Education Context Specialist/USAID Jifunze Uelewe Mid-term Evaluation USAID/Tanzania T-MELA Activity

Social Impact (SI) is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity-building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as US government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits. 

Project Description: 
On January 19, 2023, USAID/Tanzania awarded International Business Initiatives (IBI) and SI a four-year contract for the Tanzania Monitoring, Evaluation, Learning and Adaptation (T-MELA) Activity. This activity is to assist the USAID/Tanzania Mission with strategy- and activity-level performance monitoring, evaluation, and learning. This activity will also provide data gathering and verification, data visualization (including Geographic Information Systems), data quality assessments, impact and performance evaluations, assessments, organizational learning, and collaboration among USAID’s implementing partners and DO teams. The MEL Support Platform will also implement a capacity-building agenda for the mission, developing a baseline of M&E knowledge within the mission and tailoring a curriculum to provide skills development to mission staff. USAID/Tanzania has commissioned SI to conduct a mid-term evaluation of the Jifunze Uelewe Activity. 
 
Background of Jifunze Uelewe Activity 
Jifunze Uelewe (JU) is USAID/Tanzania’s flagship foundational learning activity. JU aims to improve student outcomes in literacy, numeracy, and social and emotional skills. With a TEC of $38 million, JU is being implemented at scale in 5 regions (Iringa, Morogoro, Mtwara, Ruvuma, and the two islands of Zanzibar. In each target region, JU works with all pre-primary and primary (Grades 1- 4) classrooms, collaborating closely with all education system actors to build capacity for the sustainability of interventions. JU fully aligns with GoT’s curriculum and policy reforms and several of the approaches/materials/models developed under JU in partnership with GoT, have been adopted by GoT for national implementation.  
 
JU works at the national, district, and ward levels to build the capacity of GoT education sector actors such as Tanzania Institute of Education (TIE), Zanzibar Institute of Education (ZIE), MoEST, Z/MoEVT, and PORALG. This means (1) working with key stakeholders on teacher guides, student materials, and teacher training; (2) building school-based and virtual coaching and mentoring support for teachers through teacher continuous professional development (TCPD); and (3) collecting data for evidence-based decision making. JU also mobilizes parents to partner with schools to contribute to a healthy learning environment for learners. 
As JU is halfway through implementation, it is an opportune time to take stock and analyze what is working or not working within its 3 objectives:   

• Improve teachers’ literacy, numeracy, and social-emotional instruction.  
• Strengthen local and regional ability to sustain and increase improved learning.  
• Increase community support for safe and inclusive education in and out of school.  

Purpose and use of Lishe Endelevu Endline: 
Overall evaluation questions and sub-questions

1. To what extent is JU making progress toward improving the learning outcomes (literacy, numeracy, and social-emotional skills) of its target beneficiaries? 
   
   • Based on current reading and math scores, which subtasks have seen the greatest improvements, and which have seen the fewest improvements? Why?
   • What variances in learning outcomes, if any, exist amongst the following sub-groups: x, y, z*. What factors are influencing these variances in learning outcomes?
   • How has the project's strategy for incentivizing and monitoring influenced teacher attendance patterns, and what are the predominant reasons for any reported absences across regions and demographic groupings?
2. To what extent are teachers implementing JU's social and emotional learning (SEL) and well-being approaches?
3. How well do the teaching and learning materials align with the training and curriculum?
4. How and to what extent are School Information System (SIS) users utilizing SIS?
   • What incentives, barriers, or challenges are encouraging or discouraging SIS use? 
5. To what extent are government officials, school administrators, teachers, and PTPs implementing JU initiatives as intended? 
   • How are teachers incorporating the phonics-based teaching approach with students, and how do students utilize the books provided by JU? What challenges are encountered in both contexts?
   • Describe the nature and frequency of TCPD, and how WEOs are adopting their new role of coach/mentor. What challenges are faced in these areas?
   • How often do teachers access Teaching and Learning Materials during JU training, and in what ways are PTPs contributing to enhancing learning?
   • Across the board, what common challenges, such as time constraints, resource limitations, or lack of interest, are reported by stakeholders in implementing JU initiatives? 
6. What are the factors that influence the sustainability of JU interventions? 

The results will primarily be used by USAID/Tanzania, and the GoT (MOEST, PORALG).  Donor partners such as FCDO, Swedish SIDA, UNICEF, Global Partnership of Education, and the Canadian High Commission will also benefit from the results.     

The Mid-term evaluation results will be used as a tool to bring USAID/Tanzania, MOEST, PORALG, and donor partners together to discuss what the program has achieved in its first half of life; changes or adaptations that could improve the project’s performance for the remainder of the activity; and ways for MOEST, PORALG, and other donor partners to work together to scale up the program or specific components nationally. USAID/OCE also plans to use the findings to inform its recommendations for subsequent activity design and evaluation (this should not be mentioned with Jifunze Uelewe implementers and stakeholders as it could be procurement sensitive).

Position Description: 
SI is seeking a Tanzanian Education Context Specialist to support T-MELA with the Jifunze Uelewe Mid-term evaluation. The estimated level of effort (LOE) for the Specialist will be 58 days with expected travel of up to 21 days in Tanzania. The Specialist will report directly to the evaluation Team Leader. 

The Tanzanian Education Context Specialist shall be an English speaker with strong experience in the education sector, with EGRA and EGMA assessments, and the overall Tanzanian education system. She/he will provide technical support to the evaluation team through all stages of the evaluation, responsible for leading the team in generating all key deliverables including a Design Report, Draft Evaluation Report, Final Evaluation Report, and other key knowledge products. The Education Specialist will conduct data collection in Tanzania along with the evaluation specialist, and the Tanzanian Education context specialist; and will work with a data collection firm to collect and analyze EGRA and EGMA data. She/he will work under the guidance of the Senior Assessment and Evaluation Specialist in Tanzania and SI’s Project Director in Washington DC. 

Responsibilities: 
The Education Specialist will:   

1. Content Analysis & Research Design:
   • Contribute to the development of the mixed-methods mid-term performance evaluation strategy, ensuring alignment with the educational objectives of the JU initiative.
   • Contribute to survey design, sampling, and other quantitative aspects of the evaluation design.
   • Assure that evaluation tools like EGRA and EGMA are appropriately employed and interpreted. 
2. Stakeholder Engagement & Interviews: 
   • Lead or co-lead interviews with key educational stakeholders, such as personnel at the Tanzania Institute of Education, Zanzibar Institute of Education, Regional Education Officers, District Education Officers, and Ward Education officers.
   • Engage with teachers, quality assurance inspectors, and other educational staff to obtain ground-level insights into the program's implementation and impacts. 
3. Data Interpretation & Report Development:
   • Analyze data obtained from the evaluation methods, with a focus on assessing educational outcomes related to literacy, numeracy, and social-emotional skills.
   • Collaborate with the evaluation team to draft sections of the mid-term report that pertain specifically to educational progress and challenges.
   • Provide recommendations, based on evidence, for improving the efficacy of the JU program in achieving its educational aims.
4. Teacher and Curriculum Assessment:
   • Assess the quality and relevance of teaching and learning materials (TLMs) and their alignment with the curriculum. 
   • Examine teacher absenteeism rates, incentives, and monitoring mechanisms, and suggest evidence-based solutions to any challenges identified.
   • Evaluate the implementation of the phonics-based teaching approach and other methods intended to improve students' learning outcomes. 
5. Capacity Building & Training: 
   • Provide insights into the effectiveness of capacity-building efforts by JU, such as the training and support offered to Ward Education Coordinators, teachers, and school administrators.
   • Offer recommendations for enhancing these training initiatives based on evaluation findings.

Qualifications and Skills: 

• A minimum of a master’s degree in education. 
• The local consultant shall have experience and knowledge about the education context in Tanzania, particularly on early grade reading and numeracy, working with the President’s Office, Regional Administration and Local Government (PORALG), Ministry of Education, Science and Technology (MOEST), and the district level regional education offices.    
• Strong background in designing and implementing quantitative surveys, such as household surveys or facility assessments.
• Experience designing and/or implementing EGRA and/or EGMA for USAID strongly preferred.  
• Proficiency in using statistical software packages, such as SPSS and/or STATA for data management and analysis. 
• Fluency in English and Swahili, both written and spoken, to effectively communicate with project stakeholders and conduct research activities.
• Familiarity with the local culture, customs, and social norms in Tanzania to ensure culturally sensitive research practices and interpretation of findings.
• Excellent interpersonal and communication skills for building rapport with research participants and working collaboratively with project stakeholders.
• Strong report writing and presentation skills to disseminate evaluation findings and recommendations to diverse audiences.
• Ability to work under tight deadlines and manage multiple tasks simultaneously.
• Willingness to travel to remote project sites within Tanzania, as needed. 

Level of Effort (LOE) 
Up to 58 days. Only actual time spent is billable. 

Expected timeline: October 2023– May 2024 

The selection and interview will be performed on a rolling basis, and interested candidates are encouraged to apply as soon as possible.     

To apply, please merge both your CV and a cover letter into one PDF file and submit it through the online portal.   

Come join our energetic and innovative team!  We offer you the opportunity to play a leading role in the growth of our company, work as part of a creative and committed team, and make a difference in the well-being of our world. 

To learn more about Social Impact, please visit our website: http://www.socialimpact.com  

SI is an EEO/AA/ADA Veterans Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, or protected veteran status. 

Only selected candidates will be contacted for an interview. Please, no phone calls