TERMS OF REFERENCE FOR THE EXTERNAL EVALUATION OF THE INCLUSIVE
     EDUCATION PROJECT IN SHINYANGA MUNICIPAL COUNCIL, SHINYANGA DISTRICT
     COUNCIL AND MISUNGWI DISTRICTS COUNCIL OF TANZANIA
              This Terms of Reference (ToR) is subject to contract.
      It is not an offer of a contract and is not capable of acceptance by the issuer. Neither this
     ToR, nor any response to it by the issuer, will be binding on Leonard Cheshire or have any
      other legal effect. Only a subsequent formal document (which is NOT headed Subject to
     Contract), accepted, and signed by an authorised person from Leonard Cheshire on behalf
             of Task order 51, will give rise to or constitute a contract.
      1. Background
     Across Tanzania, 1 in 4 girls and 1 in 5 boys have no education at all, with 78% girls and
     73% boys reporting attending school regularly, yet only 32%, across both genders, complete
     primary schooli. This implies that whilst, on average girls may attend more regularly, a higher
     portion of girls than boys are not able to access education at all. The dropout rate
     accelerates in older girls at a much higher speed, and fewer girls continue education into
     secondary and higher education. There are many reasons for the early exit of girls from
     school, and these vary in different cultures, geographic areas, religions, etc. 
     Education for girls is of serious concern and is being well publicised. There are numerous
     international organisations seeking to provide better educational opportunities for girls in
     Sub-Saharan Africa. Nevertheless, the problem of girls dropping out early from school
     continues to be prevalent on a large scale in Tanzania 
     However, children with disabilities, are even more vulnerable. Despite Government efforts to
     support primary education, 98% of children with disabilities are not in school. Contributing
     key factors are poverty; stigma and discrimination; physical barriers e.g., lack of assistive
     devices and inaccessible school infrastructure; teachers struggling due to lack of knowledge
     and materials; hidden disabilities hindering learning; & insufficient effort from state actors to
     apply disability policies. According to the National Basic Education Statistics in Tanzania
     report by the PO-RALG (2020), enrolment of children with disabilities in schools in the two
     selected regions is very low (Mwanza – 3,419 out of 65,158 children, and Shinyanga – 1,785
     out of 39,969 children). This data suggests that a large percentage of children with
     disabilities are still out-of-school. Gender discrimination further compounds the exclusion of
     children with disabilities in education. As a result, children with disabilities are the last to be
     enrolled and the first to drop out. Lack of access to this basic human right curtails life
     chances, perpetuating the poverty and exclusion cycle for persons with disabilities.
     Inclusive Futures, Disability Inclusive Development is a programme funded by FCDO
     bringing together a wealth of international disability organisations and expertise including
     working with organisation of persons with disabilities to reduce barriers preventing people
     with disabilities from accessing education, health, and work. 
     It is against this background that Task Order 51 has been awarded - a three-year grant to
     deliver an inclusive education programme in 15 Wards in Shinyanga Municipal Council,
     Shinyanga District Council, and Misungwi districts Council of Tanzania. This will be achieved
     through a consortium team of disability experts Leonard Cheshire, ADD International(ADD),
     1 Click to add document title. | August 2022 
         and Sense International in collaboration with a wide range of stakeholders, including OPDs,
         parents, communities, teachers, headteachers, and Ward, District, Regional and National
         Government Officials.
         The project aims for systemic change in inclusive education by collaboratively working at
         policy, district, ward, and school level to strengthen the implementation of the National
         Strategy for Inclusive Education, while also collaborating closely with local leaders, parents,
         and OPDs to ensure that communities are disability aware, and supportive of inclusive
         education. It is our aim that inclusive education is embedded in all existing structures and all
         the stakeholders involved have the skills and knowledge to contribute to change and ensure
         more children, especially girls with disabilities, have increased access to and participation in
         learning.
            1.1 The project’s main goal:  
         Girls and boys with disabilities have equal access to participation and learning in quality pre-
         primary and primary education through the strengthening of collaborative and supportive
         systems and structures in the Shinyanga and Mwanza Regions of Tanzania
            1.2 Project location 
         Working in 47 schools across Shinyanga and Mwanza regions including Mabuki, Misungwi,
         Mwaniko ward within Misungwi district; Kambarage, Kizumbi, Lubaga and Ndembezi wards
         within Shinyanga Municipal Council; Mwalukwa, Mwamala,   mwantini and Pandagichiza
         wards within Shinyanga district council. The Task Order aims to identify, enroll and support
         1,880 children with disabilities with a particular focus on girls aged between 4 and 14 years.
         The Task order Theory of Change and overall Task order design is the result of a
         collaborative effort among all consortium partners, as well as extensive discussions with
         Organisations of Persons with Disabilities (OPDs) and key Government representatives
         including senior government officials from MoEST and PO-RALG. The Theory of Change
         has three pillars or domains of change: Domain of change 1 Children with disabilities
         (especially girls), families, communities, and OPD engagement,  Domain of change 2
         School management, operations, systems, and support services,  Domain of change 3
         Education policies and NSIE implementation. The outcomes and outputs are arranged under
         these three pillars although we realise there are a lot of interlinking activities across the
         domains which cannot function independently.  
          
         The expected Outcomes are below
         Outcome                        Output 
         Outcome 1: Children with       1.1 Increased disability understanding, knowledge, and 
         disabilities are empowered     acceptance of disability rights among communities to 
         and supported (by their        create an enabling environment for children with 
         families, communities and      disabilities to access, enroll and stay in school
         OPD's) to learn and make 
         progress in their education    1.2 Increased identification, assessment, and enrolment
         and development                of children with disabilities
                                        1.3 Increased knowledge skills, and resources of 
                                        families to sustain their children with disabilities in 
                                        schools.
                                        1.4 Increased, awareness, knowledge, life skills among 
         2    Click to add document title. | August 2022 
                                             Children with disabilities to realise their rights about 
                                             their education and development.
          Outcome 2: Improved                2.1 Improved teachers’ knowledge and pedagogical 
          Teaching and learning              skills in UDL, screening, identification, safeguarding 
          environments, and inter-           and referral mechanism strengthened in school
          sectorial collaborative referral   2.2 Improved school accessibility, inclusive 
          systems and support.               infrastructure and environment for learners with 
                                             disabilities
                                             2.3 Strengthened knowledge, skills and practices of 
                                             school management in inclusive schools
                                             2.4 Revised key inclusive education guidelines, 
                                             manuals and referral system to strengthen 
                                             interdepartmental operationalization of the NSIE at local
                                             and school level
                                             2.5 Increased Capacity of OPD’s in inclusive education 
                                             to advocate government on the implementation of the 
                                             NSIE, and increase awareness of families, schools and 
                                             children with disabilities about inclusion
          Outcome 3: Strengthened            3.1 Approval of proposals for revision of policies, 
          capacity of NSIE and ESDP to  guidelines, and systems for improved national inter-
          implement effectively through      ministerial support for inclusive education (including 
          appropriate systemic support,      education training policy, ESRAC guidelines, teacher 
          resourcing and intra- and          training manuals and referral pathways)
          intergovernmental 
          collaboration at all levels 
          (national/district/ward) and       3.2 Improved understanding of the cost of Inclusive 
          learning from the project will     education for effective planning of the education budget
          support and inform other           for implementation of NSIE 
          large-scale education 
          projects
              1.3 Task Order activities: 
              The key activities of the Task order include:
                Develop and implement OPD selection and engagement strategy which includes
                 capacity building for awareness-raising, development of advocacy strategy and
                 messages (including primary school Child to Child clubs) 
                OPDs and key stakeholders conduct awareness raising to the community and among
                 religious leaders, traditional authorities and famous people at district and ward levels
                Conduct screening, identification, assessment of 1880 pre-primary and primary age
                 children with disabilities (age 4-14 years) using multidisciplinary team including OPDs
                Build capacity of teachers and schools to identify, procure and distribute assistive
                 devices or assistive technology, and accessible learning materials to children with
                 disabilities
          3    Click to add document title. | August 2022 
                 Training of SMCs and establishment of inclusive PTP guidelines in school, school
                  accessibility audit tools, NSIE, utilisation of disability disaggregated data for inclusive
                  planning, resources, safeguarding and referral mechanisms
                 Review and prepare the content of the teachers training with reference from partners
                  manuals and national in-service teachers training manual (including compiling of the
                  teachers training materials) with focus on UDL
                 Conducting teachers training to 47 schools, 641 educators (head teachers, teachers,
                  district education officers and ward education officers) in screening and Identification,
                  IE pedagogy, UDL, IEPs, School-based Inclusion Teams and safeguarding issues
                 Improve school accessible building/infrastructures such as classroom, toilets, doors
                  etc to make them more inclusive with involvement of the community and parents.
                 Facilitate implementation of interdepartmental District council subcommittee on IE,
                  including OPD members
                 Review, make recommendations on the ESRAC guidelines and influence the
                  operationalisation of inter- governmental screening, identification, and assessment of
                  children with disabilities and referral pathways in support of IE.
                 Increase awareness of national and district government officials on the benefits of
                  disability disaggregated data and the use of the WGQ CFM  
                 Conduct trainings to OPDs on advocacy, building relationships with schools and
                  district, increasing awareness on inclusive education and enrolment of children with
                  disabilities, school accessibility, and safeguarding
                 OPDs and key government stakeholders gather evidence and share best practice on
                  inclusive pedagogical approach, screening and identification, disability disaggregated
                  data and referral mechanisms to advocate and influence the district council's
                  implementation of NSIE (including budgeting and planning
                 Revive the NTWG Including key state and non-state actors, OPDs, and leaders from
                  other large scale education projects to support the implementation of NSIE
                 OPDs and other stakeholders share evidence and best practice to advocate and
                  influence the implementation of the NSIE and ESDP, to the national government and
                  other large-scale education programmes
                 Undertake an IE costing exercise and budget analysis to inform more cost efficient
                  and effective utilisation of budget for IE at all levels
           2. Purpose of the Evaluation studies
           Prior to implementation, there is a need for a baseline assessment to ascertain the existing
           conditions and therefore set a standard to measure change within the three domains of
           change and key outcome areas, as identified in the Task Order’s Results framework. and a
           final evaluation to measure the impact of the interventions at endline 
           4     Click to add document title. | August 2022