Leonard Cheshire Disability International Jobs in Kenya
Leonard Cheshire Disability International Call for a monitoring and evaluation consultant to conduct evaluation services in Kenya
IntroductionLeonard Cheshire Disability’s is a UK-based charity with over 65 years’ experience and is one of the world’s largest Charities wholly dedicated to supporting persons with disabilities. Leonard Cheshire believes that children and adults with disabilities should have the rights, freedom and opportunities to access education, contribute economically and to participate fully and equitably in society.
In Kenya, Leonard Cheshire Disability is implementing a 5 year UK Aid funded Girls Education Challenge Transition (GECT) project. The vision is to further and deepen the educational and vocational opportunities of girls with disabilities in the five sub-districts of: Mbita, Migori, Kisumu East, Kuria East and Siaya in the Lakes region of Kenya. The project started 1 April 2017 and continues until 31 March 2022. It follows on from our UK Aid funded Girls Education Challenge project which successfully completed in March 2017.
Objectives
Assess progress towards the achievement of the targets for the three higher level project outcome: (increase learning, transition and sustainability); and the five intermediate outcomes: (improve attendance, teacher quality, self-esteem, attitudes and policy change to support the education and life chances for girls with disabilities) as set out in the project’s log frame.
Demonstrate the impact of Leonard Cheshire Disability’s GEC inclusive education project at the:
Individual,
Household/community,School
Systems level (both local and national systems),and especially how the project has:
Increased independence of girls with disabilities to make their own life choices,
Increased inclusion of girls with disabilities in school and society
Increased opportunities for financial independence of girls with disabilities and their families.
Provide key learning and recommendations for shaping LCD’s inclusive education model, especially for the following key components:
The inclusive education teaching training programme and support (especially how does teacher mentorship add value to teacher training and support and how does this reflect in practice)
Specific teaching and learning assessment for girls with moderate to severe intellectual learning disabilities
The male mentorship programme
The life skills training and peer mentorship
The approach for monitoring the implementation of national and local inclusive policies
Mainstream vocational opportunities for girls with disabilities
Identify the key components of the inclusive education model which could be considered as examples of good practice to a wider audience.
Responsibilities
Inception report: setting out the design of the MEL strategy and plan and tools and associated planning, logistics, quality assurance, child protection measures and risk management information including gender analysis.
Baseline study report: design, conduct and submit a baseline study that describes the initial conditions (before the start of project activities) against which progress can be measured or comparisons made to show the effects and impacts of the project in the final project evaluation report. A final report structure will be provided by the fund manager.
Midline project evaluation report: design, conduct and submit a midline evaluation report that assesses the effectiveness, impact and VfM of the project at the midline point. A final report structure will be provided by the fund manager.
Include presentation of findings
Final project evaluation report: design, conduct and submit a final project evaluation report that assesses the effectiveness, impact and VfM of the project. A final report structure will be provided by the fund manager.
Submission of all data sets and transcriptions
Reports to
the GECT programme manager and will work collaboratively with learning impact and quality manager.
The consultant will be responsible for managing the workload and delivering the products in a timely and efficient manner as set out in this document.
The consultant will have regular reporting points with the Learning, Impact and Quality Manager and the team in Kenya, and will be expected to keep them informed on progress and key issues.
The consultant will need to regularly communicate with project staff regionally as well as key staff in the UK office.
Qualifications
Evaluation design: the team should include skills and expertise required to design, plan and conduct mixed-method impact evaluation using quasi-experimental techniques;
Skills in quantitative and qualitative data collection and analysis, particularly applying the difference in differences approach to evaluate treatment effects, drawing findings from multiple sources and handling potential contradictions between data sets.
Relevant subject matter knowledge and experience: knowledge and experience required on conducting research with children, the education sector, disability and gender to ensure that the evaluation design and research methods are as relevant and meaningful as possible given the aims and objectives of the project and the context in which it is being delivered;
Evaluation management: manage a potentially large-scale and complex evaluation and research process from end-to-end, including conducting and reporting a baseline study and final project evaluation report.
Primary research: gender-sensitive design, management and implementation of primary quantitative and qualitative research in potentially challenging project environments,– this includes the design of longitudinal household panel surveys, SEGRA /SEGMA tests, in-depth interviews, focus groups, etc.
Country experience: it is particularly important that the team has the appropriate country knowledge /experience and language proficiency required to conduct the research required;
Information management: design and manage gender - and marginalisation - disaggregated data and information systems capable of handling large datasets for MEL purposes;
Statistical analysis: a range of statistical modelling and analysis of impact data; highly proficient user of: SPSS or STATA; and qualitative data analysis techniques, including the use of software e.g. ATLAS.ti, NVivo or equivalent where needed;
VfM assessment of education projects: education economics expertise to conduct cost benefit analysis and cost effectiveness analysis as part of the assessment of the project’s VfM;
Safety considerations: Ensuring the whole evaluation process adhere to best practice for research with children including the implementation of child protection policy and procedures to ensure safety of participants. Note that all bidders are expected to be able to show that they have a child protection policy in place to safeguard children that the research team would come into contact with through the research activities.
How to apply
Interested candidates should send their proposals by 26th November, 2017 to:
international@leonardcheshire.org,
copied to
rachel.gondwe@leonardcheshire.org
and
Collins.Olang@Leonardcheshire.org.
For more information and job application details, see; Leonard Cheshire Disability International Call for a monitoring and evaluation consultant to conduct evaluation services in Kenya
Find jobs in Kenya. Jobs - Kenya jobs. Search our career portal & find the latest Kenyan job positions, career opportunities & jobs in Kenya.
Jobs in Kenya - banking jobs, IT jobs, accounting jobs, NGO jobs, business administration, ICT, UN jobs, procurement jobs, education jobs, hospital jobs, human resources jobs, engineering, teaching jobs, and other careers in Kenya.
Find your dream job from 1000s of vacancies in Kenya posted and updated daily - click here!
Click here to post comments
Join in and write your own page! It's easy to do. How? Simply click here to return to Jobs in Kenya.
