About Plan International
We strive to advance children’s rights and equality for girls all over the world. With a bold purpose of ensuring “All Girls Standing Strong Creating Global Change” and as an independent development and humanitarian organisation, we work alongside children, young people, our supporters, and partners to tackle the root causes of the challenges facing girls and all vulnerable children. We support children’s rights from birth until they reach adulthood and enable children to prepare for and respond to crises and adversity. We drive changes in practice and policy at local, national, and global levels using our reach, experience, and knowledge. For over 80 years, we have been building powerful partnerships for children, and we are active in over 75 countries.
Plan International Nigeria was registered as a National Organisation in 2014 in Nigeria, and since then, our intervention has been focused on basic education, Nutrition, Health services, and strengthening youth and citizens’ participation in governance, livelihood, and creating economic opportunities for the vulnerable people and building resilient communities through our humanitarian and development response in Nigeria. Plan Nigeria works with communities, civil society organisations, development partners, government at all levels, and the private sector. With its country strategy, “Girls are empowered to take action and drive change,” Plan International Nigeria is committed to reaching 20 million girls during the strategy period of 2023 to 2028, covering all 36 states of Nigeria and the Federal Capital Territory (FCT). Equality for girls all over the world. With a bold purpose of ensuring “All Girls Standing Strong Creating Global Change” and as an independent development and humanitarian organisation, we work alongside children, young people, our supporters, and partners to tackle the root causes of the challenges facing girls and all vulnerable children. We support children’s rights from birth until they reach adulthood and enable children to prepare for and respond to crises and adversity. We drive changes in practice and policy at local, national, and global levels using our reach, experience, and knowledge. For over 80 years, we have been building powerful partnerships for children, and we are active in over 75 countries.
Plan International Nigeria was registered as a National Organisation in 2014 in Nigeria, and since then, our intervention has been focused on basic education, Nutrition, Health services, and strengthening youth and citizens’ participation in governance, livelihood, and creating economic opportunities for the vulnerable people and building resilient communities through our humanitarian and development response in Nigeria. Plan Nigeria works with communities, civil society organisations, development partners, government at all levels, and the private sector. With its country strategy, “Girls are empowered to take action and drive change,” Plan International Nigeria is committed to reaching 20 million girls during the strategy period of 2023 to 2028, covering all 36 states of Nigeria and the Federal Capital Territory (FCT).
Project Background
The Teacher Professional Development and Well-being Project is a targeted response to the challenges of teacher shortages and inadequate professional development in crisis-affected contexts of Northern Nigeria, with Adamawa and Sokoto states as case studies. With a focus on pre-primary, primary, and lower secondary education, the project aims to build resilience within the education framework and enhance teacher retention and well-being. The project is built on three key outcomes: fostering community-based strategies to integrate and retain teachers, enhancing teacher professional development and personal well-being, and strengthening policies that promote teacher onboarding, retention, and career development. To achieve these outcomes, the project will work closely with communities to develop culturally and contextually appropriate strategies for teacher integration, leveraging the capacity of School-Based Management Committees (SBMCs) to promote acceptance of teachers and their critical role in improving learning outcomes. Teachers will be trained in gender-transformative and inclusive pedagogy, foundational literacy and numeracy skills, and digital and green skills. Mental health support will also be prioritised through the establishment of feedback platforms and mapping of existing services to address stress and trauma management for teachers. Also, the project will strengthen the capacity of the Nigeria Union of Teachers (NUT) and local civil society organisations to engage in strategic advocacy for the adoption and implementation of policies that ensure teacher incentives and career pathways.
The project is aligned with national education priorities and will ensure sustainability by institutionalising training programs and empowering local stakeholders to replicate and advocate for similar interventions, contributing to long-term improvements in the educational ecosystem of Northern Nigeria.
With a project duration of 24 months, the Teacher Education and Professional Development project will target a wide range of teachers, students, government officials, and teacher unions, with an indirect reach of approximately 1.39 million beneficiaries, out of which 60% are female, and 40% are male.
Project Specific Objectives
- SO1: Community-based strategies that foster teacher integration and retention in crisis-affected contexts of Adamawa and Sokoto states are enhanced.
- SO2: Teachers’ professional development and well-being are strengthened and supported in the crisis-affected contexts of Adamawa and Sokoto states.
- SO3: Supportive environments are created, and policies that promote teacher onboarding, retention, and career development are strengthened in Adamawa and Sokoto states.
End of Project Evaluation Objectives
- Assess how well the project’s strategies addressed teacher shortages, professional development gaps, retention challenges, and wellbeing needs, and how coherent the project was with government priorities and other actor initiatives.
- Measure the extent to which the project reduced teacher shortages, improved teacher professional development outcomes, and strengthened teacher retention and wellbeing across pre-primary, primary, and lower-secondary schools.
- Evaluate improvements in the readiness and capacity of SBMCs, communities, and teacher unions to support teacher integration, continuous professional development, and teacher wellbeing initiatives.
- Assess how efficiently project resources (financial, human, material) were used to deliver training, mentoring, teacher support systems, and school-based wellbeing interventions.
- Determine the broader changes attributable to the project in terms of teacher availability, instructional quality, classroom inclusion, and learner engagement.
- Assess the likelihood that teacher support systems, school-based PD structures, and wellbeing interventions will continue beyond the project period.
- Assess the effectiveness of all advocacy actions implemented, both in terms of active processes and dynamics, and actual achievements
- Collect and analyse endline data for key project indicators related to teacher onboarding, retention, well-being, coping practices, and adoption of inclusive and gender-transformative pedagogy.
Key Evaluation Questions
- To what extent did the project address the real teacher workforce needs in the targeted states and education levels?
- How well aligned were project interventions with government priorities, school needs, and union/community expectations?
- To what extent did the project reduce teacher shortages in target schools?
- How much did teacher knowledge, skills, and classroom practices improve as a result of training and mentoring?
- To what extent were teachers able to apply inclusive and gender-transformative pedagogy?
- Did teacher retention and well-being indicators improve over the project lifecycle?
- Have SBMCs, communities, and teacher unions increased their capacity to support teacher onboarding, mentoring, and PD cycles?
- What changes occurred in school or community support practices as a result of the project?
- Were project resources used in a timely and cost-effective manner?
- Which delivery approaches (centralised training, school-based PD, mentoring) offered the best value for money?
- Is there evidence that improved teaching practices contributed to better learner engagement or participation?
- Are state, LGA, or school structures prepared to continue PD, mentoring, and wellbeing activities post-project?
- Did female teachers and teachers with disabilities benefit equally from project interventions?
- Which processes were in place in terms of advocacy and how these could contribute in the long run, even if not necessarily reached within the project implementation?
- Did the project contribute to more inclusive, gender-responsive, and safe learning environments?
Users of the End of Project Evaluation.
- Expertise France (EF)
- Global Gateway
- Plan International Nigeria (PIN) – Nigerian
- Save the Child Initiative (STCI) – Nigerian
- Forum for African Women Educationalists (FAWE) – Nigerian
- Ministry of Education
- National Union of Teachers
- Project participants
Scope of Work
The end of project evaluation is expected to be conducted across the 6 Local Government Areas, 3 in each state of Adamawa and Sokoto, covering 30 schools:
Adamawa State: Fufore, Numan, and Michika LGAs.
Sokoto State: Bodinga, Sokoto North, and Tambuwal LGAs
Methodology
In terms of methodology, it is expected that the consultant will use a relevant evaluation design to ensure the end-of-project evaluation objectives and key questions are answered. The consultant is recommended to utilise a mixed methods approach (quantitative and qualitative), outline the justification for selecting this approach, and demonstrate the skills and experience required to apply it effectively. During the process, piloting the evaluation instruments (tools) and ensuring they are aligned with and responsive to the key endline questions would be necessary. The consultant will be provided with all relevant project documents to support desk and literature reviews. Therefore, the technical proposal must include a clear description of the data validation approach and quality assurance techniques to be used at the end of the project evaluation. This methodology will be further unpacked in the Inception report before carrying on the next phases of the endline data collection.
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)
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’s 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.
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.
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.
Key Deliverables
At a minimum, consultant deliverables for the end of project evaluation will include:
- 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.
- an updated timeline
- 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 report including Executive Summary
- Evaluation findings in PPT
Expected Qualifications
The consultant is expected to have at least a master’s degree in Social work, Education, or other related field, with the following additional requirements:
- Minimum of 5 years of working experience with INGOs, CBOs, and CSOs in the field of education in both development and Humanitarian or crisis-affected environments.
(Experience in the Northeast and NorthWest Nigeria context is desirable).
- Strong experience in carrying out complex evaluations in the region or other areas with similar contexts. The sample study(s) must be attached.
- Proficiency in quantitative and qualitative methods of data
- Strong analytical skills and research experience, with solid knowledge of quantitative and qualitative research methodologies.
- Experiences on the Plan’s cross-cutting issues, such as gender, inclusion, as well as awareness of child protection and child rights issues
- Ability to work on own initiative and to meet deadlines
- Attention to producing and presenting high-quality, accurate presentations/reports
- Ability and willingness to travel to very remote areas
- Excellent command of written and spoken English and at least one local language in Adamawa and Sokoto states.
Application Requirement:
Interested applicants should provide a proposal covering the following aspects:
- Detailed response to the TOR
- Proposed methodology (design, sampling strategy, respondent selection, etc.)
- Ethics and child safeguarding approaches, including any identified risks and associated mitigation strategies
- Proposed timelines with Gantt chat
- CVs
- At least two samples of previous work
- Detailed budget, including daily fee rates, expenses, taxes, etc.
- Police Certificates of Good Conduct – especially where there is primary data collection.
Further information on this consultancy, including references to the relevant annexes, can be accessed via this link: https://tinyurl.com/4at6e96m
How to apply
Interested Consultants are to share the following:
- Technical proposal showing the approach to addressing the evaluation 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 2 years old)
- Reference/commendation letter from the past organization you have worked with.
Females and female led businesses are strongly encouraged to apply.
More Information
- Job City Nigeria
