Terms of Reference: Independent Evaluation

Background

EduSpots is a UK and Ghanaian registered organisation which connects, trains, and equips local volunteers (who we call ‘Catalysts’) to drive sustainable community-driven change through education centres named ‘Spots’. Together, we are creating a movement of community-based educators. Since 2016, through working with hundreds of local volunteers, we have supported roughly 50 communities in creating community-led education spaces (libraries) named ‘Spots’, with an aim to move them towards our ‘Dream Spot Model’.

EduSpots is in an exciting period of development, with our new Ignite Programme launched in 2023, Catalyse Programme launched in 2024, and an EduSpots App being piloted across 30 Spots this year. We won the Tes International Award in 2018, the Big Give Supporters’ Choice Award in 2022 and were selected as a finalist for the Theirworld Innovation Prize in 2023. 

EduSpots seeks to be impact-driven, and is at a point in our journey where it is important to conduct a more rigorous external evaluation of our work to test our model and ensure we focus on developing the most impactful strands of activity going forwards. 

Our current theory of change is below:

Consultancy Purpose

EduSpots seeks an external evaluation team to conduct a mixed methods evaluation to test the assumptions in our theory of change, analyse the effectiveness of our model and provide recommendations to improve our monitoring, evaluation and learning (MEL) system in the future. 

The indicative evaluation questions we have identified are:

• Do EduSpots’ interventions contribute to our planned outcomes (below)? 

Short term outcomes: 

• Learners (aged 3-15) improve interest in education and skills in literacy, teamwork, and sustainable leadership. 
• School-based pedagogy is more practical, inclusive and community-connected.
• Catalysts (community volunteers – a mix of teachers, students and community members) gain confidence, optimism and teamwork skills.
• Diverse actors are respected, protected and included.

Long-term outcomes: 

• Learners become active global citizens and future Catalysts. 
• Catalysts become empathetic and active global citizens. 
• Community members work together to advance educational outcomes.
• Other organisations adopt aspects of our community-driven model.

Ultimate vision/ impact aim

• Communities work together to create the future they want to see, through education. 

• Are EduSpots’ safeguarding principles and practices understood and being implemented effectively? 
• How does being involved in the EduSpots network impact Catalysts’ career and entrepreneurship trajectories? 
• Are there any other unexpected outcomes being seen amongst EduSpots’ Catalysts, users or communities?
• How well are EduSpots’ interventions meeting the educational goals of the target communities?
• To what extent is there evidence that the model and the benefits being delivered are sustainable? 
• What are the key elements for successfully replicating the EduSpots model in other socioeconomic and cultural contexts?

The indicative process and systems questions we have identified are:

• Are we delivering the activities efficiently? Could any improvements be made to achieve even stronger value for money, in terms of results for input?
• How are the different Spot models working (school-based compared to community-based)?
• How does the number of strands adopted correlate with the quality of educational outcomes? 
• How does the size and environment of the physical space and resources that Spot teams work within correlate with quality of Catalyst engagement and educational outcomes?
• How can our systems be adapted to better support Catalyst retention and engagement? 
• Considering answers to the above, what modifications should be made to our Theory of Change?
• How can EduSpots’ MEL framework be improved to robustly and appropriately assess results going forward?

We would expect a mixture of quantitative and qualitative data to be gathered both in-person, across 10+ sites in Ghana, and online. This will likely include surveys, key informant interviews and focus group discussions or other participatory methods. Key stakeholders to consult will be: Catalysts, learners, wider community members (including schools, parents, community leaders, students who do not currently use Spots), and EduSpots’ staff. 

Expected Deliverables

1. An inception report, outlining:
   • planned methodology and research tools
   • planned respondents (locations, numbers, type of stakeholder)
   • a data collection plan including timelines
   • data management plan (i.e. stotring, securing and ethically managing all data collected)
   • how the above will respond to each of the evaluation questions.
2. Raw data gathered through the data collection phase.
3. A draft report, providing an opportunity for the EduSpots team to review the work. 
4. A final evaluation report, which concisely addresses the evaluation questions drawing on analysis of the qualitative and quantitative data gathered. This report might be delivered in phases, depending on the methodology used and the time frame of this. 
5. An updated Theory of Change and recommended MEL framework for future use.
6. A final presentation to EduSpots staff/trustees on the findings and recommendations.
7. Possibly (funding / costs dependent) support to the EduSpots’ team in making adjustments to the MEL framework, including necessary training. 

Duration and Timing

We anticipate the initial evaluation taking no more than 3 months in total (taking into account time for EduSpots to review plans and drafts), to be completed by the end of December 2024.

Depending on costs, we may consider a further report, reflecting some changes over a year period. 

Knowledge, Skills and Experience Required

We anticipate requiring an evaluation team, including data collectors (with some previous experience of data collection) and a team leader with the following qualifications:

• Master’s degree or equivalent postgraduate degree in education, international development, social sciences, or other relevant field [Number of years of relevant work experience may be considered in lieu of Master’s degree.]
• Significant experience of leading research or evaluations.
• Experience conducting research, monitoring or evaluation in rural Ghana.
• Experience conducting surveys and using participatory and innovative data collection techniques, both in-person and online.
• A solid understanding of the field of education and/or community development.
• Excellent qualitative and quantitative data analysis skills.
• Experience producing concise and accessible evaluation reports for various audiences.
• Exemplary written and verbal communication skills.
• Excellent IT skills, including experience working with data analysis software, Excel, PowerPoint, WhatsApp, online survey tools and online video call platforms.
• Ability to work collaboratively with team members from different backgrounds and cultures.
• Experience working to and meeting clear deadlines.
• Strong understanding of data protection laws and procedures.

EduSpots may be able to involve some of our staff or wider network as data collectors, to be discussed in more detail with the potential evaluator.

Application Process

To apply, please submit the following to info@eduspots.org by Friday 23rd August 2024. 

• A brief proposal outlining your suitability for the assignment, proposed approach, timeline and budget.
• Your CV(s).
• A sample of past work.