Evaluation of the ‘Never Too Late to Learn Project: Providing Quality and Protective Alternative Education to Displacement Affected Children

• Country: Norway
• Summary: Evaluation of the ‘Never Too Late to Learn Project: Providing Quality and Protective Alternative Education to Displacement Affected Children
• NOT Ref No: 65895840
• Deadline: 08 May 2022
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• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• Tenders are invited for Evaluation of the ‘Never Too Late to Learn Project: Providing Quality and Protective Alternative Education to Displacement Affected Children in the Democratic Republic of Congo and Tanzania Project overview The project-s overall objective isto contribute towardtowards ed accessto quality and protective basic education (pre-school, primary and lower secondary) for displacement affected children in the Democratic Republic of the Congo (DRC) and Tanzania. In order to achieve this goal, the following four outcome areas will aim to bring about lasting change, based on the overarching themes of quality and protection, by addressing complex barriers that prevent children from accessing their right to education in displacement contexts: 1. Conflict and displacement affected children access quality alternative education in a safe learning environment with a focus on out of school children and girls: The direct provision of quality Alternative Education (AE) and Early Childhood Care and Development (ECCD) programmes will be facilitated and enhanced by the provision of safe and protective learning environments, both in terms of inclusive physical infrastructure and Child Protectionmechanisms,to increase safety from threatsin school environments and wider communities. 2. Learning outcomes and learner participation are improved through professional development:A comprehensive Teacher Professional Development (TPD) programme will address gaps in the skills necessary to promote learning outcomes, sustained attendance and protection of vulnerable displacement-affected children. This will be supported by the review and development of tools to better assess learning outcomes in each context, with training for teachers on their consistent use. 3. Evidence base on best practices for education in diverse crisis contexts is broadened: Research focus areas of Conflict Sensitive Education (CSE) and Academic Resilience will provide opportunities to reflect upon the extent to which Alternative Education interventions in the target countries are addressing the complex needs of the target group. Through the review of capacity building efforts, documentation of best practices and research on factors influencing AE beneficiaries- learning, the consortium partners will build an evidence base to improve the quality and relevance of education programmingfor conflict-affected children. 4. Negative impacts of education on the context are minimised, and positive impacts maximised: Project partners, other education actors and, critically, local and national education officials in eachcountry and at regional level, will be targeted for capacity building activities aiming to institutionalisebest practices such as CSE, as well as to address more specific policy level barriers to providing quality, protective education
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