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Tenders are invited for Procurement of Consultancy Services for End of Project Evaluation Closing Date: 25 Jun 2026 Type: Consultancy About Plan International We strive to advance childrens rights and equality for girls all over the world. With a bold purpose of ensuring All Girls Standing Strong Creating Global Change and as an independent development and humanitarian organisation, we work alongside children, young people, our supporters, and partners to tackle the root causes of the challenges facing girls and all vulnerable children. We support childrens rights from birth until they reach adulthood and enable children to prepare for and respond to crises and adversity. We drive changes in practice and policy at local, national, and global levels using our reach, experience, and knowledge. For over 80 years, we have been building powerful partnerships for children, and we are active in over 75 countries. Plan International Nigeria was registered as a National Organisation in 2014 in Nigeria, and since then, our intervention has been focused on basic education, Nutrition, Health services, and strengthening youth and citizens participation in governance, livelihood, and creating economic opportunities for the vulnerable people and building resilient communities through our humanitarian and development response in Nigeria. Plan Nigeria works with communities, civil society organisations, development partners, government at all levels, and the private sector. With its country strategy, Girls are empowered to take action and drive change, Plan International Nigeria is committed to reaching 20 million girls during the strategy period of 2023 to 2028, covering all 36 states of Nigeria and the Federal Capital Territory (FCT). Equality for girls all over the world. With a bold purpose of ensuring All Girls Standing Strong Creating Global Change and as an independent development and humanitarian organisation, we work alongside children, young people, our supporters, and partners to tackle the root causes of the challenges facing girls and all vulnerable children. We support childrens rights from birth until they reach adulthood and enable children to prepare for and respond to crises and adversity. We drive changes in practice and policy at local, national, and global levels using our reach, experience, and knowledge. For over 80 years, we have been building powerful partnerships for children, and we are active in over 75 countries. Plan International Nigeria was registered as a National Organisation in 2014 in Nigeria, and since then, our intervention has been focused on basic education, Nutrition, Health services, and strengthening youth and citizens participation in governance, livelihood, and creating economic opportunities for the vulnerable people and building resilient communities through our humanitarian and development response in Nigeria. Plan Nigeria works with communities, civil society organisations, development partners, government at all levels, and the private sector. With its country strategy, Girls are empowered to take action and drive change, Plan International Nigeria is committed to reaching 20 million girls during the strategy period of 2023 to 2028, covering all 36 states of Nigeria and the Federal Capital Territory (FCT). Project Background The Teacher Professional Development and Well-being Project is a targeted response to the challenges of teacher shortages and inadequate professional development in crisis-affected contexts of Northern Nigeria, with Adamawa and Sokoto states as case studies. With a focus on pre-primary, primary, and lower secondary education, the project aims to build resilience within the education framework and enhance teacher retention and well-being. The project is built on three key outcomes: fostering community-based strategies to integrate and retain teachers, enhancing teacher professional development and personal well-being, and strengthening policies that promote teacher onboarding, retention, and career development. To achieve these outcomes, the project will work closely with communities to develop culturally and contextually appropriate strategies for teacher integration, leveraging the capacity of School-Based Management Committees (SBMCs) to promote acceptance of teachers and their critical role in improving learning outcomes. Teachers will be trained in gender-transformative and inclusive pedagogy, foundational literacy and numeracy skills, and digital and green skills. Mental health support will also be prioritised through the establishment of feedback platforms and mapping of existing services to address stress and trauma management for teachers. Also, the project will strengthen the capacity of the Nigeria Union of Teachers (NUT) and local civil society organisations to engage in strategic advocacy for the adoption and implementation of policies that ensure teacher incentives and career pathways. The project is aligned with national education priorities and will ensure sustainability by institutionalising training programs and empowering local stakeholders to replicate and advocate for similar interventions, contributing to long-term improvements in the educational ecosystem of Northern Nigeria. With a project duration of 24 months, the Teacher Education and Professional Development project will target a wide range of teachers, students, government officials, and teacher unions, with an indirect reach of approximately 1.39 million beneficiaries, out of which 60% are female, and 40% are male. Project Specific Objectives SO1: Community-based strategies that foster teacher integration and retention in crisis-affected contexts of Adamawa and Sokoto states are enhanced. SO2: Teachers professional development and well-being are strengthened and supported in the crisis-affected contexts of Adamawa and Sokoto states. SO3: Supportive environments are created, and policies that promote teacher onboarding, retention, and career development are strengthened in Adamawa and Sokoto states. End of Project Evaluation Objectives Assess how well the projects strategies addressed teacher shortages, professional development gaps, retention challenges, and wellbeing needs, and how coherent the project was with government priorities and other actor initiatives. Measure the extent to which the project reduced teacher shortages, improved teacher professional development outcomes, and strengthened teacher retention and wellbeing across pre-primary, primary, and lower-secondary schools. Evaluate improvements in the readiness and capacity of SBMCs, communities, and teacher unions to support teacher integration, continuous professional development, and teacher wellbeing initiatives. Assess how efficiently project resources (financial, human, material) were used to deliver training, mentoring, teacher support systems, and school-based wellbeing interventions. Determine the broader changes attributable to the project in terms of teacher availability, instructional quality, classroom inclusion, and learner engagement. Assess the likelihood that teacher support systems, school-based PD structures, and wellbeing interventions will continue beyond the project period. Assess the effectiveness of all advocacy actions implemented, both in terms of active processes and dynamics, and actual achievements Collect and analyse endline data for key project indicators related to teacher onboarding, retention, well-being, coping practices, and adoption of inclusive and gender-transformative pedagogy. Key Evaluation Questions To what extent did the project address the real teacher workforce needs in the targeted states and education levels? How well aligned were project interventions with government priorities, school needs, and union/community expectations? To what extent did the project reduce teacher shortages in target schools? How much did teacher knowledge, skills, and classroom practices improve as a result of training and mentoring? To what extent were teachers able to apply inclusive and gender-transformative pedagogy? Did teacher retention and well-being indicators improve over the project lifecycle? Have SBMCs, communities, and teacher unions increased their capacity to support teacher onboarding, mentoring, and PD cycles? What changes occurred in school or community support practices as a result of the project? Were project resources used in a timely and cost-effective manner? Which delivery approaches (centralised training, school-based PD, mentoring) offered the best value for money? Is there evidence that improved teaching practices contributed to better learner engagement or participation? Are state, LGA, or school structures prepared to continue PD, mentoring, and wellbeing activities post-project? Did female teachers and teachers with disabilities benefit equally from project interventions? Which processes were in place in terms of advocacy and how these could contribute in the long run, even if not necessarily reached within the project implementation? Did the project contribute to more inclusive, gender-responsive, and safe learning environments? Users of the End of Project Evaluation. Expertise France (EF) Global Gateway Plan International Nigeria (PIN) Nigerian Save the Child Initiative (STCI) Nigerian Forum for African Women Educationalists (FAWE) Nigerian Ministry of Education National Union of Teachers Project participants Scope of Work The end of project evaluation is expected to be conducted across the 6 Local Government Areas, 3 in each state of Adamawa and Sokoto, covering 30 schools: Adamawa State: Fufore, Numan, and Michika LGAs. Sokoto State: Bodinga, Sokoto North, and Tambuwal LGAs Methodology In terms of methodology, it is expected that the consultant will use a relevant evaluation design to ensure the end-of-project evaluation objectives and key questions are an Tender Link : https://reliefweb.int/job/4215861/procurement-consultancy-services-end-project-evaluation
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