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-
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-
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, q
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 budg
2. Develop tools,
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 study5. 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
6. Produce position paper for advocacy purposes.
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:
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Data collection tool development by consultant
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Full proposal with fixed methodology submitted to YSTC team
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Data collection tool finalization by consultant
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Enumerator training
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Data collection tool field test by consultant
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Data collection in the field by consultant team
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Submisstion of the Draft report
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Draft report review by YSTC team
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Finalize report
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Dissemination of finding to YSTC and stakeholder
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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
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
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