Terms of Reference...and global associations of adult education, lobbying and advocacy activities...

DVV International Northern Mali Project Evaluation 2018

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Terms of Reference Evaluation of the Program of DVV International in Northern

Mali

Country: Mali (northern and central regions)

Financing phase: 2017-2019

Date of publication: 03.09.2018 (ToR in English and French)

1. Introduction DVV International is the Institute for International Cooperation of the Deutscher Volkshochschul-Verband e.V. (DVV), the German Adult Education Association. DVV represents the interests of approximately 920 adult education centres (Volkshochschulen) and their state associations, the largest service provider of continuing education in Germany. As the leading professional organisation in the field of adult education and development cooperation, DVV International has committed itself to supporting lifelong learning for 50 years. DVV International provides worldwide support for the establishment and development of sustainable structures for a lifelong youth and adult education. DVV International is financed by the German Federal Ministry for Economic Cooperation and Development (BMZ). The current funding period is from 2017 to 2019. Funded in a large part by the BMZ for the creation/strengthening of social structures (Sozialstruktur-förderung - SSF), the Institute cooperates with more than 200 partners in more than 30 countries in Africa, Asia, Latin America and Europe. DVV International promotes, together with national, regional and global associations of adult education, lobbying and advocacy activities for the human right to education and lifelong learning. In doing so, DVV International contributes to the United Nations Sustainable Development Goals (SDGs), the Global Agenda for Education (Education 2030) and the UNESCO International Conferences on Adult Education (CONFINTEA). The use of the REFLECT (Regenerated Freirean Literacy Through Empowering Community Techniques) methodology as an adult learning strategy enables target groups to read, write and calculate in their local languages, and to effectively manage their income-generating activities. These new technical and professional skills transferred to communities are part of a sustainability process to strengthen their empowerment. By collaborating with education policy-makers and multipliers strengthening non-formal education for young people and adults, and, finally, supporting diverse target groups to learning various subjects, the Institute contributes to the consolidation of sustainable structures. DVV International supports the exchange of information and interaction between professionals at European and global level through conferences, seminars and publications. DVV International's interventions cover three levels: first level – contribution to policies, strategies, standards and norms, as well as funding on national level (macro level), second level – institutional capacity building and capacitiy building of teaching staff (meso level), and, third level - the basic model interventions for


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the population with potential for replication at national, regional, and international level (micro level). In order to continually improve its work and ensure that they meet the needs of the countries in which DVV works, the Institution regularly evaluates its programs. In this context, DVV International is soliciting applications for an evaluation of our program in Mali, in accordance with the guidelines and guidelines below. 2. Background of the project Mali, a landlocked country in West Africa, surrounded by seven countries (Guinea, Senegal, Mauritania, Algeria, Niger, Burkina Faso, Côte d'Ivoire), counts according to the United Nations Human Development Index (HDI) among the most poor of the world (rank 175 out of 188 countries in 2016). On 1.24 million km², Mali has a population of 18 million (population growth: almost 3%). Its population is very dispersed and unevenly distributed. The average density is about 12 inhabitants / km² at the national level (estimated in 2009), ranging from about 0.4 inhabitants/km² (Kidal region) to nearly 7.400 inhabitants/km² (District of Bamako). The most crisis-ridden areas (Kidal, Gao, Timbuktu) account for nearly 2/3 of Malian territory, but are populated by only about 9% of the population. Mali crosses several climate zones. Almost half of the population lives below the poverty line (48.3% in 2015). Almost 2/3 of the population (61.5%) of the age of 6 and more are not educated. In 2015, nearly 33.1% of adults are illiterate, which has been growing since 2001 (21.3%). Mali has a low level of social development. The macroeconomic situation in Mali is characterized by a slowdown in economic growth due to the security and institutional crisis (average growth rate estimated at 4.1% during the crisis, a 2.3% economic recovery in 2013, to reach 6.0% in 2015). Since 2012, Mali has been experiencing a hitherto unknown security, political and institutional crisis. Before that, since the 1991 Revolution, however, the country seemed to establish itself as a model of democracy on the African continent. In fact, Malian democracy was put to the test in the early 2010s by movements of Tuareg rebels claiming self-determination. The armed rebellion then became radicalized in 2011 and was supported by Islamists who infiltrated the north of the country in favor of the chaos that prevailed there since the weakening of the central power of Mali. In 2012, the occupation of 2/3 of the northern territory of Mali by rebel Touareg and jihadist-terrorists led to a deployment of French forces (Serval and Barkhane) and a UN mission to stabilize the country. Since 2013, the country is engaged in a process of peace and reconciliation. Despite this process and following the signing of the agreement for peace and national reconciliation in May 2015, armed groups occupy parts of the territory to the detriment of the state and clash regularly; terrorists continue to attack civilians and military forces in the north-eastern and central parts of the country. However, despite a relatively calm political climate, the situation is still precarious, particularly in some areas and in conflict zones in the north and center of the country. The re-election of President Ibrahim Boubacar Keita for a second term will, in the opinion of some, face the security challenges. National Education in Mali is struggling due to several factors: the weight of traditions, the lack of resources, the inadequacy between training curricula and the labor market and the political crisis in the North and the center. Traditional and cultural factors continue to hinder the schooling of children, especially girls. Children, mostly girls of school-going age, are guarded by their parents who think they have no place in school. The recurring crises in formal education, due to the demands of improving the living conditions of teachers and infrastructure, have had a negative impact on school performance. The unemployment of young people, who finish their studies and still do not find adequate employment, is also a bad example for young people who get the impression that school no longer offers the guarantees of success in life. The political crisis that Mali has been going through since 2012 has led to massive displacement of populations, the abandonment of state structures by civil servants and withdrawal of NGOs from their areas of intervention.


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Education is the most affected sector in terms of loss of staff due to school dropouts by teachers and students. The jihadists, resistant to teaching in French, attacked school structures, causing the closure of schools and causing the drop in attendance rates, and the exponential rise in dropouts. In total, nearly seven hundred and thirty-five (735) schools across the country are closed, of which 60% in the Mopti Region, forcing teachers to anticipate their holidays. Non-formal education has suffered from the crisis created by growing insecurity, with its corollary, kidnappings and multiple murders of people and widespread psychosis in which people live. The decentralized technical services have simply suspended their interventions thanks to the withdrawals of the NGOs that finance their follow-up activities in the field. The crisis in the center and the north of the country, which has made the situation of the formal school difficult, requires that the state and all the partners involved in national education list the problems facing the sector and strive to find solutions. Indeed, the promotion of non-formal education induces the recovery of several challenges. There are many obstacles to overcome in this sector, and draft of the Decennial Education Program (PRODEC II), which is being developed for the period 2019-2028, lists them. The security crisis has had disastrous consequences for the education system, including the non-formal education sector, among which, among others:

• The threat to access to education for thousands of school-aged children, particularly in the north of the country, due to massive population displacement and school closures;

• the destruction of infrastructure and school equipment in the affected areas and the deterioration of the learning environment in the host regions in the South of the country;

• the exacerbation of the teacher shortage and the difficulties related to their management; • the drastic reduction of family resources, especially in the northern regions of the country,

thus raising the question of the opportunity cost of the school and guiding choices, primarily, towards safe and food-secure survival expenses;

• the reduction of financial allocations for the education sector, including the freezing of operating budgets for 2012, the cessation of external financing, the suspension of budget support, and therefore a drastic reduction in resources for schools in the occupied areas.

The new PRODEC II proposes to strengthen the capacity of national literacy and non-formal education at the national level. The Malian education system is mainly administered by three ministries: the Ministry of National Education (MEN); the Ministry of Higher Education and Scientific Research (MESRS); and the Ministry of Employment and Vocational Training (MEFP). It is a system that includes several types and types of teaching, with a variety of backgrounds and pathways, the purpose of which is to enable successful socio-professional integration for all. Swiss Cooperation provides funding to the non-formal education sector. The Karanta Foundation, a foundation set up by several West African states, which funds it at the same time, supports the policies of member states in non-formal education/literacy. The education system includes non-formal education targeting out-of-school or out-of-school youth aged 9 to 15 and illiterate adults, to whom it offers appropriate forms of education to ensure their socio-cultural and economic promotion. For this, the Malian State has set up Centers for Education for Development (CED), Education Centers for Integration (CEI), Functional Literacy Centers (CAF), and Female Learning Centers (CAFé). The system also targets out-of-school and out-of-school youth aged 9 to 15, illiterate young people and adults, or those who leave the EDCs in the context of vocational training, and aims to equip them with the skills required for the exercise of their skills, job or trade.


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According to the MENA's analysis, in 2015, nearly 70% of Malian adults aged 15 to 44 (over 5 million adults) are still illiterate, whereas Mali had already committed to halve the illiterate adult population by 2015. Illiteracy affects women (78%) more than men (62%). Of these 5 million illiterate adults, only 75,000 adults (1.5%) were supported by all functional literacy centers in 2015-16. The State acknowledges during the work of PRODEC II that the effectiveness of the various literacy and non-formal education programs must be questioned, revisited and reoriented towards more results, particularly in terms of quantitative coverage of needs, but especially in terms of the effective establishment of adult literacy skills. The budget that the Malian State makes allocates to non-formal education is of insignificance, being only 0.3% of the total education budget. DVV International’s work in Mali Working in Mali since the early 2000s from its office in Guinea, DVV International moved the main office to Bamako in 2010. The Institute signed a framework agreement with the Malian government; the official contact for DVV is the Ministry of Education and Literacy (MEN). Among the few partners working in the education sector, DVV International is, alongside the Swiss Cooperation, the only international structure promoting adult education/non-formal education in the country. In addition to its two BMZ-funded projects for the promotion of Sustainable Structures (SSF), DVV International is implementing two GIZ-funded projects, one being part of the "One World without Hunger" program (Green Innovation Centers) and the other one in the area of Decentralization. DVV International also implements a project funded by Deutsche Telekom. In Mali, DVV International uses the "REFLECT" approach in its literacy projects in the communities. REFLECT circles are held in the local languages of the regions; participants of these circles follow a three-year cycle. DVV International implements a process of developing instrumental knowledge and technical skills. Apart from literacy, DVV International also promotes vocational training. DVV International has a holistic vision of its program of educating young people and adults in Mali to strengthen the communal and community development approach around learning centers, on local democratic governance, and intellectual and professional capacities on several levels. The program consists of:

• Support for the design and implementation of community-based adult basic education projects;

• Strengthening the institutional and technical capacities of the partner structures; • Promoting lobbying and advocacy for Non-Formal Basic Education in general, and literacy in

particular. In 2015, DVV International’s 2014-2016 programs for West Africa have been evaluated. The discussion of the results and the considerations of the DVV International team at the national and regional level led to some adaptations in relation to the choice of partners (choice of partners linked more to their performance, fewer partnerships with NGOs operating at national, more partnerships with grassroots CSOs, grassroots organizations and a start of partnerships with municipalities), the orientation of DVV International’s program at the continental level, aiming at, inter alia, supporting the emergence of community education centers. An additional aspect has been added to the DVV International program in Mali following regional exchanges since 2017: the introduction of a post-literacy approach using information and communication technologies. This approach is to be deepened with the help of tablets with an application in several local languages (Bamanakan, Peulh, Soninke, Tamashek, Sonrai) specifically created to assess the achievements in literacy and / or vocational training.


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To enable advocacy for non-formal education and adults at the regional level, DVV International supports the PAMOJA West Africa Network, a regional structure specialized in supporting national networks in literacy and non-formal education. Pamoja West Africa work with teachers and other young professionals from higher and vocational institutions use the REFLECT approach/method. Pamoja is based in Cotonou/Benin. Currently, the SSF program in Mali consists of two projects. "Mali Sud" is the classic project to promote adult education and non-formal education in Mali. The "Mali Nord" project is the second project initiated by DVV International at the request of the BMZ in order to respond to the situation of the internally displaced persons (IDPs) after the 2012 crisis. The relative easing of the crisis and the partial return of IDPs, combined with a new recovery in economic life in the North have led DVV International to work in these regions, which, until then, had been marginalized in favor of security and strictly humanitarian aspects. Based on experiences in other countries, such as Georgia, Turkey or Jordan, DVV International had already successfully applied its holistic approaches in the areas of functional literacy, education and non-formal training as well as lifelong learning in (post) crisis contexts. Following the end of a first phase of the project in 2016, and to continue the important work in northern as well as i central Mali, BMZ has been keen to support these efforts in terms of the promotion of sustainable structures (SSF). The "Mali Nord" project works in the regions of Kidal, Gao, Timbuktu, Menaka and the Mopti region in the context of functional literacy and vocational training with three partners in the field. It consists in helping the municipal authorities to set up and manage lifelong, non-formal and sustainable learning structures at community level that meet the education and vocational training needs of young people and adults. Civil society grassroots NGOs coordinate activities in the field ("faire-faire" strategy). REFLECT circles are managed by the partner organizations, followed by their supervisors and DVV International itself. DVV International focuses, on the one hand, on knowledge transfer to participants of REFLECT circles, and on the other hand, on capacity building for partner organizations for medium and long-term follow-up. Literacy courses cover socio-economic, environmental, citizenship and gender topics, and include, in an advanced phase, self-learning sessions through ICT. So far, the REFLECT literacy circles have not been constrained in either southern Mali or regions in Mali affected by violence or extremism. Nevertheless, it remains to be noted that the crisis situation in northern and central Mali poses problems in terms of a satisfying execution of the project, for example by the lack of adequate access to certain areas of intervention. Co-operation with the parent ministry is, in practice, carried out with two of its departments fighting against illiteracy and reinforcing the aspect of non-formal education and the use of the various languages of Mali:

The National Directorate for Non-formal Education and the Promotion of National Languages (DNENF-LN)

The National Research Center for Non-Formal Education (CNR-ENF). There was a period in which the Malian state created a ministry specifically for literacy. In the meantime, however, this decision had been revised. The establishment of a national fund for non-formal education, following the example of Burkina Faso, has not succeeded despite the efforts of civil society organizations, supported by DVV International and the state itself. Officially, the MEN has accepted all the obligations in the frameworks of the initiative "Education for all" as well as for the pursuit of the SDGs. Nevertheless, allocations of personal, physical and financial resources have not reflected the policy of support for the illiterate and those who need the means for lifelong learning (SDG No. 4).


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While keeping the dialogue and exchange with the ministry of supervision, which officially recognized the method "REFLECT", DVV International wonders about the future of the governance of the system for the education of the young people and the adults which responds to the requirements of the SDGs and the new challenges (effective globalization with contradictory trends in nationalism, digitalization, climate change, etc.) that, in principle, require a response which addresses working populations and other. Apart from this, to coordinate its activities in the field, DVV International exchanges with other organizations in the field of education and NGOs working in the North.

3. Objectives of the programme The following more general objectives have been defined.

(1) In at least 20 sites, young people and adults have learning spaces, designed for sustainability (micro level)

(2) The new spaces created for lifelong learning are institutionally anchored in the different municipalities, and have a trained staff for the organization and management of the appropriate learning processes (meso level)

(3) Decision-makers from diverse horizons have recognized the importance of lifelong learning in establishing and maintaining (social) peace and for the development of local economic circuits, and engage politically for the dissemination of the approaches tested in the framework of the projectIn addition to these more general goals, more concrete evaluation questions will be defined in the following chapters (macro level).

4. Activities of the programme With the objective to sustainably develop social structures for adult education, DVV International’s programs aim to have an impact on three levels (micro, meso and macro) in accordance with the above-mentioned objectives. Objective 1 (micro level): "In at least 20 sites, young people and adults have learning spaces designed for sustainability"

Creation and operation of 30 REFLECT literacy circles and self-promotion groups, 50% of them women, in selected communes in the regions of Gao, Ménaka and Kidal

Training of REFLECT facilitators on the REFLECT approach and the associative life, the functioning of the REFLECT circles, and the qualification and management training of micro- or small companies for young people and reinforcement.

Creation or revitalization of two community learning centers in two municipalities in the Mopti region.

Objective 2 (meso level): "The new spaces created for lifelong learning are institutionally anchored in the different municipalities, and have a trained staff for the organization and management of the development processes. Appropriate learning

Post literacy through ICT Literacy through new communication and computer technologies (use of a specific application translated into three local languages for the post-literacy phase)

Monitoring - support for projects of partner organizations The national office's technical and accounting team will continue monitoring activities around REFLECT circles, accounting and administrative management, activities around CACs, post-literacy with ICT and income-generating activities.

The mid-term evaluation of the project

The training workshop on the management of community learning centers:

The Winpaccs training workshop for project accounting staff and partner organizations Objective 3 (macro level):


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"Decision-makers from diverse horizons have recognized the importance of lifelong learning for establishing and maintaining (social) peace and for the development of local economic circuits, and engage politically for the dissemination of the approaches tested in the project "

National forum for sharing and advocacy on ENF / LL through CEC (Contribution SSF Mali Nord): Organization of a fair exhibition and dialogue fora to highlighting elements of lobbying and advocacy for the promotion of non-formal education and lifelong learning through community learning centers.

Participation in exchange meetings with humanitarian actors, state partners and civil society on NFE / EA to intensify the issue of education in the context of insecurity in Mali

Partner organization structures Local Associations: 1) National Federation of Artisans of Mali (FNAM) and its member

organizations in the regions of Mopti, Gao, Timbuktu and Menaka; 2) the Norwegian Church Aid International NGO (NEA); 3) the NGO Eveil.

Territorial communities The Ministry of National Education and Literacy

5. Purpose of the evaluation DVV regularly evaluates its projects and programs. This evaluation, which takes place in the second year of the implementation of the current project phase (2017-2019), aims at analyzing the effectiveness and efficiency in relation to the objectives, the impact of the project and new directions for the future. The evaluation should give an overview of the project as a whole, and lead to recommendations on the work and commitment of DVV International in Mali, esp. in the North and the Center of the country. The evaluation should also consider the fact that the BMZ donor wants a reorientation of the programs financed on a medium-long term planning for a phase from 3 to 12 years maximum. It should also be taken into account that there is a difference in needs in northern Mali, which is still in a state of emergency after the crisis. However, considering the specificities of northern Mali, the evaluator should focus his analysis on the question to what extent activities should remain at the micro level or be transferred to the macro level. Focusing on the crisis in Mali, the evaluation of this project should take into account the specific context of the social and economic sectors in the intervention zones (North and Center), specific arrangements for the governance of the education system in a context of insecurity with even stronger involvement of third parties (e.g. humanitarian aid agencies), as well as the starting level and the socio-economic perspectives of the populations in the areas of intervention. The evaluation should use all sources (primary and secondary) and information, analyze and synthesize them, in order to receive high quality data. These data should enable the evaluator to provide evidence-based conclusions and feasible recommendations. The evaluation should explain whether and to what extent the objectives of DVV International have been achieved, and whether the measures applied are effective and appropriate.

6. Guiding questions of the evaluation The evaluation will follow the five DAC (Development Assistance Committee) Principles for Evaluation of Development Assistance, and the guiding questions listed below.

6.1 Relevance

The extent to which the aid activity is suited to the priorities and policies of the target group, recipient and donor.

6.2 Effectiveness

A measure of the extent to which DVV International’s project in Mali is attaining its objectives.


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6.3 Efficiency

To what extent do the outputs (qualitative and quantitative) of the project represent an efficient use of the inputs (resources)? Have resources been used in a cost-effective manner to achieve the desired results? Or, could alternative approaches have delivered the same results in a more cost-effective manner?

6.4 Impact

What positive and negative changes has the project produced, directly or indirectly, intended or unintended. What are the main impacts and effects that have resulted from the project on the social, economic, environmental levels, and in relation to other development indicators? The evaluation should also explore the positive and negative impact of external factors on the project activities and goals, such as economic, political, environmental or social changes.

6.5 Sustainability

Are the benefits of the project activities likely to continue (sustain) after donor funding has been withdrawn. Is the project environmentally as well as financially sustainable?

6.6 Coordination

Which are the other key international organisations working in the field of Adult Education? What coordination mechanisms exist among the different AE stakeholders? Are the various programmes in the field of Adult Education complementary? How could DVV International improve coordination with other stakeholders? Would it be possible to join forces in certain fields and forge synergies with other institutions? How, and with which ones?


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Guiding questions – specifically for the project in northern and central Mali (“Mali Nord”)

Micro level Meso level Macro level

Relevance

Are the project benefits relevant to the reached end-user of

youth and adult learning (YALE) activities?

the providers (FNAM, AEN, EVEIL) (personnel, management….)

and their current needs?

To what extent do the capacity development activities of the project meet the needs in terms of running life-long and adult education of the partners (CSOs and communities)?

To which extend have stakeholders recognized the importance of the Malian non-formal and adult education system for the Malian peace process and the economic recovery of central and northern Mali?

Effectiveness

To what extent are the objec-tives achieved / are likely to be achieved?

What are the major factors influencing the achievement or non-achievement of the objectives? Please differentiate between the approaches practices by AEN and FNAM.

To what extent are the objectives achieved / are likely to be achieved?

What are the major factors influencing the achievement or non-achievement of the objectives? Please differentiate between the approaches practices by AEN and FNAM.

To what extent are the objectives achieved / are likely to be achieved?

What are the major factors influencing the achievement or non-achievement of the objectives?

Efficiency

Were activities cost-efficient? Were objectives achieved on time?

Were activities kept to cost-efficiency? Have partner organizations achieved objectives on time? Suggest alternatives which could be considered for the future.

To which extent can cost-efficiency with the ministerial partner be stated?

Were objectives achieved on time?

Impact

Is there an overall impact? If yes, specify.

Can cross-sectorial effects of the works in areas such as employment, environment, peace, gender etc. be observed?

Is there an overall impact? If yes, specify. Can the local structures of FNAM covered by the project already provide independent youth and adult learning courses?

Is there an overall impact? If yes, specify. Do stakeholders of the (Malian) education system have lobbied effectively for youth and adult learning and long-life learning?

Sustainability

Can the emergence of a local structure for youth and adult education / long-life learning be observed?

To what extent instructed trainers /institutional structures can continue their work independently and/or apply their knowledge in a sustainable way? What is needed to ensure sustainability?

To what extent does the framework developed by the Malian State meets SDG 4, sentence 2? If no, what can be done to reach it? Is the framework (legal, administrative, logistic, etc.) established by the Malian State suitable for achieving sustainable social structures?

Future perspective

Is project management in northern and central Mali from Bamako appropriate for the implementation and success of the project, or are there other management alternatives (distance management)? If yes, specify.

Suggest possible contributions from DVV International to achieve greater coherence of national VLT policies for northern, central and southern Mali.

How to meet the needs of teachers in northern and central Mali taking into account local conditions (armed groups, Islamism / jihadism, violent attacks, etc.)?


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Furthermore, the evaluation should examine the project in relation to the various indicators, examining previous funding phases and the current funding phase, while making recommendations for the next 3-year funding phase, and the longer-term perspective up to 12 years in all.

7. Target group of the evaluation results The target group of the evaluation will be the project management team of DVV International regional and country office, as well as the head office in Bonn, Germany. The results of the evaluation will also be sent to the funding institution in Germany (BMZ). The results of the evaluation will also be presented to the partner institutions, and will be used as a key source to critically reflect on the activities and orientations of the project and inform future planning and implementation.

8. Expected Input / Financial Proposal: The indicative number of working days is 25. Applicants are expected to submit their own proposals for the number of working days, phases of the work, and the distribution of working days per phase:

1 day total of briefing and debriefing;

3 days Review of document 1 day Preparation of Inception Report

2 days Mission preparation 10 days Field mission

3 days Data analysis 3 days Report drafting 2 days Report finalization

Please take the indicative distribution of working days into account in your proposal and align it with the evaluation methodology. Financial proposals for the evaluation should be as detailed as possible and include all honoraria and eventual interpretation/translation costs, as well as all envisaged travel costs and any other costs (including taxes).

9. Methodological approach A combination of primary data collection and secondary data review is expected during the evaluation. Secondary data sources will be made available to the evaluator. The following secondary documents will be provided:

Project proposals

Annual project reports

Final project reports

Mid-term and other kinds of (self)evaluations relevant to the project

Partner documents of project implementation (as far as available)

National policies and strategies on adult education

Regional policies and strategies on adult education To collect information from primary data sources, interviews with key stakeholders are recommended, including:

Information sources from within DVV International: o Management (including financial management) of regional and country office of DVV

International o Senior management in DVV International head office

Information sources on macro level o Representatives from national/regional governmental institutions dealing with adult

education


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o Representatives from national non-governmental organisations dealing with AE o Representatives from other international organisations dealing with AE in Mali

Information sources on meso level – stakeholders from partner institutions o Trainers and teachers from relevant partner institutions o Beneficiaries from partner institutions

Information sources on micro level o Teachers/facilitators of various programmes o Participants of various non-formal vocational education programmes of DVV

International o Possibly, also participants of non-formal vocational education programmes provided by

other institutions o Families of learners/participants (also from previous years)

Inasmuch as data is available, both qualitative and quantitative data should be collected and triangulated.

10. Indicative Timetable The indicative timetable for the evaluation is as follows:

Deadline to submit proposals 21.09.2018

Selection and contracting of evaluators: September to october (1st week)

Briefing: October (1st week)

Submission and acceptance of inception report: 1st two weeks of October

Evaluation activities and field work: October-November

Debriefing with DVV International country office: Last day of evaluation in the field

First draft of evaluation: 1st week of December

Feedback on first draft: 2nd week of December

Second draft: 2nd week of December

Feedback on second draft: 3rd week of December

Final report and debriefing: Last week of December

A detailed proposal for the calendar of activities is include at the end of this document.

11. Tasks of the evaluator/evaluation team The evaluation team will be expected to fulfil the following tasks:

Methodological design and planning of the evaluation in communication with DVV International;

Desk Study of relevant project documentation (application and log-frame, annual plans and reports, other monitoring documents and project reports, teaching and PR material);

Design of data collection instruments for the field phase;

Preparation of an Inception Report;

Conducting of the field phase with participation and involvement of all relevant stakeholders (see above methodological approach);

Compilation of the preliminary evaluation report, integration of comments, and finalization of the report.

12. Deliverables The following deliverables are expected:

Inception report: The expert/team of experts will present a report providing detailed information about methods and evaluation questions. This report will be presented to DVV International, discussed and, if need be, amended.


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Debriefing in the country: The (team of) expert(s) will present the preliminary results of the evaluation in the DVV International country office, responding to questions and providing any necessary clarifications, documenting the discussion, which will then form part of the final report.

Draft evaluation report: DVV International will receive a first draft of the final report, which will be examined on the basis of the DAC Evaluation Quality Standards. On this basis, comments will be made on the first draft before it is returned to the expert(s). A second draft will then be submitted for further comments and feedback.

Final evaluation report: The final report will take into account all comments on the draft report, provide detailed information on the entire evaluation process, and detail all results and recommendations.

The evaluation report should be produced in French and submitted to DVV International electronically. A respective template for the final report will be provided in the inception phase to the contractor. An executive summary / introductory section has to be made available in English.

13. Responsible persons at DVV International and logistics DVV International Germany is the contracting authority for this evaluation. The main contact persons will be:

The Senior Manager for Monitoring and Evaluation in DVV International head office in Bonn, Germany

The Senior Desk Officer for West Africa of DVV International in Bonn, Germany

The Regional Director of DVV International in West Africa

The DVV Inernational Senior Coordinator of the “Mali Nord” project The DVV International regional office in Mali will provide all relevant documents and support to the evaluator/team of evaluators, and assist in arranging interviews and field visits etc., with stakeholders and partners. Acceptance of the final report will be by the Senior Manager for Monitoring and Evaluation and the Senior Desk Officer for West Africa of DVV International in Bonn, Germany.

14. Qualifications and profile the evaluator/evaluation team The consultant(s) should have the following qualifications and experience:

Have a proven track record of conducting evaluations of development projects (please, provide proof of this experience);

Be able to demonstrate sound knowledge of evaluation methods and instruments;

Have good knowledge of the sector of youth and adult learning and education, non-formal education and lifelong learning;

Have experience of stakeholder participation and transparent knowledge management;

Be familiar with the national context of Mali, esp. the North and the Center, and the regional context of West Africa,

Have excellent analytical and writing skills;

Fluency in French. Fluency in English is an asset.

15. Quality standards The candidates should propose a suitable evaluation design and methodology, well adapted to the project objectives and TOR for the evaluation, in order to meet the evaluation’s goal and objectives. The evaluation must comply with the following standards and guidelines:

OECD-DAC Principles for Evaluation of Development Assistance


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16. Application All interested candidates should submit the following documents:

a) CV(s) of person(s) to be involved in the assignment; b) Technical proposal covering the following aspects (maximum of 8 pages);

→ Narrative overview displaying an understanding of the task

→ Detailed methodology

→ Work Plan, including detailed proposed steps of implementation

→ Consideration of any specific requirements envisaged for the evaluation

→ Internal Quality Management c) A detailed financial proposal with all expected costs.

All applications must be sent on 21.09.2018 to the following e-mail addresses:

Dr. Thomas Lichtenberg (Senior Manager on Monitoring and Evaluation at DVV International Headquarters in Bonn): [email protected]

Gerhard Quincke (Senior Desk Officer for West Africa and Northern Africa at DVV International Headquarters in Bonn [email protected]

Christina Wagner (DVV International Regional Director West Africa): [email protected]

Ibrahim Maiga (DVV International Senior Coordinator Mali Nord project office): [email protected]

Late submissions will not be accepted.

17. Evaluation criteria of proposals The proposals will be assessed according to the following criteria:

Qualifications of the evaluation team (counts one third) (based on criteria mentioned above);

Technical proposal (counts one third) (based on criteria mentioned above);

Financial proposal (counts one third) (best cost-service relation).

18. Request for clarification If you should have queries concerning this application process, please send your questions to the contact persons in Section 16 above. The deadline for submitting queries is September 14th. Answers to all questions will be published on our website (https://www.dvv-international.de/dvv-international/stellenangebote/) for all interested parties the following day.

mailto:[email protected]






https://www.dvv-international.de/dvv-international/stellenangebote/

https://www.dvv-international.de/dvv-international/stellenangebote/

Terms of Reference...and global associations of adult education, lobbying and advocacy activities...

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