and achieving equality for girls. With over 80 years of experience, we work alongside children, young people, communities, and partners to address the root causes of inequality and challenges facing vulnerable children. We operate in over 75 countries, combining service delivery with evidence-based advocacy to drive change at local, national, and global levels.
Plan International Nigeria, established in 2014, focuses on empowering girls and young women through gender-transformative programs and strategic interventions. Our Country Strategy (FY2024-2028), titled “All Girls Standing Strong Creating Global Change,” aims to ensure 20 million girls in Nigeria can learn, lead, decide, and thrive.
We prioritize inclusive and quality education, youth employment and entrepreneurship, sexual and reproductive health and rights, nutrition, early childhood development, and protection from violence.
2.0 Context and Background
Nigeria faces a profound education crisis. According to UNICEF, the number of out-of-school children in Nigeria has reached 18.95 million, the highest figure globally. Entrenched poverty, armed conflict (especially in northern Nigeria), insecurity, and deeply rooted socio-cultural barriers, including early marriage, child labour, and gender discrimination, have left millions of school-aged children, particularly girls and children with disabilities, excluded from the formal education system. Northern Nigeria is disproportionately affected: UNICEF has noted that states such as Kano, Sokoto, and Jigawa together account for approximately 16% of Nigeria’s out-of-school children. This educational exclusion carries severe consequences: low literacy and numeracy skills, diminished livelihood opportunities, and a perpetuating cycle of poverty and inequality..
In response, the Accelerated Basic Education Programme (ABEP) was introduced as a nationally approved accelerated learning curriculum developed by the Nigerian Educational Research and Development Council (NERDC) and endorsed by the National Council on Education in 2019. ABEP compresses the standard basic education curriculum into three levels covering five core subjects, equipping over-age and out-of-school learners (approximately ages 10–18) with foundational literacy, numeracy, life skills, and civic education competencies needed to re-engage with formal schooling or vocational training. Through a condensed, accelerated learning curriculum, ABEP enables learners to complete primary-level education in a shorter timeframe and supports their transition into formal schooling or vocational training pathways.
The European Union-funded project “Accelerating Basic Education and Livelihood Opportunities for Children and Youth in North Western Nigeria” is implemented under a consortium led by Plan International, Save the Children International (SCI), and other National Organizations. The project operates in Jigawa, Kano, and Sokoto States and targets approximately 324,000 out-of-school children and youth, 194,400 females and 129,600 males, including an estimated 32,400 persons with disabilities (PwDs), who have either dropped out or never enrolled in formal school.
2.1 Project Specific Objectives
- To increase access to safe, quality, and inclusive alternative/ accelerated education programmes for 324,000 young girls and boys (194,400F & 129,600M, 32,400 persons with disabilities (PwDs)) and support their transition into formal or non-formal education.
- To increase access to livelihood opportunities, vocational education and green jobs opportunities for 60,000 youth (36,000F & 24,000M, 6,000 PwDs).
- To advocate for and strengthen the capacities of education and community stakeholders on peaceful coexistence, safe schools and girls’ empowerment.
2.2 Study Objectives and Key Questions
The overall objective of this consultancy is to assess and generate formative insights on the role and effectiveness of the Accelerated Basic Education Programme (ABEP) in improving educational access and foundational skills (literacy and numeracy) for out-of-school children in Sokoto, Kano, and Jigawa States, and to develop a policy brief that synthesises key findings, lessons learned, and actionable recommendations for policymakers and relevant stakeholders.
2.2.1 Specific Objectives:
- Examine how ABEP is reducing barriers for out-of-school children to enrol and remain in education. Determine the profile of children reached (gender, age, socio-economic background, disability status) and identify factors enabling or hindering their participation (e.g. community mobilisation, family support, security, costs).
- Assess the extent to which ABEP learners are acquiring foundational literacy and numeracy skills through the accelerated curriculum. Identify strengths and gaps in learning achievement at different ABEP levels, including differences by gender or other sub-groups.
- Investigate qualitative aspects of ABEP delivery, including teaching quality, curriculum adaptation, learning environment, and child protection measures, to understand how these influence outcomes.
- Document best practices, innovations, and community engagement approaches that facilitate success, as well as challenges (e.g. attendance issues, teaching capacity gaps, resource constraints, stigma) that need to be addressed.
- Solicit the views of key stakeholders, learners, parents/caregivers, learning facilitators/teachers, community leaders, and education officials, regarding ABEP’s relevance, quality, and impact.
- Understand perceptions of how ABEP has affected children’s lives and gather suggestions for improvement.
- Based on evidence, recommend practical measures to strengthen ABEP’s design and implementation, including improvements in curriculum delivery, teacher training, gender and inclusion strategies, community mobilisation, referral mechanisms for graduates, partnerships with government, and programme management.
- Develop a policy brief that synthesises the key findings, lessons learned, and evidence-based recommendations from the assessment to inform policy dialogue, decision-making, and future programming on accelerated education and out-of-school children in Nigeria.
2.2.2 Key Questions
The study will be guided by the following research questions (to be refined at inception):
- Who are the out-of-school children being reached by ABEP, and what barriers did they face before enrolment? (Consider gender, disability, and other marginalisation factors.
- How effectively is ABEP targeting the most excluded children, girls in conservative communities, children with disabilities, and children in conflict-affected areas?)
- How has ABEP enrolment and attendance affected children’s access to education?
- What changes in enrolment numbers or attendance rates can be observed?
- What motivates or hinders regular attendance and retention, especially for girls and other vulnerable groups?
- To what extent are ABEP learners achieving foundational skills in literacy and numeracy?
- What is the quality of teaching and learning in ABEP centres?
- Are facilitators using child-centred, gender-responsive methods?
- What is the classroom environment like in terms of safety, inclusiveness, availability of materials, and use of formative assessment?
- Do learners feel they are learning and gaining confidence?
- Do parents and community leaders see ABEP as valuable?
- How do formal school teachers view mainstreamed ABEP graduates? Any stigma or acceptance issues?
- What are the main challenges and enabling factors influencing ABEP’s success?
- How can ABEP be strengthened or scaled up to maximise its impact?
2.3 Scope of Work
The research will be conducted across 12 Local Government Areas (LGAs) in each of the 3 implementing states:
Kano State: Nassarawa, Gwale, Kumbutso, Tudun Wada, and Rimin Gado.
Jigawa State: Kafin Hausa, Gwaram and Babura.
Sokoto State: Gwadabawa, Bodinga, Sokoto North and Tambuwal.
Within each LGA, two intervention communities will be selected for full coverage.
Target population and Stakeholders
The primary population of interest is out-of-school children and adolescents who are direct beneficiaries of ABEP. This includes boys and girls, 10–18 years old, who have either never attended formal school or dropped out early, now enrolled in ABEP Level 1, 2, or 3 classes. Within this group, special attention should be given to girls (who constitute approximately 60% of the target population), children with disabilities and other marginalised subgroups.
Key stakeholder groups to be engaged include:
• Parents/Caregivers of ABEP learners.
• ABEP Facilitators and Education stakeholders:
• Community Leaders and Structures
• Government Education Officials:
• Plan International and Consortium Partner Staff:
Users of the Research include:
- Plan International and consortium, partners
- Government education stakeholders
- Donor
- Communities and beneficiaries.
3.0 Research Design and Methodology
The research methodology is expected to be formative, mixed-method, and utilisation-focused. The consulting firm should propose a detailed methodology in their technical proposal, to be finalised at inception in consultation with the Consortium. It is worth noting that the study is not an impact evaluation but a formative assessment aimed at learning. The design should be flexible and exploratory enough to capture unanticipated findings, prioritising depth of understanding over breadth. Findings should explain why and how certain outcomes are happening, not just what the outcomes are. For instance, rather than only quantifying dropout rates, the study should investigate the reasons behind dropout and potential solutions.
3.1 Sampling Design
The consultant shall propose a sampling strategy for the primary data collection to answer the research questions, including how they will identify respondents. More specifically, the intended sample strategy shall include a description of the:
– Sample size
– Necessary respondent disaggregation (this will be provided to the consultant)
– Number and type of locations
– Sampling approach (stating the reasons for the approach selected)
4.0 Safeguarding Children and Young People
Plan International is dedicated to actively safeguarding children and youth from harm and upholding their rights to protection. The organisation is committed to fostering child-safe practices and preventing harm, abuse, neglect, or exploitation in all interactions with Plan International-supported interventions. Strict measures are taken to prevent child abusers from associating with Plan International in any capacity, and decisive actions will be implemented against any staff member or associate found guilty of abuse. All decisions and actions in child protection matters will adhere to the principle of prioritising the best interests of the child.
Given that the study will involve data collection with young people, the consultant will ensure safe, inclusive, and non-discriminatory participation, with particular emphasis on capturing the voices of adolescent girls and young women. Processes should prioritise free, informed, and unforced consent, with the option to withdraw at any time, while maintaining strict confidentiality and anonymity for participants. Data collection environments and methodologies should be adapted to ensure the comfort of young people, with sufficient time and resources allocated to help adolescent girls feel prepared and confident to express their views.
Questions should be framed in an age-appropriate manner, considering participants’ literacy levels, age, and disabilities. Also, sensitive topics should be approached using trauma-informed practices to avoid re-traumatisation for respondents who may have experienced violence, discrimination, or the impacts of flooding, such as injury, loss, or displacement.
Key Safeguarding Measures:
- Confidentiality and Protection: Ensure the confidentiality and best interests of all participants throughout the assessment.
- Data Protection: Implement secure procedures for the handling and maintenance of personal information.
- Informed Consent: Apply age-appropriate assent and consent processes.
- Survivor-Centred Approach: Provide emotional support during data collection and ensure non-discrimination based on gender, disability, or other identities.
- Gender-Specific Deployment: Assign enumerators based on gender, ensuring female enumerators engage with female respondents and male enumerators with male respondents as much as possible to enhance comfort and inclusivity.
4.1 Gender Equality and Social Inclusion Strategy
The following considerations should be prioritised to promote gender equality and social inclusion, with a focus on girls and PwDs:
- Participant Ratios: Where applicable, the surveys should ensure a gender ratio of 40% males and 60% females.
- Gender and Disability-Sensitive Practices: Female facilitators should lead FGDs with women and adolescent girls’ groups to ensure a comfortable environment.
4.2 Ethical Considerations
The consultant should adhere to national and global ethical standards to safeguard participants and ensure the integrity of the research. Key ethical commitments include:
- Risk Mitigation: Comprehensive projection of potential risks and subsequent planning and implementation of mitigation strategies.
- Informed Consent: Secure consent from all participants, including parental consent for adolescents, and uphold the right to withdraw at any point.
- Anonymity and Confidentiality: Ensure participant privacy and secure handling of all data.
- Ethical Approvals: Secure internal and external approvals from Plan International’s Global Hub or National/State Ethical Boards, as required.
- Inclusivity: Ensure equal and fair participation opportunities while protecting vulnerable groups.
4.3 Quality Assurance
The methodology should include measures to ensure data quality and validity, including training of data collectors with practice sessions; standardised procedures; continuous oversight through back-checks, spot-checks, and daily debriefing sessions; triangulation across sources; and documentation of any limitations. Plan International expects the methodology to be rigorous yet practical, yield credible evidence, and directly inform decision-making. The safety and dignity of participants, particularly children, are paramount in all methodological decisions.
5.0 Key Deliverables
- Inception report including:
- an updated timeline
- a research matrix
- a detailed methodology, including draft sampling methodology and size
- draft data collection tools
- ethical and safeguarding considerations and risk assessment
- consent forms for any primary data collection
- draft methods for data analysis and quality control
- brief justification of the methods and techniques envisaged (including relevant underlying values and assumptions/ theories) with a justification of the selection made.
- Final data collection tools
- Final Sampling methodology (including unit of sampling and sampling frame) and size
- Draft research report, including cleaned data files (e.g. Excel, SPSS), transcripts of qualitative data syntax/ code books, etc. and completed consent forms (including for children and their caregivers and adults if any.
- Final research report including Executive Summary
- Research brief in PPPT
5.1 Submission Requirement.
- Technical proposal showing the approach to addressing the research questions.
- Detailed Financial proposal with a breakdown of activity costs.
- At least 2 samples of past research or evaluation reports conducted (It should not be more than 5 years old)
- Reference/commendation letter from the past organisation you have worked with.
5.2 Timeline/Schedule of Activities (Indicative)
The consultant is expected to span approximately 6–10 weeks from start to final outputs. Bidders may propose the exact duration and work plan, but a tentative timeline of approximately two months is envisaged.
7.0 Qualifications of Consultant(s)
- A proven track record of conducting high-quality research or evaluations in the education sector, preferably in Northwest Nigeria.
- Minimum of 7 years of experience in coordinating, administering and leading Formative research design or baseline/mid-term/end-line studies, including gender-sensitive data collection and entry,
- data management and storage, preferably for international non-profit organisations or multilateral/ bilateral agencies and multi-country studies;
- Demonstrated experience in facilitation and supervising data collectors/enumerators and data entry clerks to collect and enter data as per high-quality standards;
- Demonstrated experience in quantitative and qualitative data analysis;
- Knowledge and experience with education, especially girl child education.
- Knowledge of and experience in gender issues are highly preferred;
- Fluency in English and Hausa (spoken and written);
- Ability to produce high-quality work under tight timeframes;
- Ability to work jointly with Plan International
How to apply
Plan International operates with equal opportunities and actively encourages diversity, welcoming applications from all areas of the international community.
The proposal will be scored on both technical (methodology) and financial (budget) aspects, weighted at 70% and 30%, respectively.
Interested applicants are invited to submit their application package (as stated in the TOR) to [email protected] no later than 11.59 pm, Tuesday, 26th May 2026.
Females and female-led companies are strongly encouraged to apply.
More Information
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