TOR Promoting Inclusive Education Project

TERMS OF REFERENCE

Promoting Inclusive Education Project

Rembang District

Central Java Province

Funded by: European Union (EU) and Plan Nederland

Plan Indonesia – Education Program

 

A.            Background of consultancy

Beginning in January 2012, Plan Indonesia was implemented a two year Promoting Inclusive Education in Rembang Central Java province, funded by European Union (EU) and Plan Nederland. The project focused on education access in Primary School and quality education for children with disabilities.

A final evaluation of the project will be conducted at the end of the project. The purpose is to capture the lessons learned up to the time of the evaluation and so guide expansion and continuation of the project and enable the dissemination of the lessons learned to other parts of the district. It is also envisaged that the review will clearly recommend the actions necessary to strengthen the capacities of schools to assume responsibility, in partnership with local government, for essential basic education services. For this consultancy, Plan Indonesia seeks to procure the services of an independent, external consultant(s) to design, plan and conduct a rigorous, final evaluation.

 

B.            Purpose of consultancy

Over the course of Promoting Inclusive Education in Rembang, a baseline study in year 1and final evaluation in year 2 will be commissioned for the project to achieve the following;

• To assess the process of delivery, effectiveness, Value for Money (VfM) and impact of the project;
• To inform improvements in the delivery of the project during its lifetime, and for the purpose of replicating what works elsewhere and/or taking up approaches and activities that have proven to work in order to scale up the project;
• To report the findings and lessons learnt throughout the process;
• To feed into and inform the aggregate evaluation of the Inclusive Education programme as a whole;

The baseline study was done on August 2012, while the midterm evaluation is expected to begin by middle of August 2013. During the mid-term evaluation phase of the consultancy, the consultant(s) will also be required to support the planning Monitoring and Evaluation (PME) Team to design, establish and implement a comprehensive monitoring strategy, including a data management, to support the implementation of the mid-term and final/impact evaluations.

C.            Programme discription

Title of the action:	Promoting inclusive education in Rembang
Location(s) of the action:	Indonesia, Central Java Province, Rembang District
Total duration of the action (months):	24 months
Project start date	January 2012
Project end date	January 2014
Budget	EUR 361,873.25
Donor	European Union and Plan Nederland
GAD No.	IDN 194
Objectives of the action	The overall objective is to ensure that all children particularly children with special needs have access to the right to basic education. The specific objective is to ensure that 12 targeted regular schools applied inclusive education principles by end of the project.
Target group(s)[1]	72 regular teachers, 12 headmasters, 12 school committee members, 12 village heads, 5 inspectors, 50 village child protection committee members, 12 religious leaders and 15 resource teachers. It will also target the District Head, 5 Parliament members, 5 District Secretariat members, 10 officials from the DEO including the Head Office, 10 members of the Health and Social Departments, 5 members of the District Planning Agency, and members of the District Women’s Association. In the province, 10 members of the Provincial Education Department, and 10 officers from the Provincial Health and Social Departments will be targeted. Members of the National Coordination Board on Social Welfare Enhancement for Indonesia’s People with Disabilities, the Ministry of Social Affairs, MoNE, UN agencies, members of the IDDC, NGOs, INGOs and DPOs..
Final beneficiaries[2]	At least 100 primary school aged children with disabilities; 500 parents of children with disabilities; 2,400 students of these schools involved through awareness raising activities. Eventually 194,336 community members from 30 villages will benefit from the project.
Estimated results	1) Attitudinal barriers to inclusion and discrimination on the grounds of disability are reduced in 12 targeted villages.2) Empowerment and increased participation of children, in particular children with special needs, through quality education services offered in 12 inclusive schools. 3) Organisational, legal and policy barriers for all children to equally access formal primary education are lessened, at the District, Provincial and National level. 4) Regular monitoring to the targeted schools done by the school supervisors. 5) Visibility and communication
Main activities	1) Campaigning on child rights, non-discrimination and inclusion in schools and communities. 2) Capacity building for education stakeholders on inclusive education and inclusive school management. 3) In-depth specialized training provided to resources persons to teach children with visual, hearing and learning disabilities. 4) Supporting setting of capacitated mobile teachers’ rounds between inclusive schools. 5) Improvement of school accessibility and provision equipment. 6) Survey on inclusive education in Rembang (researched data collection). 7) Building the capacity of DPOs and parents’ associations in advocacy. 8) Advocacy activities targeting the district, provincial and national governments. 9) Support to the creation of a National Forum on Inclusive Education.

 

It is estimated that one person in 25 has a disability in Indonesia, most of whom do not have access to social services. In Indonesian society, children with disabilities remain one of the most marginalized groups and awareness of their rights is very low.

 

Rembang is one of the poorest districts in Central Java, with the highest poverty rates found in households with a disabled person. There are no community-based services for children with disabilities in the district, the only services available being two special schools. In addition, there are no disabled people’s organizations (DPOs) in Rembang, or parents’ associations with rural constituencies to promote the rights of children with disability.

 

This project seeks to address the:

 

1. Lack of awareness of children, their communities and local authorities of the rights of children with disabilities, along with the concept of inclusive societies;
2. Lack of financial and human resources, as well as legislative and policy gaps, to provide quality education in inclusive schools.

 

This project is in-line with the National Plan of Action for People with Disabilities 2004-2013, and the Ministry of National Empowerment’s (MoNE) Decree No. 70/2009 that states each sub-district in Indonesia should have at least one inclusive primary school. The project targets 12 schools located in five sub-districts of Rembang where Plan works, following the requirment of the national regulation.

In Rembang, the District Education Office (DEO) has identified more than 1,000 disabled children that do not attend school. In the 12 targeted villages and their close surroundings of this project, 35 primary school aged girls and 65 boys with disabilities were identified through rapid assessment. This figure includes children with hearing, visual, physicals and intellectual impairments. Actual numbers are likely to be higher as it is possible for girls to remain ‘invisible’, and so not be included in statistics. These girls face the double discrimination of gender and disability. Neither of the two special schools in Rembang are located within these five sub-districts.

The project builds on the achievements of Plan’s education program that has been implemented successfully for six years in nine districts, including Rembang, aimed at promoting quality education in inclusive primary schools. Three other major projects have also been implemented in the field of education in recent years, so laying a solid foundation for this initiative.

The first of these is the European Union’s funding for “Connecting People, Transferring Knowledge: Promotion of Quality Education in Lembata” (DCI-NSAPVD/2009/215-138). The current Plan project aims to promote the development of Child Friendly Schools, and to create conditions for children with disabilities to receive quality education and be able to participate in society. In the second project, Plan, long a promoter of inclusive education, participated in the adoption of Education Decree No. 70/2009 on Inclusive Education, and the design of the Tool to Develop an Inclusive Environment, Friendly for Learning, jointly developed with the MoNE, UNESCO and Yayasan Inklusif dan Pendidikan Non Diskriminasi Indonesia (IDPN) in 2007. Finally, in 2005, Plan piloted an inclusive education project in 36 schools in Rembang, Grobogan, Kebumen, Dompu and Lembata, that consisted of raising awareness on inclusion and providing basic training for teachers. The pilot project helped to indicate major gaps in the education system, to develop clear understanding of the issues, and identify complex solutions that would bring tangible results to achieve quality education in inclusive schools.

The objective of the Promoting Inclusive Education Project in Rembang District is follows:

Overall Objective      :  To ensure that all children, particularly children with special needs, have access to basic education.

Specific Objective    :  To ensure that the 12 targeted school apply inclusive education principles by the end of the project.

 

There are two project partners: the District Education Office in Rembang and Yayasan Inklusi Dan Pendidikan Non-Diskriminasi Indonesia (IDPN Indonesia). The project take place ini 12 schools in remote villages of Rembang District, where the needs of children with disabilities are the greatest.

 

D.            Inclusive Education Program Gender Framework

Indonesian girls are almost at par with boys in terms of the gross enrolment in primary and secondary education (GPI of .96 and .99, respectively). Although girls’ share of enrolment in tertiary education was 44 per cent in 2005, the female gross enrolment rate in tertiary education increased from 12.5 per cent in 2001 to 15 per cent in 2005. The literacy rate among those females aged between ages 15 to 24 stood at 98.5 per cent in 2005. There has hence been a gradual decrease in the gender gap in educational achievement in Indonesia over the past decades, and this trend is further confirmed in the population census and the labor force survey of 2002.

Despite progress, however, high drop-out rates, particularly among females, are a matter of concern. Between 2001 and 2004, the male dropout rate at the primary level of education in Indonesia dropped from 16.7 per cent to 11.9 per cent, while the drop-out rate for females increased from 11.3 to 17.2 per cent. It is showing a barrier in gender equality and traditional culture understanding, many parents in Indonesia especially in the very remote area, education for female is still less priority compare to male Parents prefer to send their boys to continue school than girls.

Realizing gender equity and the empowerment of women is a prerequisite for elimination of child poverty and the realization of human rights. Education for girls is generally considered to be a development intervention with one of the largest returns in social and economic benefits. Although gender mainstreaming in education has been initiated in 2002, gender inequality for educational still persists in all level. Even though school enrolment is slowly increasing at all age levels and gender parity in enrolment is largely achieved at the primary education level, disparity is still present and is growing at the secondary level. Early marriage of girls is widely practiced in many areas and deprives teenage girls of the right to further education. It is still found out in many areas that the school curriculum is biased and gender stereotyping is common in text books as well as in classroom interactions. In general, teachers are unable to address gender inequality. Many parents continue to place a higher priority on keeping their sons in school, often at the expense of their daughters’ educations.

The world pointed out that, in developing countries, are the most of the world’s children with disabilities lived. Over 90% of children with disabilities in developing countries do not attend school. People with disabilities are also less likely to complete higher levels of education, which affects their socioeconomic opportunities in adulthood. Children with disabilities may be hidden away by their families due to the stigma and discrimination they experience in the community. For girls and women with disabilities, the barriers to participation are often larger than that of those of boys or men, as they are often subject to double discrimination because of both their gender and disability. Their problem sometime rise because not enough budget for children’s development and protection programs for government.

According to the National Biro of Statistic (BPS)2008 PPLS (poor to very poor) there were 174,519 children with disabilities who are at school age. Children with disabilities who have access to inclusive education program in the academic year 2007/8 are 13,590 students from elementary (Boys: 7,906 students and Girls: 5,684 students) and 1,308 junior high school students (Boys: 758 students and Girls: 551 students) or only 10% of which are listed in Primary School. ICF survey conducted in 33 provinces by Social Affairs showed that nearly 60% of persons with disabilities are not in school and 75% who are in school only at the primary education level.

 

E.             The Objective of Final Evaluation

The project Final Evaluation serves as an instrument for change and plays a critical role in supporting accountability. The main objectives are:

1. To measure the achievement of the program objectives of the Promoting Inclusive Education Project in Rembang,
2. To determine the extent to which Inclusive Education project has met the objectives and planned outcomes outlined in the project document;
3. To document achievements, constraints and lessons learned over the 2012 to 2014 project period in order to inform future work in the sector.

The Final Evaluation will take stock of Inclusive Education achievements over the project period from inception in January 2012 to January 2014, which marks of the two-year project. It will review activities and analyze the extent to which their outcomes are fulfilling planned targets. The Final Evaluation findings will serve as a update for improving project performance compare to baseline.

Key question of Final Evaluation

 

The review shoud be able to comprehend the Inclusive Education framework and conceptual framework in the development of study design properly that meet to the project requirement. To assist the survey team key question is the survey will be built around the following factors;

             1.     Effectiveness :

o   What is the current status of the project? Is the Inclusive Education project achieve all of project indicator from the above points? What are the main factor/challenges faced in the implementation of the project (only if the project didn’t achieve target/indicators)?

             2.     Relevance :

o   Do the Inclusive Education objectives and goals match with the problems or needs that are being addressed?

o   Was the Inclusive Education Project implementation strategy is able to adapt and respond to changes in the quality of education services (including the teacher's perception changed and the level of support)? Why/why not? How the project to adapt and respond to these changes?

             3.     Efficiency

§   Do the Inclusive Education project delivered in a timely and do the budget allocate for this project is comparable with the result achieved?

             4.     Impact

o   Was the Inclusive Education Project succeeded in improving awareness of children, their communities and local authorities of children with disabilities along with the concept of inclusive societies? Why/why not?

o   Was the Inclusive Education Project succeeded in improving financial and human resources, as well as legislative and policy gaps, to provide quality education in inclusive schools? Why/why not?

o   Was the Inclusive Education Project succeeded in ensuring that all children, particularly children with special needs, have access to basic education?

o   Was the Inclusive Education Project succeeded in ensuring the 12 targeted school apply inclusive education principles?

o   What changes are needed in the future to support the need of inclusive student?

             5.     Sustainability

No.	Qualitative	Sample	Quantitative	Sample
1.	FGD	§  Resource Teacher §  Village protection committee §  DEO §  Health and Social Department §  District Women’s Association §  Provincial Education Department §  Provincial Health and Social Department	§  Interview by using quesionnaire	§  Resource Teacher §  Regular Teacher §  inspectors §  Village Child Committe §  Religious leader §  Resource Teacher §  District Secretary §  DEO member §  Member of Provincial Education Department §  Officers from the Provincial Health and Social Departments §  Members of the National Coordination Board on Social Welfare Enhancement for Indonesia’s People with Disabilities §  members of the IDDC
2.	In-depth Interview	§  Distric Head §  Parliament members §  Head of DEO §  Ministry of Social Affairs §  MoNE §  UN agencies §  NGOs §  INGOs §  DPOs
3.	Observation	§  School activity regarding to teaching activity of inclusive children §  Tools, material, and facilies are use to support inclusive children at school
4.	Document Review	§  All document, policies, budget, and report regarding to the inclusive children project at school

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

o   Is there any possibilities / opportunities of parent / community / family /government / school / stakeholder to improve quality access to Inclusive Education? What are the roles of parent / community / family / government / school / stakeholder to provide the needs of inclusive student?

o   What impact on relevant policies and assess which gaps are left?

o   What is the possibility of sustainability model for the SIP Project? Is there any possibility that this project will replicate or scaling up outside of Java Area?

 

Methodology

Initially information was gathered through a desk review of relevant documents and consultations with local government at district and sub district level, Plan Indonesia and various program partners working in the sector. Following the selection of sites meetings and discussions were undertaken with district teams, supervisors, teachers, principles, children and recipient school committee or communities. Data collection techniques included, key informant interviews at district, sub-district, schools and community level, focus group discussions with different stakeholders, observations and utilisation of various participatory techniques to assess knowledge and behaviour patterns.

The consultant is required to propose a suitable study methodology as specified by this TOR. It will inform the methodology details such as sampling technique, sampling frame, data collection and analysis potentially applied in this study. The study will be conducted in Inclusive Education Program areas where a number of activities have been planned or during the course of the study, activities are being implemented. And therefore, coordination with PME team, Inclusive Education Program, Rembang Program Unit Manager and staffs is highly required at all times.  Due to the child centered of the project, the methodology used should be child friendly and participatory wherever possible.

During the study, the consultant is expected to perform:

·           Desk-based review on existing relevant documents with Plan Indonesia team

·           Briefing session with Inclusive Education Program Team and Plan Indonesia PME

 

Critical Path

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Study with questionnaires for teachers, principles, supervisors, student, parent and communities;

·           Focus Group Discussions with teachers, principles, school committee, communities, school supervisors and Inclusive Education program partners, etc.

·           Separate consultations, and if required observation with student and their family/spouse, by arranging sessions with children group or peer counselling group established by Inclusive Education Program

·           Key Informant Interviews particularly in-depth interview with other stakeholders selected to participate in the study, such as teachers/principles and school committees, etc.

·           Field visits to schools supported by the program

·           Debriefing with Inclusive Education Program staff and Plan Indonesia PME

 

Variables and indicators

The final evaluation is expected to generate answer to key assessment of final outcomes such as changes in attitudes / expectations, as well as measurement of receipt and levels of exposure to the project intervention, based on direct survey questions, checks through project and school records, and findings of children and community surveys.

A summary of the  project’s aspect, information need to know data type design are follows:

No.	Aspects	Information we need to know	Data Type
1.	Access to basic education	§ Number of boys and girls with special needs perclass and preschool § Number of dissable boys and girls perclass and perschool § Number of school that accommodate inclusive children § Number of resource teacher dedicated to teach inclusive children § Reach of inclusive children to the school (distance) § School curriculum § Number of children with special needs identified § Supported facility/tools/material to inclusive children	§ Primary data/secondary data   § Primary/secondary data   § Primary/secondary data     § Primary/secondary data     § Primary data   § Secondary data   § Secondary data § Primary data and secondary data
2.	Schools applied inclusive education principles by end of the project	§ Number of primary schools in district area § Number of primary school applied inclusive education principles § Number  of primary schools in Plan working areas disposing of inclusive education principles § Target were achieved and not achieved at school in inclusive children  project § Policy and its support system provided by the District and Provincial Government to implement inclusive education programming § Number of community members actively supporting inclusive education § Number of parents actively supporting inclusive education § Children with special need factor (done through FGD)	§ Secondary data § Secondary data   § Secondary data     § Primary data & secondary data       § Primary data     § Primary data   § Secondary data
2.	Empowerment and increased participation of children, in particular children with special needs, through quality education services	§ Management and teaching process   § Physical accessibilities § Participation of teacher in capacity building exercises, and finalization certificate § Community participation and school management § Community participation § Teaching-learning (PAKEM) § Activities at school that inclusive student or disable children involved in	§ Primary and secondary data § Primary § Secondary data     § Secondary and primary data § Primary data § Primary and secondary data
3.	Organisational, legal and policy barriers for all children to equally access formal primary education are lessened, at the District, Provincial and National level.	§ Regulation were exist and applied on inclusive education § Percentage of education fund and were spent from the government at district level or school allocated for the inclusive education § Number of school which received funds § Number of policy on standard minimal on implementation of inclusive education issued § Campaign and workshop events conducted § Inclusive education’s budget allocated by provincial government and spended until now § Number of stakeholder work in to school to support the inclusive children project and kind of support were received § Support and barrier in implementation of inclusive student project	§ Primary and secondary data § Secondary data       § Primary and secondary data § Primary and secondary data   § Primary data   § Primary data         § Primary data       § Primary and secondary data
4.	Regular monitoring and evaluation to the targeted schools done by internal and external school	§ Monitoring and evaluation inclusive student teaching report (include harassment between inclusive children/disability to friend/peer/family/people surround inclusive/disability children) by internal and external school § Minutes of monitoring visit and its recommendation § Inclusive student teaching process report § Tools and material status report	§ Primary and Secondary data § Secondary data   § Secondary data   § Secondary data     § Secondary data   § Secondary data   § Secondary data
5.	Visibility and communication	§ Number of Brochures, leaflet, books had printed and its content § Number of news paper report and its content § Availability of facility/material/tools in class room to teach inclusive children	§ Secondary data   § Secondary data   § Secondary data

 

F.             Scope of Work

The consultant is expected to form a survey team for the evaluation and manage coordination and communication with Plan Indonesia. Tasks and responsibilities of the consultant are as follows:

·       Proposal that detailing the methodology and budget required to conduct the baseline

·       Recruit, train and manage survey teams including enumerators

·       Propose tools to be used in the survey and discuss the suggestion with Plan Indonesia

·       Test the survey tools and methodology (and other technical particulars prior to the implementation of the survey), afterwards make necessary revision by coordinating with Plan Indonesia

·       Develop a data entry system and management

·       Supervise field survey implementation

·       Responsible for field operations, including logistics, permission to conduct the survey, informed consent from individuals and families taking part in the survey

·       Coordinate with Plan Program Unit in Rembang during field survey implementation

·      Collect, compile and analyse all data (gender and age disaggregated) gathered and develop a final report on the survey results (including all findings and statistics).

·      To keep all information provided by Plan Indonesia as well as the findings of the Final Evaluation confidential.

 

G.            Outputs and Deliverables

The consultant is expected to produce and submit the following deliverables:

1)        Study protocol specifying a detailed study work plan and proposed study tools that will be discussed and agreed upon prior to field activity.

2)        Presentation of initial findings to Inclusive Education Program Team and PME, after field activities have been concluded.

3)        Draft reports in English in two weeks’ time after field activities have been concluded

4)        Presentation of draft and reporting data flow diagram to Plan Indonesia for discussion and feedback.

5)        Submission of a comprehensive final report in English (with one copy of the report in Bahasa) one week after receiving feedback from Plan Indonesia. 

6)        Executive Summary (max. three to maximum five pages) in English describing the study results.

7)        Hardcopies of filled-in questionnaires (if available), interview transcripts and attendance lists, photos with informative subtitles and other valuable study materials.

H.        The Responsibility of Plan Indonesia

·             Provide a working contract

·             Provide data and related documents as per consultant’s request

·             Arrange meetings, discussions and field visits for the study team

·             Provide timely feedback and response on consultant’s study report

·             Settle payment for the consultant service

I.           Timeline

The study is to be conducted in January to March 2014. Review to begin on November to December 2013, timeframes to be discussed with consultant, but work to be undertaken over an approximately 3 month timeline. 

J.          Report Content

Final report should be produced in English (with a precise translation to Bahasa Indonesia) and should contain and be developed according to the following structure:

• Executive Summary
• Background
• Study Methodology
• Findings and Analysis
• Conclusion and Recommendation

·         Annexes

K.            Criteria for Consultant Selection Based on Competency and Experience

Consultant interested in submitting a proposal should have the following criteria:

1.      Possess equal composition of qualified academic background, knowledge, experience and capacity to manage study, particularly child protection related.

2.      Have an extensive experience in managing large-size studys in the context of basic education and community development.

3.      Demonstrate understanding and sensitivity on cross-cultural, tradition and language of target community.

4.      Proven experience as an evaluator, preferably on gender and/or education work and additionally Inclusive Education/School Based Management.

5.      Understanding of project management structures and change management concepts

6.      Clear, effective writer in English

7.      Experience of working with participatory methodologies

L.             Procedure for Expression of Interest

First Phase: Interested consultant should submit an Expression of Interest to Hery Nahampun – PME Department Plan Indonesia at: HRD.Indonesia@plan-international.org before 5 pm on December 31, 2013, enclosing the following required documents:

1.            Organizational Profile (for institutional consultant) or a CV (for individual consultant).

2.            A proposal containing two parts:

·         Technical Proposal comprising the description of proposed activities, methodology (sampling design, data collection technique), and implementation plan which includes study schedule and timeline for data analysis. The technical proposal should demonstrate understanding of study ethic, qualification of study team members and their CVs, as well as their roles in the study. The consultant should also describe her/his experience in conducting similar survey, and financial and technical capacity.

·         Budget Proposal comprising details of budget plan such as consultant and team’s fees, transportation, stationeries and other survey necessities.

Second Phase: Based on received proposals, Plan International Indonesia will shortlist candidates and invite them to present their proposals. Plan International Indonesia will afterwards proceed with selecting and appointing a consultant, and produce a working contract with the select consultant.

Only shortlisted consultant will be contacted for recruitment.