Evaluation of Inclusive Education Project in the Sahel

• Country: Mali
• Summary: Evaluation of Inclusive Education Project in the Sahel
• MLT Ref No: 69176652
• Deadline: 25 Nov 2022
• Financier: Other Funding Agencies
• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• Tenders are invited for Evaluation of Inclusive Education Project in the Sahel 1. General information 1.1. About Humanity & Inclusion Revolted by the injustice faced by people with disabilities and vulnerable populations, we aspire to a world of solidarity and inclusion, enriched by our differences, where everyone can live in dignity. Humanity & Inclusion is an independent and impartial relief and development organization working in situations of poverty and exclusion, conflict and disaster. We work alongside disabled and vulnerable people to help meet their basic needs, improve their living conditions and promote respect for their dignity and fundamental rights. For more information on the association: http://www.hi.org 1.2. On Humanity & Inclusion in the country/region Present in West Africa since 1991, Humanity & Inclusion has been supporting the implementation of education projects there since 1998, according to the following areas of intervention: ü Access to education of out-of-school children and especially handicapped children through community actions; ü Multisectoral support for children with disabilities; ü Improving the school environment; ü Improving the quality of services and learning achievements of students; ü Institutional support to make education systems more inclusive of the situation of children and young people with disabilities. Moreover, since the deterioration of the health and security context, distance education and education in the context of crisis constitute two other priority areas of intervention. Started in 2017, the Inclusive Education in the Sahel program aims to create an inclusive child-friendly learning environment at the local, national and sub-regional levels to ensure schooling and quality education for marginalized girls and boys aged 6 to 16 years old, including disabled children in 3 countries of intervention: Burkina Faso, Mali and Niger. To achieve this, the project relies on a child-centred, multi-sector and multi-stakeholder approach as well as than on advocacy actions based on the strong involvement of civil society actors. This approach has contributed to significant progress in the education of children with disabilities. The enrollment rate of children with disabilities in ordinary schools and the learning conditions of all children have improved, and the institutional anchoring of inclusive education through the mobilization of actors at local, national and regional levels has improved. reinforced. The EI Sahel project is directly implemented by the project teams spread over each of the countries of intervention and their partners, which are the national branches of the two partners. regional. It also relies on regional coordination currently located in Mali and on the intervention of two regional partners, the African Campaign Network for Education for All (ANCEFA) and the West African Federation of Disabled People (FOAPH). 2. Context of the evaluation 2.1 Presentation of the project to be evaluated Project title RAF 17/0036 Contribute to inclusive quality education for marginalized girls and boys in Burkina Faso, Mali and Niger Implementation dates September 2017 - December 2022 (64 months) Location/Areas of intervention Burkina Faso: provinces of Kadiogo, Boulgou, Seno, Soum Mali: Bamako, regions of Timbuktu and Sikasso Niger: Niamey, regions of Maradi and Tahoua Operational partners ü The Ministries of Education of the 3 countries ü The African Campaign Network for Education For All (ANCEFA) and its national federations ü The West African Federation of Persons with Disabilities (FOAPH) and its national federations ü Parents' associations students, school management committees , associations of mother educators, civil society organizations, organizations of people with disabilities (DPOs), local authorities. Target Groups ü 13,000 girls and boys with disabilities, refugees or internally displaced persons ü 4,571 teachers and school principals from 983 partner schools ü 5,624 civil society representatives (education coalitions, DPOs, school committees, parent associations) ü 1,387 policy makers ü 276,000 girls and boys enrolled in partner schools ü Communities in intervention areas Project budget (2017-2022): 69,473,134 NOK Project Objectives The EI Sahel project aims to create an inclusive learning environment at local, national and regional levels to ensure quality education for marginalized girls and boys aged 6-16, including girls and boys with disabilities. The intervention is carried out at three levels: system, services and communities through capacity building, advocacy and technical assistance. Children are at the heart of the project's approach, which aims to meet their needs and expectations by providing a holistic response. Combat the perception that children with disabilities are the "problem", propose a comprehensive care response, make the school environment accessible, build the capacity of local education stakeholders, improving learning methods were identified as major elements in enabling the right to education of all children without any discrimination. Furthermore, the action contributes to strengthening the links between disabled people's organizations and other civil society movements working in the field of education. This alliance strategy must contribute to improving the capacity of actors to coordinate actions, influence the main decision-makers and raise questions of common interest in favor of the integration of disability in all their fields of intervention. the action contributes to strengthening the links between disabled people's organizations and other civil society movements working in the field of education. This alliance strategy must contribute to improving the capacity of actors to coordinate actions, influence the main decision-makers and raise questions of common interest in favor of the integration of disability in all their fields of intervention. the action contributes to strengthening the links between disabled people's organizations and other civil society movements working in the field of education. This alliance strategy must contribute to improving the capacity of actors to coordinate actions, influence the main decision-makers and raise questions of common interest in favor of the integration of disability in all their fields of intervention. Expected results and indicators Impact objective: improve access and retention of girls and boys with disabilities and refugee children in compulsory quality education Outcome 1: An increased number of children with disabilities and refugees are in school Outcome 2: Schools are physically accessible to all children Outcome 3: The education systems of Burkina Faso, Mali and Niger become increasingly inclusive Outcome 4: The quality of services is strengthened and students' learning outcomes are improved Main activities implemented Result 1: ü Identification and follow-up of children with disabilities and from other marginalized groups (including health care and rehabilitation care) ü Training and capacity building of community actors on inclusive education, vocational training and monitoring process for children with disabilities ü Awareness raising and community mobilization on disability, inclusive education and the rights of refugee/displaced children ü Strengthening of the economic situation of families in the form of support for income-generating activities Result 2: ü Accessibility audits ü Strengthening of the technical capacities of urban planning officers on the accessibility of schools and points of water ü Advocate for works and reasonable adjustments to schools to be taken care of by municipalities. ü Rehabilitation of water points ü Accessibility works in schools Result 3: ü Capacity building of representatives of civil society organizations (CSOs), representatives of DPOs and key actors from the Ministries of Education ü Research on the education of children with disabilities ü Advocacy for the integration of inclusion in education policy documents ü Support for the implementation of advocacy campaigns ü Support for the development of data collection systems integrating the dimension of disability at regional and national levels Result 4: ü Provision of inclusive and accessible teaching materials ü Design of manuals and training modules on inclusive education ü Sensitization and training of teachers from partner schools in the concepts of inclusive education and inclusive pedagogical approaches ü Sensitization and training of student teachers teacher training schools in inclusive education. ü Training of educational actors and pedagogical follow-up of teachers ü Development of innovative educational responses (including technical assistance to Ministries of Education, training of teachers in Braille and sign language, follow-up visits). ü Strengthening of links between special schools and ordinary schools ü Advocacy for the resumption of allocations of adapted/inclusive teaching materials by the Ministries of Education. 2.2 Justification of the evaluation In accordance with the policy of Planning, Monitoring and Evaluation of “PES” projects and its minimum commitments relating to evaluations, the project financed by Norad over a period of 5 years requires a final external evaluation. The various self-assessments carried out during the implementation of the project have revealed a number of quality criteria that need analysis. thorough. In addition, the final evaluation is an integral part of the contract between HI and the donor and of the activities to be carried out within the framework of the implementation of the project with the main objective of verifying whether the intervention strategy developed within the framework of the project achieved the expected results. Therefore, the implementation of this final evaluation constitutes an important step for Humanity & Inclusion and for Norad, aimed at evaluating the
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