Background
Save
the Children (SC) is a leading, private child-focused non-governmental alliance
of 30-member organizations that works in 120 countries throughout the
world. Save the Children has worked in Indonesia since 1976 to promote
health and nutrition, education, child protection, livelihoods, and emergency
preparedness and response.
Save the
Children in Indonesia is changing for the better. We have begun to build
a national organisation that aims to be a strong, local, and self-sustaining
voice for children in Indonesia namely Yayasan
Sayangi Tunas Cilik (YSTC). To this end, YSTC has been designated as
a “Prospect Member of Save the Children” which focuses on strengthening and
localizing our voice for children in strategic middle-income countries. Currently Save
the Children’s programs in Indonesia is implement by YSTC. We work in eleven provinces;
have staff of approximately 300 local professionals, and programming in Child
Protection, Education, Health and Nutrition, Disaster Risk Reduction, and
Humanitarian Response.
For further a year, Yayasan
Sayangi Tunas Cilik is implementing a program aiming to increase
resilience and strengthen preparedness of schools and communities in the
most-prone-to-disaster- districts in West Java. As it’s known, West Java is a
province with the highest potential risk of natural disasters in Indonesia,
where 98 percent are hydro meteorological disasters (floods, landslides). It
also experiences frequent drought, earthquakes and volcanic activities. It
is home to 17.2 million children, or 33 % of the total west Java population..
Vulnerability in Java is high due to high poverty, large population, low human
development index and a high unemployment rate. These characteristics
exacerbate the impact of a disaster on communities since they do not have
resilience to deal with disasters and to bounce back. When cross referencing
the Disaster Risk Index (National Agency
for Disaster Management (BNPB), 2013) and the level of
poverty, there are many districts which have both a high disaster risk threat
and a high level of poverty.
The responsibility for disaster management is decentralized to the
district, municipal and provincial government levels, with support from BNPB
and national government agencies when required. Since the gap in emergency preparedness and
response is mainly at provincial and district levels, therefore, it is
important to focus preparedness interventions at district level and on the most
prone districts where we have existing project.
In
Central Indonesia Area Strategy Plan 2016 - 2018 of Yayasan Sayangi Tunas Cilik
(YSTC), those are considered to be important for program development. In
response to that, YSTC have started a one year piloting school-based project focus on building preparedness and resilience through
Education and Child Protection in Emergency in Tasikmalaya, Bandung, and West Bandung districts.
The project aims
to increase resilience and strengthen preparedness of primary schools and
communities in the most-prone-to-disaster- districts in West Java, namely
Tasikmalaya, West Bandung and Bandung districts. The interventions are
conducted through strengthening capacity and improving preparedness plans at
school as well as in communities and strengthening the capability of key
district government actors in Education, Social Affairs, Religious Affairs on
Education and Child Protection in emergencies. This project has also focused on
strengthening the role of BPBD at the provincial and district levels, and
continue to sensitize and roll out the Child Protection Minimum Standards in
Humanitarian Interventions (CPMS) to Academics/University, CSOs and youth
groups. Teachers and students are both the main beneficiaries as well as the
agents of change.
Two (2) implementing partners have
been selected to run the intervention through school-based approach. By this
approach, the project have supported 10 primary schools, 30 peer educators, 1000 students, 2000
parents and community members, 30 school teachers, 10 school principals, 30
government staffs, 30 social workers, 30 youth volunteers.
purpose
of endline study
This endline study
will focus on disaster preparedness at school level in three districts
(Tasikmalaya, West Bandung, Bandung) whereas 10 piloting school projects has
been done. Findings of this endline study and compared with baseline study, is
hoped to contribute to the development of safe school model and strategy of its
effective implementation the practice based.
objective
of endline study
This endline study
aims to:
1. Analyze capacity level of
schools, district and provincial governments on Disaster Emergency Preparedness
(DEP) program, particularly on supporting inclusivity (gender and disability)
and child protection in emergency program, as stated in the Intermediate Result
(IR 1, 2, and 3) of the project.
2. Analyze capacity of vulnerable
groups and marginalized people in school (women, men, boys, and girls) on disaster
emergency preparedness.
3.
Analyze
learning behavior and method or teaching strategy among the students and
teachers in the targeted areas comprehensive safe schools.
4. Analyze
relevance of the project’s strategy and interventions to provide:
4.1. Project’s strategy and
intervention for project design on this topic.
4.2. Provide recommendations and
strategy that are able to increase meaningful participation of girls, boys,
teachers and principals and school committee in terms of disaster emergency
preparedness both for internal YSTC’s program and for school and government
program.
In addressing the objective of study,
several key questions to be answered by the consultant (all data should be disaggregated by sex,
age and disability) are derived –but not limited to - as follows:
a. Have these areas and schools been hit by a
disaster event in the last 6 months? What disaster are they?
b. How does the government (village to
district) respond to the impacted condition due to the disaster? If there are
any changes since the program started, what are those changes or difference?
What works well and what works less well? What are the barrier hampering the
process/ result?
c. At school level, how have the hazards affected the learning and teaching process, well-being and access to services of education boys, and girls? How does the school cope with the
situation? If there are any changes since the program started, what are those
changes or difference? What works well and what works less well? What are the
barrier hampering the process/ result?
II.
Analyze
capacity level of schools, district and provincial governments on Disaster Emergency
Preparedness (DEP) program, particularly on supporting inclusivity (gender and
disability) and child protection in emergency program.
a. What are the project implementation
program at school level, district and provincial government level?
b. How do school, and district and
provincial governments apply it into their program and activities? If any, what
are those program, regulation, and activities?
c. What changes occurred in the
Disaster Emergency Preparedness program and capacity of school, district, and
provincial government? If any, changes in infrastructure, tools, and resource
(documentation, budgeting, staffing/ expertise)? How these changes affected and
improved cross-sectoral institution coordination and behavior of district and
provincial government in preparedness (mitigation and risk reduction) and
responses program? How these changes occurred?
d. Who are the potential
stakeholders/ actors that can be used as champions in promoting emergency
preparedness among students (girls and boys) issues and engaging
multi-stakeholders?
e.
What are the
barrier hampering the process/ result?
III.
Analyze
capacity of vulnerable groups and marginalized people in school (women, men,
boys, and girls) on disaster emergency preparedness
a. What are the existing roles that
community, students and parents play in ensuring the emergency preparedness of
women, men, girls and boys? What changes occurred, if any, since the program
implementation started? Do these groups know that community set a standard
operating for their protection to disaster? How do the standard operating
procedure able to help them during the disaster, if any?
b. Are students (girls and boys),
students with disability (girls and boys), participated in the emergency
preparedness or development activities planning? Are their voices heard and
seriously being taken into account in the every activities planning? What
changes occurred on disability children participation in the emergency
preparedness and development activities planning?
c. What changes occurred in terms of
knowledge, attitudes, behavior and skill students (girls and boys), and
students with disability (girls and boys), teachers, and parents about disaster
emergency preparedness? ‘How and why these changes occur?
d.
What are the
barrier hampering the process/ result?
IV.
Analyze
learning behavior and method or teaching strategy among the students and
teachers in the targeted areas to develop e-learning tools on comprehensive safe schools.
a. What are available tools or IEC
(Information, Education, and Communication) materials for students and teachers
used to teach and learn disaster issues in targeted area? How effective they use
the materials/ facilities? Is there any tools or IEC materials created by the
students or teachers? Are those tools or IEC materials developed by students
and teachers created based on hazards, risks or needs? How they perceive or
reflect about the tools, IEC materials or teaching method to increase their
capacity? What changes occurred?
b. How does students and teachers’ behavior
and habits in learning general issues? How
does students and teachers learn on disaster and disaster preparedness topic?
c. What changes occurred in terms of
learning behavior, method, or teaching strategy particularly on disaster and
disaster preparedness topic? How and why these changes occurred? Do they have experience
in using e-learning tools for teaching and learning?
V.
Identify
the government policy and support on gender, inclusivity and child protection
aspects in disaster emergency preparedness.
a. Is there any policies including
emergency or evacuation planning that have been developed and have incorporated
child protection, gender, and inclusion aspects since the program
implementation of this project started? Or is there any child or gender
sensitive infrastructures built to support them during disaster since the
program implementation of this project started? If yes, how these policies and
infrastructures are developed? If no, what are the barriers? And why?
b. Are there any improvement in
involving children/ students (girls and boys) to participate in the risk
assessment conducted by the government? If yes, how do they involved? How have
students (girls, and boys) participated in risk assessment so far? Is the risk
assessment gender-sensitive? How to make sure that their voices are heard and
their capacities are institutionalized/ formalized for child friendly decision
making process? If no, what are the barriers? And why?
VI.
Provide
recommendations on project’s strategy and intervention design that are able to
increase meaningful participation of girls, boys, teachers and principals and
school committee in terms of disaster emergency preparedness.
a. What are specific strategy and
methods to deliver effective communication to different groups such children
groups, children’s with disability, teachers, schools committee, including if
any, local and children friendly media
and communication that should be applied to this project? And How?
METHODOLOGY
This endline study will be measured by
employing mixed methodology, qualitative and
quantitative methods. Gender-sensitive approach is compulsory in all stage of the study. Capturing the voices of
children with disability is also compulsory..
Qualitative method will be done
using in-depth interview and Focus
Group Discussion (FGD). For this purpose, a set of interview and FGD guidance
will be developed by selected consultant in consultation with YSTC staff. In-depth
interview and FGD will be targeted local governments official such as District
of Disaster Management Office (BPBD/ Badan Penanggulangan Bencana Daerah),
District Education Office, District Social Affairs Office other related
government offices, as well school principals, teachers, and school committee. As
well as community members such as representatives of CSO (Civil Society
Organization) and CBO (Community Based Organization), and DRR forum. The
interview and FGD guidance should be able to address the objective of this
endline study.
Meanwhile, the quantitative
method will be done by conducting survey to students of 10 schools in 3
districts. A set of questionnaires for the survey will be developed by selected
consultant in consultation with YSTC staff. The questionnaires should also be
able to answer the objective of the study.
DATA ANALYSIS
The consultant
should provide analysis plan showing how each objective of the study will be
addressed. It should also reflect the key research questions and plan how the
collected data will be treated to answer the objective of the study whether
using specific method or not.
TARGET
LOCATION
The program is implemented in 10 schools in 3
districts, Bandung, Bandung Barat, and Tasikmalaya. Those schools are:
2 primary schools, 1 secondary school, 1
special school in Bandung district
2 primary schools and 1 secondary school in
Bandung Barat district
2 primary schools and 1 secondary school in
Tasikmalaya district
With estimated total population of those
schools is 2000 students, and about 200 teachers, and about the 2000 or same
numbers of with students population is parents/ community members.
Scope of Work
The consultant is a research institution/ firm. The
consultant is expected to form a team for the endline study and manage the
communications with the project team as well as
building good communication with YTSC staff. Tasks and
responsibilities of the consultants are as follows:
1. Develop detailed methodology
design with clear justification, and detail budget (fee and all operational cost/ all in) required to conduct
the endline study.
2.. Develop tools, sampling design, and
sample size with clear justification as required by the methodology proposed.
3. Recruit, train, and
manage endline team including enumerators. The consultant is also responsible for the
team including enumerator’s mobilization.
4. Responsible and
supervise field operations including logistics, permissions to conduct the
research, inform consent from individual and families taking part in the study
5.. Collect, compile and
analyse all data (disaggregated by sex,a ge, and disability), gathered and develop final report (including all
findings and statistics)
6. The consultant is responsible for data management and
quality control scheme.
7. Presentation on findings
and recomendations in mini workshop or small group; including discussion with
project coordinator for implementations.
8. Adhere to the
commitment to child protection, gender equality and child participation
9. To keep all
informations provided by YSTCS as well as findings of the endline study
confidential
Deliverables
The consultants is
expected to produce and submits the following deliverables:
1.. Fixed proposal with study protocol specifying methodology, data analysis plan, and
detailed work
plan for endline study.
2. Presentation initial
findings to project team and MEAL department team
after field activities have been concluded (Narrative and power point version)
3. Draft reports in Bahasa and English which includes data analysis
4. Submission of
comprehensive final report in bahasa and english after reviewed YSTC’s including submission of an executive summary
5. Hardcopy and data or
some valuable materials such as research instruments/ tools and script or photo
as a documentations
ACTIVITIES AND TIME FRAME
Duration and Timeline
The endline study
shall be expected to completed within 1 February -
20 March 2019 beginning immediately upon award of contract. The indicative shedule is:
No
|
Activity
|
Feb 19
|
March 19
|
||||||
1
|
2
|
3
|
4
|
1
|
2
|
3
|
4
|
||
1
|
Data collection tool development by consultant
|
|
|
|
|
|
|
|
|
2
|
Full proposal with fixed methodology submitted to YSTC team
|
|
|
|
|
|
|
|
|
3
|
Data collection tool review by YSTC team
|
|
|
|
|
|
|
|
|
4
|
Data collection tool finalization by consultant
|
|
|
|
|
|
|
|
|
5
|
Enumerator training
|
|
|
|
|
|
|
|
|
6
|
Data collection tool field test by consultant
|
|
|
|
|
|
|
|
|
7
|
Data collection in the field by consultant team
|
|
|
|
|
|
|
|
|
9
|
Submisstion of the Draft report
|
|
|
|
|
|
|
|
|
10
|
Draft report review by YSTC team
|
|
|
|
|
|
|
|
|
11
|
Finalize report
|
|
|
|
|
|
|
|
|
12
|
Dissemination of finding to YSTC and stakeholder
|
|
|
|
|
|
|
|
|
Ethical and Child Protection Statement
The consultant team
and YSTCs staff have to
adhere to YSTC Child Protection Policy.
The consultant team must follow Ethical Principles for involving human subjects
in a research and obtain written/ verbal consent from the human subjects. Permission
from elder must be sought if the children under 18 years are involved as
subjects. Signed informed consent of each child and his/ her parents need to
take after explaining purpose of the study and its usage. Training on this will
be part of the training provided for the survey team.
CRITERIA FOR CONSULTANT FIRM
1.
Proven as professional firm on conducting
assessment and research and producing research report using qualitative and
quantitative method minimum in the past 3 years
2. Proven
as professional firm that able to design qualitative and quantitative study
methodology and instruments and has minimum 3 years’ experience (portfolio)3. Preferably researcher team in this firm has solid understanding on DRR, education and child protection in emergency issues and experienced working with children would be an advantage.
4. Proven as professional firm on conducting learning session of organization or project
5. Experience of working with participatory methodologies.
6. Possess equal composition of qualified academic background, knowledge, experience and capacity to manage the study. Preferred with background study on sociology, geography, disaster management or relevant.
7. Personnel in this firm has solid experience on writing documentary, story or event using popular written style.
8. Has been involved at Save the Children’s project would be an advantage
9. Available to meet tight deadline and budgeted fund.
10. Consultant firm located in Bandung is preferable.
DETAIL
BUDGET
Budget
code: 36104.
3600002. 82604007. 434494
Budget range: max IDR 110,000,000,- all cost/ gross (include tax)
Payment
term :
Payment is paid 30% upon the submission of fixed methodology proposal; 55% upon satisfactory
draft of endline report; 15% upon acceptance and satisfactory of final report and all deliverables.
All of cost that caused by the implementation of this activities such as
transportation and hotel will be covered by the firm.
TERMS AND CONDITION
Period of Validity
The proposal shall be valid for a
period of 50 days, starting from the submission date.
Notice of Non-Binding Solicitation
Save the Children reserves the
right to reject any and all bids received in response to this solicitation, and
is in no way bound to accept any proposal. Additionally, we reserve the right
to negotiate the substance of the finalists’ proposals, as well as the option
of accepting partial components of a proposal if appropriate. Quantities
provided are estimates only at this time and will be subject to change. Save
the Children has the right to cut-off the contract when violation on Child
Right – based on Save the Children’s Child Safe Guarding Policy - found during
the period of consultant’s working contract. Save the Children has also the
right to cut-off the contract when consultant do not comply with the agreed
points in the signed-off contract.
Confidentiality
All information provided as part
of this solicitation is considered confidential. In the event that any
information is inappropriately released, Save the Children will seek
appropriate remedies as allowed. Proposals, discussions, and all information
received in response to this solicitation will be held as strictly
confidential, except where noted otherwise.
Notification
Prior to the expiration of the validity of the proposal, Save the Children shall notify in writing the successful company that submitted the highest-scoring proposal and will invite them for contract negotiations. Save the Children reserves the right to invite the second ranking company for parallel negotiations.
Prior to the expiration of the validity of the proposal, Save the Children shall notify in writing the successful company that submitted the highest-scoring proposal and will invite them for contract negotiations. Save the Children reserves the right to invite the second ranking company for parallel negotiations.
Right to Final Negotiations
Save The Children reserves the
option to negotiate final costs and final scope of work, as well as reserves
the option to limit or include third parties at Save the Children’s sole and
full discretion in such negotiations. Upon failure to reach agreement on
the contents of the contract as stipulated in this document, Save the Children
has the right to terminate the negotiations and invite the next best-rated
company for negotiations.
Communication
All communication regarding this solicitation shall be directed to appropriate parties at Save the Children. Contacting third parties involved in the project, the review panel, or any other party may be considered a conflict of interest, and could result in proposal disqualification.
All communication regarding this solicitation shall be directed to appropriate parties at Save the Children. Contacting third parties involved in the project, the review panel, or any other party may be considered a conflict of interest, and could result in proposal disqualification.
Acceptance
Award of a proposal does not imply acceptance of its terms and conditions. Save the Children reserves the right to negotiate on the final terms and conditions including on methodology and tools for data collecting after contract signed-off to ensure objective of the project is addressed.
Award of a proposal does not imply acceptance of its terms and conditions. Save the Children reserves the right to negotiate on the final terms and conditions including on methodology and tools for data collecting after contract signed-off to ensure objective of the project is addressed.
Copyright, Patent and other
proprietary right
YTSCs shall be entitled to all copyrights, patents
and other proprietary rights and trademarks with regards to the product or
documents and other materials which bear a direct relation to or are produce or
prepare or collected in consequences of or in the course of the execution of
the contract.. All plans, report, recommendation, estimates, documents and data
compiled by the service provider under the contract shall be the property of
YSTCs and shall be treated as confidential. All confidential documents shall be
delivered to the relevant people within YSTCs
during the project duration and upon completion.
SUBMISSION
OF PROPOSAL AND SUPPORTING DOCUMENT
No comments:
Post a Comment