ANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- Terms of reference: Impact evaluation of the “Kwanele! Communities ensuring safe learning environments for girls” Programme as part of the Sexual Violence in Schools in South Africa (SeVISSA) initiative in South Africa Contracting Authority Soul City Institute for Health & Development Communication NPC Background Violence against girls and women is endemic in South Africa, with amongst the highest levels in the world. This includes physical/sexual assault, rape, murder, emotional/psychological and economic abuse, harassment, and intimidation. Violence within the schooling system has been shown to be a barrier to education. Often girls do not attend school due to various forms of sexual abuse. This affects their ability to complete school and impacts their potential to life. Soul City in partnership with Grassroot Soccer through the Sexual Violence in Schools in South Africa (SeVissa) programme will be implementing an intervention aimed at improving access, retention and attainment of girls through creating a safer school environment. The programme will be implemented over 5 years through various activities aimed at empowering girls and strengthening the capacity of the school and the community at identifying and dealing with violence against girls. The five key objectives of the programme are: Objective 1: To empower girls to take action against violence in schools Objective 2: To strengthen the capacity of schools to identify, prevent and address violence against girls and respond effectively to the needs of survivors of sexual violenceANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- Objective 3: To improve knowledge and skills of care-givers of learners on non-violent, positive non-sexist, parenting strategies and increase their participation in their child’s education Objective 4: To improve the attitudes and practices of boys in relation to violence against girls and foster agency for championing the rights of girls Objective 5: To engage community members surrounding schools and relevant government departments to take action to prevent and address violence against girls and its social and structural drivers in schools and communities The program will be implemented through a range of activities that include: 1. Establishing Soul Buddy’z Clubs (SBC) and Young Women’s Clubs (YWC) in selected schools in the Western Cape 2. Train school governing bodies (SGB) and principals in developing and implementing school policies and practices to prevent sexual violence, identify vulnerable children and link them to appropriate services. 3. Implement an interactive and participatory life skills curriculum through soccer using the Grassroot Soccer (GRS) evidence-based SKILLZ curriculum. 4. Train parents and care givers on identifying sexual violence and accessing appropriate services 5. Hold community dialogues to address social and cultural norms that perpetuate violence against girls 6. On-going engagement with stakeholders to promote a multisectoral approach to addressing sexual violence End term outcome evaluation Soul City and Grassroot Soccer would like to conduct an impact evaluation of the programme. Objectives of the evaluation: The evaluation will be conducted on all 5 objectives of the program and aims to assess the following:  Overall reach of individual program elements within target populations  Overall impact of individual program elements within target populations  Scalability and replicability of the programmeANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE -----------------------------------------------------------------------------------------------------------------------------  Sustainability of the programme Specifically the evaluation will: 1. Examine the impact, both positive and negative, intended and unintended, of the SeVissa programme using the empowerment framework; 2. Examine the achievement of outcomes and outputs of the SeVissa programme, accounting for how these results were achieved (in relation to the theory of change and implementation), highlighting best practices, challenges and exploring what facets of the integrated offering have been most effective. 3. Provide suggestions/recommendations on what aspects of the SeVissa programme should be strengthened or improved; 4. Identify lessons learned from the implementation of the programme; and 5. Assess the adequacy of the programme concept and design, particularly the programme Theory of Change (TOC) in addressing the identified problem The evaluation will be based on the programme Monitoring, Evaluation and Learning (MEL) framework and will include, but not be limited to the following indicators: SEVISSA MEL outcome/impact indicators Baseline: School Survey, Focus group discussions and in-depth interviews Midterm: Focus group discussions and in-depth interviews End-Term: School survey, Focus group discussions and in-depth interviews School Survey Focus Group Discussions Audience: Girls, Boys, Teachers Audience: Girls, Boys, Parents, Community Responsible: GRS Responsible: SCI Indicators: Indicators: % of girls who report empowered attitudes and beliefs about gender, violence and education Perceptions of girls about their own capabilities to take actions to address violenceANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- % of girls who have experienced violence in the last 12 months Perceptions of girls about the changes experienced as a result of the project % of women and girls reporting that they have greater self confidence and selfesteem in challenging VAWG Perceptions of young girls about whether the environment at school is supportive through improved interventions by teachers and school governing bodies. % of girls who have willingness to report any experience of unwanted sexual activity Perceptions of parents about their role in supporting their children to achieve in schools % of girls who report having disclosed experience of violence to a trusted person or reported to relevant authorities Extent to which women and girls begin to challenge the social norms and values that discriminate against them % of girls who report a change in their parents’ attitude to VAG and sexual discrimination Extent to which girls express belief that they are not to blame for sexual harassment by men % of school staff who report specific knowledge of the correct policy and referral processes for responding to violence in school Extent to which girls are willing to report any experience of unwanted sexual activity % of school staff who report all forms of VAW/G including sexual harassment from teachers towards learners as unacceptable Number of staff reporting cases of GBV % of learners who report that their school is a safe place for girls Number of community events relating to violence that the school participates in (e.g. community safety forums) % of boys who report that girls have the right to say no to unwanted sex no matter what Perceptions of boys about the rights of girls regarding relationships, sex, and violence % of boys who report that girls have equal education rights Perceptions of boys about their role and experiences in sexual relationships % of boys who report that violence is not the right way to solve problems Perceptions of community members regarding the factors that prevent or enable girls to complete secondary schoolANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- % of boys who report having perpetrated VAW/G in the previous 12 months Perceptions of community/schools bodies and government regarding community and government role in dealing with VAW/G in schools and action taken as a result of the project The contractor The evaluation study will be conducted by an independent research consultant, consortium of consultants or a research organisation, in order to ensure objectivity. The study will draw on a sample of learners, teachers, and school administrators from 20 schools in and around Khayelitsha, Western Cape. Study participants will come from 10 pre-selected primary schools and 10 pre-selected secondary schools receiving the programme. In addition, school records will be consulted to obtain data on school attendance and academic performances of learners within this sample. The evaluation study will require use a combination of qualitative and quantitative methodology. Contractor expertise: 1. Competencies The core skills required for this consultancy will include; a. Programme design, monitoring and evaluation; b. Public health and/or sport for development background; c. Demonstrated understanding of gender and sexual violence; and d. Sound qualitative and quantitative skills, including data analysis. 2. Qualifications Successful candidates must have an advanced university degree (minimum Master’s degree) in Social Science and/or Public Health; 3. Experience a. A minimum of 10 years’ experience undertaking programme impact evaluations in an African context and; b. Ability to work independently and within tight timelines c. Understanding of the South African school system is desirableANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- d. Knowledge of the use of sport for development is desirable e. Knowledge and/or experience of the policy and advocacy positions in South Africa around sexual violence and safety in schools is desirable. Responsibilities of the consultant Baseline study  Design detailed evaluation protocol  Design appropriate research tools, including survey and qualitative tools.  Obtain ethics approval for the study  Analyse data collected using appropriate epidemiological, statistical and qualitative analysis techniques  Produce a draft evaluation report  Present findings to Soul City/Grassroot Soccer consortium and relevant stakeholders  Produce a baseline evaluation report, including recommendations on how the baseline study should inform possible program (re)design and implementation. Midterm study  Refine baseline tools  Analyse data collected using appropriate qualitative analysis techniques  Produce a draft evaluation report  Present findings to Soul City/Grassroot Soccer consortium and relevant stakeholders, taking into account any programme adjustments.  Produce a midterm evaluation report End term study  Refine baseline tools  Analyse data collected using appropriate epidemiological, statistical and qualitative analysis techniques  Produce a draft evaluation report  Present findings to Soul City/Grassroot Soccer consortium and relevant stakeholders, taking into account any programme adjustments.  Produce a final evaluation report Note that quantitative data collection will be done internally through a transparent process using an already existing electronic data collection systemANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- using mobile phones (and Open Data Kit software) complimented by a cloudbased Salesforce system. The provider will however need to conduct the qualitative data collection. The provider will be expected to provide a COSTED evaluation plan that clearly sets out how the evaluation will be carried out in line with the approach and principles outlined. Such an evaluation plan should include (but not be limited to) the following:  New information required and suggested information sources  Stakeholders to be consulted and justification  Sampling approaches  Data analysis plan  Suggested layout of report (contents page)  A work plan for the evaluation Time frame: February 2015-May 2019 Deliverables, Outputs and Reporting requirements Table 1: Deliverables, Outputs and Reporting requirements Activity and outputs Timeline Evaluation proposals 2 February 2015 Finalise Evaluation plan 16 February 2015 Draft baseline report 1 April 2015 Final baseline report including all data and annexures 1 May 2015 Draft midterm evaluation report 1 April 2017 Final midterm evaluation report including all data and annexures 1 May 2017 Draft end term evaluation report 1 April 2019 Final end term evaluation including all data and annexures 31 May 2019ANNEXURE A SOUL CITY INSTITUTE: SEVISSA IMPACT EVALUATION TENDER JANUARY 2015 TERMS OF REFERENCE ----------------------------------------------------------------------------------------------------------------------------- Evaluation Support All relevant M&E data, results framework and other programme reports will be made available to the evaluator. The M&E manager will be responsible for the assignment and programme managers will be available for consultation. Budget & contracting All interested bidders should submit detailed technical and financial proposals no later than 16:00 on 2 February 2015. Late submissions and submissions via e-mail/fax will not be accepted. Only shortlisted candidates will be contacted and/or advised of the final outcome. Work will commence immediately and specific timelines will be negotiated at contracting