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Tenders are invited for Implementation Research Consultancy; Violence Against Children in and around Schools (VACiS) Project (Kenya and Tanzania) Closing Date: 8 May 2026 Type: Consultancy TERMS OF REFERENCE Implementation Research Consultancy; Violence Against Children in and around Schools (VACiS) Project (Kenya and Tanzania) 1. Background and Strategic Context ICS SP is implementing the Violence Against Children in and around Schools (VACiS) project across Kenya and Tanzania from 2024 to 2027. The project aims to strengthen systems for scaling effective, evidence-based solutions that prevent violence against children and women, organized around four strategic outcomes: (i) scaling gender-transformative parenting programmes; (ii) strengthening the Whole School Approach to violence prevention; (iii) piloting social and gender norms change programming; and (iv) building organizational capacity. With approximately 14 months of implementation remaining (April 2026 June 2027), ICS SP is commissioning focused implementation research to generate evidence on priority areas. Given the constrained timeframe and the imperative to produce credible, publishable findings, this TOR is structured around three discrete research assignments. Consultants and firms are invited to apply for the assignment(s) in which they hold demonstrated expertise. 2. Purpose of the Consultancy The primary purpose of this consultancy is to design and conduct implementation research that will generate evidence on the effectiveness of the VACiS projects multi-component violence prevention programme. The study will serve dual evaluation functions: Impact Evaluation; To assess the causal effects of VACiS interventions on violence prevention outcomes among children, adolescents, families, schools, and communities in Kenya and Tanzania and Process Evaluation; To examine the quality, fidelity, and contextual factors shaping the implementation of VACiS programme components. The combined findings will support ICS SP and its donors in understanding what works, for whom, under what conditions, and why, unlocking continued and future donor funding by demonstrating measurable impact, influence national policy on violence prevention in Kenya and Tanzania and Strengthen strategic partnerships with government and implementing partners. Consultants should note that the three research assignments may be awarded to different individuals or firms. Proposals are evaluated independently for each assignment. 3. Research Assignments This TOR covers three priority research assignments, each representing a discrete and autonomous study. Interested parties may apply for one or more assignments, clearly indicating which they are responding to. Methodological design for each assignment will be developed by the selected consultant(s) with a consideration of Difference-in-Differences (DiD) design embedded within a Mixed Methods Impact Evaluation (MMIE) framework or any other suitable design in their Technical Proposal, in response to the research questions defined below. Research Assignment 1: Gender-Transformative Parenting: Co-occurrence of VAC and IPV Rationale The gender-transformative parenting programme addresses the co-occurrence of violence against children (VAC) and intimate partner violence (IPV), which share common roots in harmful gender norms and unequal power dynamics within households. While the programme holds significant promise in tackling both forms of violence simultaneously, the current lack of recent, rigorous evidence on its effectiveness presents a critical gap that limits its credibility with stakeholders and its potential for influencing national parenting policy. Generating robust evidence is therefore a strategic priority, essential not only for strengthening business development but also for positioning the organization to advocate for integrated, gender-transformative parenting approaches at the national policy level Research Questions 1. Does participation in the gender-transformative parenting programme reduce violence against children (VAC) within the household? 2. Does participation in the programme reduce intimate partner violence (IPV) among caregivers, and what is the nature of the co-occurrence between VAC and IPV in programme households? Key Deliverables Inception report with refined study design and instruments Baseline and endline data reports Final study report with findings, conclusions, and recommendations Evidence briefs (46 pages) suitable for donor and policy audiences Implementation Window April 2026 June 2027 | Single site per country, one county (Kenya) and One region (Tanzania)| Approximately 14 months Research Assignment 2: Whole School Approach (WSA): VAC Reduction and Learning Outcomes Rationale There is a strong strategic interest in generating evidence that demonstrates the combined effect of life skills programming, teacher training, and parental engagement on reducing violence against children (VAC) in school settings, while simultaneously improving learning outcomes. These three components are mutually reinforcing, equipping children with protective skills, transforming educator practices, and engaging caregivers creates a comprehensive whole-school approach to child safety and wellbeing. Yet despite the intuitive logic of this integrated model, evidence on its combined effectiveness remains limited, undermining efforts to advocate for its scale-up. Closing this evidence gap is a strategic priority, as compelling findings would not only strengthen programme credibility and support business development, but would also position ICS SP at the intersection of child protection and education, an area of growing policy priority that will enable the organization to influence national and regional frameworks that govern both safe learning environments and quality education outcomes. Research Questions 1. To what extent does the Whole School Approach (integrating life skills programming, teacher training, and parental engagement) reduce the incidence and tolerance of violence against children in school settings, and what is the relative contribution of each component when delivered individually versus in combination? 2. Is there a measurable association between WSA implementation and improvements in learner educational outcomes? Key Deliverables Inception report with finalized study design, sampling strategy, and instruments Baseline report with indicator values and control group selection rationale Endline report with impact estimates and mixed-methods analysis Final evaluation report with actionable recommendations Evidence briefs and dissemination materials Implementation Window April 2026 June 2027 | 10 schools each in Kenya and Tanzania (virgin county/region preferred) | Approximately 14 months Research Assignment 3: Social Norms Programming: IPV Reduction (Kenya) and Early Marriage (Tanzania) Rationale Social norms change programming is increasingly central to ICS SPs prevention strategy, yet credible evidence on its efficacy in the African context remains limited. This assignment generates evidence on the effectiveness of community-based social norms interventions in two distinct contexts: reducing intimate partner violence in Kenya and addressing early and forced marriage in Tanzania. Research Questions 1. Does the social norms intervention reduce community tolerance of intimate partner violence (IPV) and shift harmful gender norms among participants in Kisumu, Kenya? 2. Does the social norms intervention reduce the prevalence and acceptance of early and forced marriage among target communities in Shinyanga, Tanzania? Key Deliverables Country-specific inception reports with context-adapted study designs Baseline and endline data reports per country Final study reports per country (or one integrated comparative report) Evidence briefs tailored for national policy engagement in Kenya and Tanzania Implementation Window April 2026 June 2027 | Kenya: Kisumu ward | Tanzania: Shinyanga ward | Country-specific designs | Approximately 14 months 4. Ethical Requirements Given the sensitive nature of this research, which involves children and survivors of violence all consultants must adhere to the highest ethical standards. Requirements include: Obtaining ethical clearance from a recognized Institutional Review Board (IRB) or Ethics Review Committee in the relevant country prior to data collection; Obtaining informed consent from all adult participants, and assent from minors alongside parental/guardian consent; Applying child-sensitive and trauma-informed data collection protocols, using appropriately trained research assistants; Ensuring data anonymization and secure storage in compliance with Kenyas Data Protection Act (2019) and Tanzanias equivalent legislation; Maintaining a clear referral pathway for disclosures of violence or harm, consistent with ICS SPs PSEA and safeguarding policies. 5. Consultant Qualifications 5.1 Essential Masters degree or doctoral qualification in Social Sciences, Development Studies, Gender Studies, Epidemiology, or a closely related field; Minimum seven (7) years of professional experience in programme evaluation, implementation research, or applied social research, with a focus on violence prevention, child protection, or GBV; Demonstrated expertise in the quantitative and/or qualitative methods relevant to the specific assignment applied for (applicants must clearly indicate the assignment); Proven track record of conducting child-sensitive and gender-sensitive research in East Africa (Kenya and/or Tanzania); Proficiency in Kiswahili is highly desirable for assignments involving Tanzania or community-level data collection. 5.2 Desirable Prior experience evaluating multi-component vi Tender Link : https://reliefweb.int/job/4209457/implementation-research-consultancy-violence-against-children-and-around-schools-vacis-project-kenya-and-tanzania
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