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Evaluation Consultants and/or Consulting Group for Mid-Term Evaluation of Education Project

Organization: EDC Learning transform lives

Mid-Term Evaluation

Location:  Benin

Statement of Need

The primary purpose of this Mid-Term Evaluation is to assess and report on the primary activities of the Benin Teacher Motivation and Training Project with a particular emphasis on its Merit Awards Program (MAP) component.  At this juncture, USAID /Benin is interested in learning about the initial and future impact of MAP as well as the overall capacity of the project to improve both pre-service training and the impact it will have on overall teacher performance.  Additionally, this mid-term evaluation should include the management and performance to date of the project, and offer suggestions for improvement through the end of the project term.

 Objectives and Performance Indicators

The objectives of the Mid-Term Evaluation are to:

  • Determine the extent to which goals and objectives are being met with regards to the Merit Awards Program  and ascertain potential of the MAP activity to be extended or expanded
  • Evaluate—and identify signs of—the sustainability of project activities completed or in progress
  • Evaluate the progress of instructor improvement in the Teacher Training Colleges (ENIs [French acronym]) including the impact on student teachers
  • Evaluate the degree of satisfaction of the diverse beneficiaries – teacher training instructors, student teachers and the administration of TTCs/School directors participating in the MAP program and a variety of teachers within and outside of the MAP.

 Scope of Work

The contractor/consultant team shall conduct a review of the development and implementation of the MAP.  The review will include representatives of all parties involved in the MAP.  From this study, the consultant(s) will develop an evaluation report based on findings generated from this evaluation activity guided by the Technical Approach outlined below. The primary audiences for the evaluation report shall be USAID, Government of Benin, EDC and possible implementing partners. While the contractor will be expected to propose appropriate methodologies for collecting data, the methodology employed to answer the evaluation questions will be determined collaboratively between evaluators and EDC. The proposed technical approach is outlined below.

Technical Approach

The contractor/consultant team should ground their research and evaluation in attaining the Objectives and Performance Indicators outlined above (section II). For each of the above Objectives/Performance Indicators, the team should respond to three primary questions:

 1. How well is Benin TMT meeting its targets?

The team should provide a current analysis of the implementation of the activities based on the indicators outlined in the project’s Performance Monitoring Plan, meeting targets, etc., highlighting the project’s strengths and weaknesses, opportunities and challenges across project implementation and management (e.g., administration, finance, coordination, M&E, etc.).

 2.  To what extent has the project been effective in achieving its objectives so far?  

 This question should be addressed from a variety of perspectives; that of the project in relation to the goals set out within the PMP, also within the context of previous technical interventions and finally within the context of the overall education mission of USAID in Benin. The team should identify and summarize lessons learned and practices that can be held up as “best practices” for this and future education interventions. These practices may pertain to project design, implementation, and sustainability. The study should include recommendations as it moves forward to achieve it final set of deliverables and may be able to propose strategic approaches that may help the project team achieve the results tied to the project’s primary objectives.

 To answer these questions, the consultant team should perform a detailed document review and conduct key informant and focus group interviews. The notes below represent suggested directions of inquiry; however, the team should feel free to suggest, pursue, and present findings on additional questions as s/he deems relevant.

 Document Review

Project documents include original USAID program description, EDC proposal and related EDC correspondence; workplans; performance monitoring plans; quarterly reports; consultant reports; project administrative records and documents; EDC, USAID and GoB background documents, and others as deemed relevant by EDC and the consultant team.

 Stakeholder Interviews

The consultant will meet with meet with the following stakeholders: selected Benin TMT management and program staff; representatives from  USAID-Benin, Benin TMT implementing partners, and GoB agencies at the district and national levels; Teacher Training College instructors; MAP school principals and teachers; parents of students; community members in communities where MAP and other Benin TMT activities have been implemented.

Background Information

A. About Education Development Center: EDC is one of the world’s leading non-profit research and development firms. Established in 1958, EDC’s work spans the globe, joining research with practice to meet today’s and tomorrow’s challenges in education, health promotion, technology, human rights, and the environment. While the issues we confront are complex, all that we do is united by one simple conviction: Learning is the liberating force in human development. EDC is Committed to Diversity in the Workplace.

B. About the Benin TMT project: The Benin Teacher Motivation and Training Program, a four-year project implemented by EDC, represents a new educational initiative of the GoB and the U.S. to improve teacher performance across Beninese primary schools. The USAID-funded project aims to improve teaching through instruction, supervision and motivation. Benin TMT has 2 major result areas:

1. Improving the quality of Pre-Service Teacher Training 

Pre-Service Teacher Training will benefit from a variety of inputs designed to increase the potential for quality teachers. TMT:

  • Develops an instructor manual based on modern teaching principles.
  • Provides intensive technical training to instructors at 5 primary Teacher Training Colleges (TTCs)
  • Sets up library/resource centers in 5 primary TTCs

2. Improving teacher performance

A planned teacher performance improvement plan includes:

  • A baseline study of teacher performance
  • Annual assessments of teacher improvement, impact on students and gains in quality and frequency of supervision
  • Trains supervisors in the use of SCOPE, a classroom observation tool

 The project also includes a pilot program, the Merit Awards Program, which endeavors to improve teacher performance via a teacher and school motivation program whereby participants demonstrating the most improvement in teacher performance receive awards such as laptops and pedagogical resources.


1. A clear, concise report between 20 and 30 pages in length in English addressing the objectives above.  The evaluation may include tangential questions related to the objectives that emanate from the orientation meeting to occur in Benin.

2. A PowerPoint presentation of findings to USAID, EDC and other stakeholders selected by EDC

 Level of Effort and point of contact

a. Level of effort: The timeframe for this consultancy will be from -February 6—March 16th, 2012. Total level of effort shall not exceed 30 days (240 hours) during this time period.  The total number of working days in country is 20. Only actual time worked will be charged.

  1. Orientation Meeting with TMT in Porto Novo 1 day
  2. Initial meeting with USAID .5 days
  3. Stakeholder interviews and site visits: 10-15 days
  4. Report writing: 3 days
  5. Report amendment based on one round of feedback from selected stakeholders: 2.5 days
  6. Presentation to EDC/USAID:  .5  day
  7. Report amendment based on post-visit feedback: 2 days

b. Point of contact: Carrie Lewis (clewis@edc.org) or Suzanne Kratzig (skratzig@edc.org)



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