Endline Evaluation of the Eliminating Violence and Gender-Based Barriers for In-school Children Project Consultancy Opportunity at (TEN/MET)

Terms of Reference (Endline Evaluation)

TANZANIA EDUCATION NETWORK 

TenMeT

Mtandao wa Elimu Tanzania

Education access-equity-quality

Terms of Reference (TOR)

Endline Evaluation of the Eliminating Violence and Gender-Based Barriers for In-school Children Project

1. Background and Introduction

1.1 About TEN/MET

The Tanzania Education Network/Mtandao wa Elimu Tanzania (TEN/MET) was founded in 1999 as a national coalition of non-state actors committed to advancing education. Today, the network brings together more than 255 members, including Community-Based Organizations (CBOs), national NGOs, and international NGOs, all of whom share a common commitment to improving the quality of education across the country. Through collective action, TEN/MET works with diverse education stakeholders to shape policies and practices that expand learning opportunities for every child in Tanzania. The network’s presence extends to all 26 regions of Tanzania mainland. TEN/MET’s vision is a national education system through which all learners have the opportunity to access inclusive, equitable, and quality education. To realize this vision, its mission emphasizes on proactive influence and inform policy and practices that promote access to inclusive, equitable and quality education in Tanzania. Implementation of this mandate is outlined in the 2023 – 2027 Strategic Plan, which outlines five key strategic objectives:

1. To coordinate education Civil Society Organizations (CSOs) influence decisions in the education system in Tanzania

2. To strengthen TEN/MET systems and structures to carry its mandate.

3. To generate evidence-based best practices locally, regionally and globally to influence educational policy and practices.

4. To advocate for gender mainstreaming in the education system to secure equitable, inclusive and quality education for learners in Tanzania and;

5. To advocate for the education system that embraces science, Technology, and Innovation to meet the demands of the 4th industrial revolution.

 

1.2 Project Summary

The “Eliminating Violence and Gender-Based Barriers for In-School Children” project, implemented by TEN/MET in partnership with TACEDE, AFRIWAG, SAWA Tanzania, Community Transformation Alliance, and Transforming Life, aims to address the pervasive violence against children and the gender-based barriers that hinder girls’ access to education in Tanzania. Implemented from October 2023 to September 2025, the project focuses on promoting positive discipline, ending corporal punishment, strengthening child protection systems, and expanding access to education and essential life skills development opportunities for girls. The project responds to deeply rooted challenges, including discriminatory cultural practices, harmful social norms, and weak enforcement of child protection laws, which collectively hinder children’s safety and girls’ educational advancement. It aligns with national and global priorities, including the Sustainable Development Goals and the National Action Plan to End Violence Against Children. Implemented in five regions namely Morogoro, Tanga, Mtwara, Tabora and Dar es salaam, covering 12 primary and secondary schools. Primary beneficiaries include in- school children, out-of-school girls, and children with disabilities, while secondary beneficiaries include parents, educators, community members, policymakers, and government ministries including President’s Office – Regional Administration and Local Government (PO-RALG); Ministry of Education, Science and Technology (MOEST); Ministry of Community Development, Gender, Women and Special Groups, Ministry of Health and Ministry of Home Affairs.

The project seeks to:

• Increase awareness and adoption of positive, non-violent disciplinary practices among teachers, parents, and communities.

• Strengthen policy and legislative frameworks related to corporal punishment and child protection.

• Raise public awareness of the harmful effects of violence against children.

• Improve access to education and skills training for girls, especially those who have dropped out.

Key strategies include policy advocacy, public awareness campaigns, community dialogues, collaborative training with TTU, media engagement and leveraging lessons from the Good School Toolkit. The project ultimately aims to create safer, more inclusive, gender-responsive learning environments where children especially girls can thrive, complete their education, and reach their full potential.

 

1.3 Evaluation Purpose

As the project approaches completion, TEN/MET intends to conduct an Endline Evaluation to assess the relevance, coherence, effectiveness, efficiency, and sustainability of the project interventions. Although the evaluation will not focus on long-term impact since such changes generally require more than two years to materialize it will generate critical insights into the short-term and intermediate outcomes achieved during the implementation period. The evaluation will specifically examine the project’s contribution to reducing violence against children, promoting positive discipline in schools, and improving access to education, essential life skills, and skills development opportunities for girls in the targeted regions. It will also explore how the project has strengthened awareness and adoption of non-violent disciplinary practices among teachers and school administrators, influenced policy and legislative discourse on child protection, and fostered safer, more inclusive, and supportive learning environments. The findings will provide evidence-based insights to inform TEN/MET’s future programming on child protection and gender equality, strengthen decision-making and strategic planning, and support more effective policy advocacy. They will also identify areas that require additional support or offer potential for scaling. Furthermore, the results will guide the development of future initiatives aimed at ending violence against children and promoting inclusive, equitable, and child-friendly education systems in Tanzania.

The evaluation will also:

• Document key lessons learned,

• Highlight major achievements and challenges, and

• Provide actionable recommendations to enhance the design, implementation, and long-term sustainability of subsequent interventions.

Therefore, TEN/MET seeks to engage a qualified consultant to conduct the Endline Evaluation of the project, covering the implementation period from October 2023 to September 2025. The evaluation aims to generate actionable recommendations that will inform ongoing and future programming in child protection, positive discipline, essential life skills, and girls’ education.

2.1 General Objective

The general objective of the Endline Evaluation is to produce a comprehensive, evidence- based assessment of the project’s objectives, performance, results, and overall contribution to reducing violence against children, promoting positive discipline, and enhancing girls’ access to safe, inclusive, and supportive education in Tanzania. The evaluation will equip TEN/MET and its stakeholders with actionable insights to strengthen the design, implementation, and sustainability of future initiatives, while also informing the organization’s broader strategic planning particularly Strategic Objective #4.

2.1.1 Specific Objectives

The specific objectives of the Endline Evaluation are to:

• Assess Relevance and Coherence – Examine the extent to which the project’s design, objectives, and interventions were responsive to the identified needs of children, teachers, and communities in the target regions, and aligned with national education and child protection policies, as well as TEN/MET’s strategic priorities.

• Evaluate Effectiveness – Determine the degree to which the project achieved its intended outcomes in reducing violence and gender-based violence against children, promoting positive and non-violent disciplinary practices, and improving girls’ access to education and skills development opportunities.

• Assess Efficiency – Analyze how effectively project resources i.e., financial, human, and technical were utilized to deliver planned activities and outcomes, and whether the implementation approach represented value for money and timeliness.

• Examine Sustainability – Evaluate the likelihood that project results such as strengthened school-and community-based protection mechanisms, increased awareness on positive discipline, and improved gender-responsive practices will be sustained beyond the project’s duration through continued engagement of schools, communities, and local authorities.

• Document Lessons Learned and Recommendations – Capture key achievements, challenges, and lessons learned throughout project implementation to inform TEN/MET’s future programming, advocacy, and policy engagement on child protection, gender equality, and safe learning environments.

3. Evaluation scope

3.1. Scope

The Endline Evaluation will cover the full duration of the project implementation period and assess interventions carried out in 12 schools across Dar es Salaam, Tanga, Morogoro, Tabora and Mtwara regions. The scope of the evaluation will focus on both direct and indirect beneficiaries, as well as the institutional and systemic contexts within which the project was implemented.

3.2 Target Group

The evaluation will engage and collect evidence from the following stakeholder groups: Students, teachers, district education officials, Government Officials from respective ministries, parents/guardians, TEN/MET members, implementing partners and government officials.

3.3. Key Evaluation Questions

The evaluation will be guided by the OECD-DAC evaluation criteria i.e., relevance, coherence, effectiveness, efficiency and sustainability, while also emphasizing lessons learned and actionable recommendations. The following key questions will shape the Endline Evaluation:

3.3.1. Relevance and Coherence

• To what extent was the project aligned with national education, child protection, gender equality policies and frameworks e.g., Education Sector Development Plan 2025/26-2029/30, National Plan of Action to End Violence Against Women and Children (NPA VAWC II. 2024/25 2028/29) and Education (Corporal Punishment) Regulations, 2002, as well as relevant international commitments such as the Convention on the Rights of the Child (CRC) and SDG 4 and 5?

• To what extent did the project design and interventions respond to the actual needs and priorities of in-school children, teachers, parents, and school administrators in addressing violence, gender-based violence, and barriers to girls’ education?

• To what extent did the project’s design adequately integrate girls’ life skills and career guidance as essential components alongside child protection and safeguarding?

• How relevant were the life skills and safeguarding interventions to the actual needs and priorities of in-school girls in creating safer and more supportive learning environments?

• How coherent was the project with TEN/MET’s strategic objectives and with interventions by partner organizations, government initiatives, and other child protection and education stakeholders?

• How flexible and responsive was the project in adapting to emerging needs, contextual changes, or challenges during implementation?

• To what extent did the partnerships and coordination mechanisms contribute to policy alignment, complementarity, and avoidance of duplication with similar initiatives in the targeted regions?

3.3.2. Effectiveness

• To what extent did the project achieve its intended outcomes in reducing incidents of violence and gender-based violence against children within the target schools and communities?

• How effective were the project’s awareness and capacity-building interventions (e.g., training of teachers, school committees, and community groups) in promoting positive, non-violent disciplinary practices?

• To what extent did the project enhance girls’ access to education and opportunities for skills development in safe and supportive learning environments?

• What internal and external factors facilitated or hindered the achievement of the project’s intended outcomes?

• How effectively did the project strengthen school-level and community-based child protection systems and reporting mechanisms?

3.3.3 Efficiency

• Were project activities implemented on time and within budget (value for money)?

• What strategies or adaptive measures were employed to improve efficiency in project implementation over time?

• To what extent were project resources managed in a transparent, accountable and timely manner to deliver project results?

• How efficient were the project’s management and coordination mechanisms in supporting delivery of results?

3.3.4 Sustainability

• To what extent has the project leveraged knowledge, skills, and interventions to create sustainable impact beyond the project period?

• What mechanisms (institutional, technical or policy-level) have been established to ensure the continuation of project outcomes, and what key factors have influenced the sustainability of these results?

• How likely are the project’s results and achievements to be sustained over time, considering institutional capacities, resources, and stakeholder engagement?

• What critical factors should be addressed to enhance the sustainability and potential replication or scaling-up of the project’s achievements?

4. Methodology

The Endline Evaluation will use a mixed-methods approach, combining both quantitative and qualitative methods to provide a comprehensive assessment of the project’s relevance, coherence, effectiveness, efficiency, and sustainability. This approach will enable triangulation of data sources and perspectives from multiple stakeholders, ensuring robust and credible findings.

The evaluation will be conducted using a human right-based approach, integrating gender equality, disability inclusion, and other non-discrimination perspectives as cross- cutting considerations throughout the evaluation process. These principles will guide the design of data collection tools, stakeholder engagement, data analysis, and the presentation of findings in the final report, ensuring that the evaluation captures the experiences of all relevant beneficiary groups and promotes inclusive learning for future project design.

4.1 Evaluation Design

The evaluation will adopt a descriptive, analytical and participatory design to:

• Assess the achievement of outputs, outcomes and project objectives.

• Understand the factors influencing success, challenges and lessons learned.

• Inform recommendations for future project design, sustainability and replication.

4.2 Data Collection Methods

The following methods are proposed:

• Document and desk review, assess project alignment with policies, verify outputs, and understand trends and outcomes over the project period.

• Review project proposal, work plan, activity reports, training reports, policy frameworks, and relevant national and or international documents.

• Key Informant Interviews (KIIs), explore project effectiveness, efficiency, sustainability mechanisms, and contribution to quality and inclusive education. Target groups: TEN/MET staff, project implementing partners, school head teachers, government officials.

• Focus Group Discussions (FGDs), gather in-depth qualitative insights on the impact of the project on teaching practices, learning outcomes and engagement. Target groups: Students in project schools.

• Surveys or Structured Questionnaires, to quantitatively assess changes in knowledge, attitudes, and practices related to positive discipline, child protection, and gender equity in schools. Target groups: Teachers and students across selected schools.

• Comparative analysis: Conduct a comparative assessment of Endline findings against baseline data to determine the extent of progress achieved, identify changes in key indicators, and assess the project’s contribution to observed outcomes.

The evaluation team will propose in the technical proposal the most suitable methodology to respond to the objectives and needs of the evaluation.

4.3 Sampling Approach

• Schools: Purposive selection of schools from both Dar es Salaam, Tabora, Morogoro, Mtwara and Tanga regions to ensure representation of different contexts and project interventions.

• Teachers and Students: Stratified sampling to include both genders, varied experience levels, and schools with high vs. moderate engagement in project activities.

• Key Informants: Selected based on their direct involvement in or oversight of project implementation.

4.4 Data Analysis

• Quantitative Data: Analysis using descriptive statistics (frequencies, means, percentages) and cross-tabulations to assess trends and outcomes. Software such as Excel, SPSS, or Stata may be used.

• Qualitative Data: Thematic content analysis to identify patterns, insights, and lessons. NVivo, Atlas ti. or manual coding may be used for text analysis.

• Triangulation: Findings from different methods will be triangulated to validate results and strengthen conclusions.

5. Expected Deliverables

The evaluation team will be responsible for producing the following deliverables:

5.1 Inception report

The consultant will prepare an inception report which details his/her understanding of the assignment. This is to ensure that the consultant and TEN/MET have a shared understanding in the production of the report. The inception report will include but not limited to the following;

• Detailing the evaluation approach, methodology, work plan, data collection tools, sampling strategy, and timeline.

• Includes a refined set of key evaluation questions and preliminary evaluation framework.

• Draft and final versions of surveys, interview guides, focus group discussion guides, and observation checklists.

• All tools should integrate gender, disability inclusion, and human rights considerations.

5.2 Draft Evaluation Report

The draft report covering methodology, findings, analysis, best practices, lessons learned, conclusions and actionable recommendations will be submitted to TEN/MET for review and validation. The report should address the evaluation criteria of relevance, coherence, effectiveness, efficiency and sustainability. Comments will be provided within 3 days after receiving the draft report.

5.3 Final Evaluation Report

The final Endline Evaluation report will be produced at the end of the field phase and submitted for review, comments, and discussions. TEN/MET will have 3 days to provide feedback, observations and recommendations. The final report must integrate all comments, observations, and discussions raised by TEN/MET. The consultant is required to submit a final evaluation report containing full methodology, analysis, findings, conclusions, and recommendations.

Specifications for the final report:

• Length: Main body should be between 40 and 50 pages, excluding annexes.

• Format: Submit in Word, adhering to TEN/MET formatting guidelines, including primary and secondary colors, 12-point font, and single spacing.

• Content: The report must include, at minimum:

  • Executive Summary (maximum of 3 pages)

  • Introduction and Background – project overview, purpose of evaluation, and context.

* Evaluation Objectives and Scope – clearly defined objectives, scope, and key evaluation questions.

* Methodology – description of design, data collection methods, sampling, analysis approach, and ethical considerations.

* Findings and Analysis – organized by evaluation criteria (relevance, coherence, effectiveness, efficiency and sustainability), supported by evidence.

* Lessons Learned and Best Practices – insights for future programming and scaling-up.

* Conclusions and Recommendations – actionable guidance for TEN/MET and stakeholders.

* Annexes including data collection tools, sampling details, lists of respondents, supporting documents, and any illustrative materials

5.4 Evaluation Timeline / Work plan

The end line evaluation will be conducted over a period of approximately 3 weeks from 1st December to 19th December 2025. Upon signing of the contract, the consultant will be given the necessary working documents for reference and will be provided with all the necessary information.

6. Required expertise and qualification

An individual registered consultant/ firm with the following expertise and qualification should apply:

• A lead consultant with a minimum of Master’s Degree in Gender, Community Development, Education, Research, Development Studies and other social sciences related field. A PhD qualification in relevant field would have added advantage.

• A firm/individual with a track record of developing and conducting various types of evaluation studies using qualitative and quantitative methods.

• Demonstrate experience and skills in quality data collection and high-level data analysis using participatory methodology and triangulation.

• At least 10 years of experience in working with educational organizations; specifically, in program design, monitoring, evaluation, research and learning.

• Ability to write high quality, clear, and concise reports.

• Excellent written and verbal English communication skills.

7. Submissions/Applications:

Interested candidates should apply by submitting the following documents:

• Letter of interest and confirmation of availability.

• Technical proposal clearly explaining how to deliver the tasks and deliverables.

• Financial proposal inclusive of consultation fee, travel expenses and other related costs. All cost will be subjected to VAT.

• Detailed CV of the lead consultant and each technical personnel to ascertain the technical capacity of the available workforce.

• A copy of valid business license, TIN and VAT certificates issued by the accredited institutions.

All submissions should be made via email: recruitment@tenmet.or.tz cc melspecialist@tenmet.or.tz. The deadline for submission is 24th November 2025.