PURPOSE AND OBJECTIVE OF THE CONSULTANCY ASSIGNMENT

REQUEST FOR PROPOSALS (RFP)
Final Evaluation Study
The Aga Khan Foundation, India (AKF (India)) is soliciting proposals for technical services to
undertake an evaluation study for Project titled “Program for Enhancing Quality and Access in
Bihar (PEQAB)” funded by Department of Foreign Affairs, Trade and Development
(DFATD).
A detailed Terms of Reference is attached to this RFP. Agency(ies) should review the Terms of
Reference carefully and provide comprehensive technical and financial proposals.
The technical proposal should include:
1. Organization profile
2. Proposed concept and strategy for execution of evaluation study (maximum 5 pages)
3. A detailed implementation plan with timelines (Delivery milestones)
4. Key people to be involved in the study with their profiles (Sample format - Table 1)
5. Prior experience of undertaking similar type of work (covering last 5 years) (Sample formatTable 2)
6. Budget (Sample format - Table 3)
The successful agency will be responsible for providing technical services to conduct the evaluation
study as mentioned in terms of reference.
Only those agencies which can adhere to the specified deadlines should apply. This is critical as
the timeline for the study cannot be adjusted.
Proposals, complete in all respects, should be received no later than 6th February 2015 before 5.00
PM (Indian Standard Time). Please send hard copies of the Technical and Financial proposals in
separate envelopes marked on top with a covering envelope. The package should be sent via postage
mail/courier service or by hand to the following address:
V. VENKATARAMANA
Senior Programme Officer- Education
Aga Khan Foundation, India
Sarojini House, 6, Bhagwan Dass Road,
New Delhi – 110001
Email: [email protected];
Phone: 91-11-47399700
Proposals sent through electronic mail (Technical proposal only) should be copied to
[email protected] and [email protected].
Incomplete proposals will not be considered. AKF will not be responsible for postal delays. Proposals
received after deadline will be rejected.
PLEASE DO NOT SEND FINANCIAL PROPOSALS THROUGH ELECTRONIC MAIL
Agencies must provide complete contact information in order for AKF (India) to respond to
proposals or issues raised in response to this RFP as well as to negotiate and administer the contract.
The proposal should include the names, titles, and responsibilities for key personnel; an organizational
profile inclusive of relevant mailing addresses, phone/fax numbers, and e-mail addresses of key
Aga Khan Foundation, India
1
Dec 01, 2014
contact individuals. Any additional relevant administrative/organizational information should also be
provided.
While responding to the RFP, the agency must submit the resumes of all key personnel included as
part of their proposal. Proposals without profiles of key personnel will not be considered.
Agency(ies) must also submit a detailed financial proposal (sample budget format attached). In
addition, they should submit financial documentation that can justify overhead rates charged with
their proposal.
A line item budget, in Indian rupees, is to be presented with Unit Rates, Person Days and Timelines
as per the sample budget format attached, showing anticipated costs of the proposed activities. A
detailed explanation and justification for each line item must be included in a separate section entitled
“Budget Notes”. Data to support actual costs and/or methodologies to support cost estimates should
be included. All costs must be in accordance with the organization’s standard practices and policies.
Part –A: Personnel costs: For each person (or category of personnel), specify the exact activity the
person will be working on, the number of days spent and remuneration for each person. List names of
key positions and responsibilities with individuals, if known.
Part- B: Reimbursable costs: These costs will be paid as per actual costs against bills. The travel
expenditure should be supported by tickets for train/bus/air, vehicle hire bills, hotel and food
bills, and any other expenditure should also be supported by original bills/invoices. Further,
the air tickets should be accompanied with an invoice and boarding passes. Please note that
we will not be able to reimburse any per diem and expenditure supported by self-declaration.
Travel and Transportation: Indicate modes of travel; estimated number of visits, travel cost per visit
(transportation and expenses), and number of travel days per trip. Include local travel expenses such
as taxi etc.
Lodging and Boarding: Include the estimated number of days and their respective rates. (Please
specify location, i.e. Patna/Delhi)
Stationary and other misc: Include cost of stationary, other cost not covered under above heads
(please indicate details) and overheads.
Note: Training of data collectors: All the logistic arrangements (including participants lodging &
boarding, venue and other arrangements) will be made by AKF. Consultant Agency is requested to
budget for resource persons cost and their travel, lodging and boarding costs only.
Note: Agencies are requested to follow the suggested budget format to the greatest extent possible
when generating a response so as to allow for comparisons to be made.
Evaluation of Proposals:
AKF (India) anticipates issuing a contract to the agency whose proposal is most advantageous and
cost-effective. The Contract price is established at the outset when the contract is negotiated and
signed and will not subject to any adjustments. Technical proposals will be evaluated at first level.
Financial proposals of those agencies which are technically qualified will be evaluated at the next
level. Each technical proposal will be evaluated based on evidence of the following items:
Adequacy and quality of proposal:

Understanding on the proposed task

Alignment of proposal with ToR and expected deliverables
Specific experience:

Understanding and ability to undertake evaluation study

Experience of executing similar type of projects
Aga Khan Foundation, India
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Dec 01, 2014
Key experts and staff:

Quality and suitability of the agency to handle the project

Suitability of technical personnel
Calendar and Deadlines:

Proposed work plan

Previous track record for meeting the deadlines
Capacity to train AKF/ Partner staff:

Capacity and suitability of technical personnel

Previous experience
Short-listed agencies may also be invited to make presentations of their proposals and discussions at
Delhi/Patna.
Technical proposal evaluation Process
Parameter
Total
points
1
2
Adequacy and quality of proposed methodology (in response to
the ToR)
Specific experience of agency relevant to the proposed assignment
25
25
3
4
Key experts qualifications and competence
Quality of proposed work plan in response to ToR
25
25
Total score
100
S.No.
Points awarded
Minimum score required for eligibility is 75
Financial proposal evaluation Process
Score Financial proposal (SFP) = LFPX100/FP
LFP= Lowest financial proposal
FP = Financial proposal under consideration
LFP will be given 100 points
Overall Weigthage
Weightage technical - 80%
Weightage Financial proposal - 20%
Time line for completion of task: Total 100 days from the date of signing Contract/
agreement, between March 2015 and June 2015.
DISCLAIMER: The issuance of this RFP does not obligate AKF (India) to award a contract
Aga Khan Foundation, India
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Dec 01, 2014
S.No.
Name
Duration
From date____ To
date_____
Designation
Table 1: Key personnel details
Specific tasks to be
performed/ Inputs
Type (Full
Key area of expected (Pl. refer
time/Part
expertise
to deliverables)
time)
Table 2: Consultant agency experience
Details of similar projects executed in past 5 years
Contact person
Value of the
Details of project
details
projects
Brief description of project
with key deliverables
Contact details of
project manager/
focal point
4
(In Indian
Rupees)
Total time to be spent on
the project (No. of days)
Role of the consultant
agency
Lead agency or partner in
joint venture etc.
Table 3: Sample Form for Budget Details by Line Item
S. No
Particulars
Unit
# of
Units
Rate
Budget notes
Amount
PART A –Personnel Costs
A.1
A.2
A.3
A.4
A.5
A.6
Please give person details, no. of days he/she is going to spend on
the task.
Preparatory work - study design, tool development,
tool testing and Training of field staff to use the
tool
person #1 (specify daily rate X # days)
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
Data/ information collection
person #1 (specify daily rate X # days)
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
Developing Data Base/ Information system (MIS)
person #1 (specify daily rate X # days)
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
Data entry and analysis
person #1 (specify daily rate X # days)
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
Report preparation
person #1 (specify daily rate X # days)
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
Training of AKF/Partner programme staff on
process, tools and data analysis
Please budget only trainers cost. Cost of venue and participant
lodging & boarding will be organised by AKF
person #1 (specify daily rate X # days)
5
person #2 (specify daily rate X # days)
Others (specify)
Sub-total
TOTAL PART A
PART B – Reimbursable Costs
These costs will be reimbursed as per actual cost against bills
B.1 Travel and Transportation
B.2 Lodging and Boarding
B.3 Stationary and other Misc. Cost
Please include stationary and other overhead costs under this head
TOTAL PART B
Tax
GRAND TOTAL
Amount in Words
Note:
1. Please include additional line items as and where necessary, and with appropriate justification in the Budget Notes.
6
PROGRAM FOR EDUCATION QUALITY AND ACCESS IN BIHAR (PEQAB)
TERMS OF REFERENCE FOR FINAL EVALUATION
BACKGROUND
The Aga Khan Foundation (AKF), an agency of the Aga Khan Development Network
(AKDN), is a private, non-denominational development agency established by His Highness
the Aga Khan in 1967. The Foundation seeks sustainable solutions to improve the quality of
life of poor and marginalised communities through participatory, community-based
approaches that reinforce civil society and respect local culture. In India, AKF works in
Education, Health, Rural Development and Conservation of Historic and Cultural Resources.
AKF (India), along with partners, support early childhood education and school improvement
as part of AKDN area development programmes in Bihar (rural & urban). The objectives of
the education programme is to demonstrate and bring community, local governance and
school system closer for interaction and dialogue on issues of quality education. As step
towards this, AKF (India) has been working with the Aga Khan Rural Support Programme,
India (AKRSP(I)) to implement the Program for Education Quality and Access in Bihar
(PEQAB) over the past two and half years.
PROJECT: PROGRAM FOR EDUCATION QUALITY AND ACCESS IN BIHAR
(PEQAB)
This project aims to transform disadvantaged and marginalized children’s lives and learning
by improving both access to, and quality of, education opportunities in Bihar, India. The
project is being implemented between April 24, 2012 and September 30, 2015, by AKF
(India), in partnership with AKRSP(I) and funded by Aga Khan Foundation Canada (AKFC)
and the Department of Foreign Affairs, Trade and Development (DFATD). The project builds
upon and supports significant gains working in poor Muslim and Scheduled Caste
neighbourhoods in Bihar, where a network of neighbourhood-level Learning Support Centres
(LSCs) launched by the Aga Khan Development Network (AKDN) in 2009 provided afterschool support to preschool and primary school children. Through the PEQAB project, AKF
(India) and AKRSP(I) are striving to integrate best practices from the LSCs into the state
primary school system with the aim of enhancing the quality of primary education. Through
targeted investments in the areas of child-centred teaching learning processes, teacher
training, community-led school management, and girls education, the project seeks to improve
quality learning opportunities for children while demonstrating a replicable model for
improving school quality and increasing access for marginalized populations, including
Scheduled Castes, poor Muslim communities, and girls.
The project is designed to achieve following three outcomes:
1. Improved teaching and learning environment, supportive of higher rates of successful
transition in early primary with appropriate learning levels
2. More effective engagement of women and men community members in education and
school management
3. Increased participation of girls (both primary school age and adolescent girls) in formal and
informal education
The core interventions of PEQAB have focused on 62 government primary schools, 62 early
childhood development (ECD) centres and 65 adolescent girls’ centres in the districts of
Samastipur, Muzaffarpur and Patna urban, in the state of Bihar. In year 3 and at the request of
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the Bihar Education Project Council, the project team has adopted a cluster approach and is
now supporting a total of 274 government primary schools.
Project implementation began in September 2012. The project’s baseline study was completed
in August 2013 and generated baseline data (both quantitative and qualitative) against which
future project performance has been monitored and assessed through routine monitoring and
semi-annual data collection and compilation exercises.
Gender equality is a key cross-cutting theme in the project. The project has been monitoring
and reporting on gender results in both an integrated and targeted way. Specific gender
indicators are integrated into the Performance Measurement Framework and other indicators
are disaggregated by sex.
PURPOSE OF THE CONSULTANCY ASSIGNMENT
The purpose of the assignment is to provide technical services for undertaking a final
evaluation to assess the performance of the PEQAB programme against baseline information
using outcome and output indicators outlined in the performance measurement framework
(PMF) (please see annex 1). Information will be collected on programme focus areas, i.e.
early childhood education, the quality of primary education (includes teacher capacities,
classroom practices and children learning levels), community involvement in school
management, and girls’ education. Data collection will take place in the programme area in
Bihar (Phulwari Sharif block in Patna district, Muraul block in Muzaffarpur district and Pusa
& Tajpur block in Samastipur district), and will focus on the core educational interventions
supported through PEQAB in 62 government primary schools, 62 ECD centres and 65
adolescent girls’ centres.
The PMF contains 20 indicators at the ultimate, intermediate, and immediate levels, for which
evaluation data must be identified. The PMF also includes a further 26 output indicators, for
which evaluation data will need to be identified and/or confirmed.
The evaluation will look at diverse aspects such as geographical spread (rural/urban) and
social-economic factors (gender, ethnicity and poverty) and their impact on children’s
education, especially marginalised children. The evaluation will also analyse a few specific
research questions related to sustainability, gender equality, and impact as outlined below.
The consultant agency will work under the overall supervision of Senior Programme OfficerEducation, AKF (India). This study will be coordinated by Programme Manager- Education,
AKF (India), Bihar supported by AKFC and AKF Geneva. The consultant agency is expected
to consult with these agencies on deliverables and revise deliverables according to feedback.
They will also work closely with the M&E experts of AKF (India), AKF Geneva and AKF
Canada, who will provide quality assurance and consistency with donor requirements.
OBJECTIVE
The specific objectives of the consultancy assignment are to provide technical services in:
1. Reviewing existing tools, processes and methodology developed during baseline study, for
collection of qualitative and quantitative data/ information on programme outcomes and
outputs and revise & finalise the same for the final evaluation.
2. Training AKF/AKRSP data collectors on final tools, processes and methodology.
8
3. Ensure that data collected is of high quality, by overseeing data collection and by
developing and implementing quality control methods for data/information collection.
4. Reviewing existing analysis framework for each indicator as per PMF and finalise how
the data for each indicator will be analysed and presented.
5. Analysing data and preparing the evaluation report.
SCOPE OF WORK
The consultant agency will be expected to undertake the following tasks:
Familiarization and planning

Familiarize with local education context and the primary education programmes
implemented by Government and AKF, including Sarva Shiksha Abhiyan (SSA), Right to
Education Act (RtE) and Bihar Education Project Council.

Familiarize with key PEQAB documents, including the project implementation plan,
Logic Model, PMF, semi-annual and annual reports, process documentation, etc.

Participate in briefing and consultative meetings on the assignment at Delhi and Patna

Review and familiarize with existing systems, databases, tools and processes used by AKF
and its partner programme staff, for data/information collection and programme
monitoring (such as EMIS), as well as financial and human resources in place for
monitoring efforts. Review other existing sources of data and M&E systems at district and
state levels (ie, SSA/BEPC/DISE). The project should make use of/strengthen existing
systems of data collection where possible to avoid duplication.

Develop a work plan, including, specific timelines and level of effort for undertaking the
evaluation.
Review, revise and finalize evaluation methodology, tools and analysis frameworks

Develop draft plan and methodology for undertaking evaluation, including: methods and
processes for data collection, sampling strategies (including the sample methods and sizes)
and data/information analysis frameworks.

Review, revise and finalise tools and instruments to measure the programme outcome
and outputs, as per Performance Measurement Framework (PMF) and programme M&E
requirements. Ensure that tools capture community as well as gender disaggregated
information related to specific indicators mentioned in the PMF.

Design and deliver a training programme for data collectors on key aspects of the
evaluation, including how data will be collected (process, methods, and tools), analyzed,
interpreted, and reported as well as on child protection policy, informed consent process
and approaches.

Develop quality control mechanisms to ensure quality of data and information collected
and implement same.

Review existing data analysis frameworks for all indicators and revise according to the
need.
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Pre-testing tools and conducting field work

Refine the data collection tools, where relevant

Quality control on data collection to ensure quality of data/information
Data verification, cleaning, entry, and analysis

Review raw data from field teams; verify and confirm data reliability & quality; oversee
data cleaning and data entry.

Analyze the evaluation data/information. Ensure that each indicator is analysed from a
community and gender perspective.
Draft evaluation report

Prepare and submit draft comprehensive report of the evaluation for feedback. Report
should include community as well as gender disaggregated information of each specific
indicator. Report should discuss and comment on progress of each indicator against
baseline.

Debrief education programme management and the programme staff on the process and
preliminary findings of the evaluation

Revise evaluation report based on feedback from AKF and partners
The consultant agency will ensure that the evaluation is conducted in a participatory manner
and that the exercise enables participating staff (AKF and its partner programme staff) to
develop data collection and analysis skills. Children, community education/school
management committees, government officials, parents, and other stakeholders should be
meaningfully and fully involved in the study.
The consultant organisation is expected to utilize various research techniques and methods in
collecting the required information. This would, as found appropriate, include review of
secondary data, personal and group interviews, questionnaire administration, observations,
focus group discussions, and others.
DELIVERABLES
The following services and outputs are expected:
1. Detailed work plan for evaluation.
2. Revised tools for all indicators (as relevant) alongside rationale for any revisions. The
tools should be discussed, field tested & revised where relevant, and agreed at the
programme level before utilization, and thereafter be annexed to the final evaluation
report.
3. Training of data collectors on the key aspects of evaluation i.e. data/ information
collection process (methods and tools), data analysis, interpretation and reporting.
4. Comprehensive draft and final evaluation report assessing the project results against
baseline information and specific research questions, and taking into account mid-line data
and process documentation. Data on the indicators listed in the PEQAB Performance
Measurement Framework (PMF), among other elements identified by the consultant and
the education programme team should be covered and reported on.
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5. Soft copy of the data/information analysis of the primary data analyzed and used in the
report.
6. Final workshop to debrief and reflect on baseline and evaluation results and implications.
The draft and final reports should be submitted in soft copy to the Senior Programme Officer,
AKF (India) within four weeks of completing field work. The consultant will submit the final
report, 2 weeks after receiving consolidated comments from AKF and its partners. The Senior
Programme Officer, AKF (India) will approve the report if it meets organizational minimum
standards. The report should contain relevant chapters such as an executive summary,
findings, lessons learnt, recommendations and annexes.
SCHEDULED TIMELINE: 1st March 2015 – 15th June 2015
COVERAGE:
Evaluation will be conducted in project as well as non-project locations (Control group).
Exact sample size and sampling criteria will be finalised through consultations between AKF
and Consultant agency.
AKF will:

Brief Consultant on project.

Provide existing tools, processes and data analysis frameworks developed for baseline
study as well as project reports (project implementation plan, work plans, semi-annual and
annual reports), and documents (process documentation).

Undertake data collection process, i.e. identification of data collectors, mobilising them
for training, organising training logistics, data collection, monitoring the quality of data
collection.

Coordinate with communities and government authorities.
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ANNEX 1 – PERFORMANCE MEASUREMENT FRAMEWORK
Expected Results
Performance Indicators
(Final as of May 2014)
Baseline
Project Targets
Data Sources
Data Collection
Methods
Frequency
(reporting)
Attendance and retention rates for
primary school (years 1-3), ECD
centres and adolescent girls' literacy
classes (disaggregated by sex and
religion / caste)
Attendance (m/f)
Project Sch. (56%/60%)
LSC (46%/49%)
ECD: (63%/64%)
Literacy classes: (N/A/N/A)
Retention rates: N/A
Attendance (m/f;
Muslim; SC/ST/OBC)
70%
School
Regular schoollevel recording of
attendance and
retention rates
Annually
(attendance) End
line (retention)
Level of satisfaction of parents with
the quality of education available to
their children at government
schools (disaggregated by religion
and caste)
76% parents satisfied with
quality of education
Records of
interviews and
focus group
discussions
Focus groups and
Individual parent
interviews
Annually
% of teachers who are
knowledgeable of and applying
child‐centred teaching and
assessment methods in classrooms,
grades 1-3 (same as indicator #11)
Perceptions of children regarding
classroom processes, disaggregated
by sex and religion / caste
Govt.Teachers: 45%
LSC Teachers: 91%
ECD Teachers: 69%
Vol Teachers: 80%
Govt.Teachers: 60%
LSC Teachers: N/A
ECD Teachers: 80%
Vol Teachers: 90%
Records of
classroom
observations
Structured
classroom
observation.
Annually
Overall: 46% of children are
satisfied with classroom
processes
(Boys: 44% / Girls: 48%)
School children.
Focus groups and
interviews with
children
Annually
Percentage of children in grades 1-3
who attained grade specific
numeracy and literacy levels,
disaggregated by children who
attended ECD, those who attend/ed
LSCs, and those who attended
neither
Numeracy (m/f):
G1: 64% (62%/66%)
G2: 49% (49%/49%)
G3: 51% (52%/50%)
60% of children are
satisfied with
classroom processes
(m/f; Muslim;
SC/ST/OBC)
70% (m/f; Muslim;
SC/ST/OBC)
Annual assessment
records
Regular school level
assessment
recording children
learning levels.
Annually
ULTIMATE OUTCOME LEVEL
Improved access to, and
quality of education
opportunities for children,
especially girls, Scheduled
Castes and poor Muslim
communities in targeted
districts of Bihar, India
INTERMEDIATE OUTCOME
LEVEL
1. Improved teaching and
learning environment in
classrooms supportive of
higher rates of successful
transition in early primary
(grades 1-3)
Literacy (m/f):
G1: 45% (45%/44%)
G2: 44% (41%/47%)
G3: 41% (41%/41%)
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Retention (m/f;
Muslim; SC/ST/OBC)
95%
85% of parents
satisfied with the
quality of education
(Muslim; SC/ST/OBC)
2. Increased, gender-balanced
participation of the community
in education and school
management
% of school management bodies
that have proposed plans for school
improvement to the government
through official channels.
0
75%
VEC and SMC
meeting records
and observations
and interviews by
project staff
Recording meeting
minutes and
interviews
Annually
% of parents who have visited their
children’s school to talk with their
child's teacher about their progress
once in the year
66%
80%
Parents of school
children and/or or
teachers.
Interviews and/or
record sheets.
Annually
Attendance rates in primary school
(years 1-3), ECD centres, LSCs, and
adolescent girls' literacy classes
(girls only)
Project Sch.: 60%
LSC: 49%
ECD: 64%
Literacy classes: N/A
70%
School
Regular schoollevel recording of
attendance and
drop-out rates
Annually
Perception of adolescent girls on
support provided through literacy
classes
N/A
70% of adolescent
girls can point to one
change the training
has made to their
lives.
Adolescent girls
literacy classes
Focus groups and
interviews
Annually
1.1 Enhanced teacher capacity
and resources to apply childcentred approaches in schools,
Learning Support Centres
(LSCs) and Early Childhood
Development (ECD) centres.
% of teachers who are
knowledgeable of and applying
child‐centred teaching and
assessment methods in classrooms,
grades 1-3 (same as indicator #11)
Govt.Teachers: 45%
LSC Teachers: 91%
ECD Teachers: 69%
Vol Teachers: 80%
Govt.Teachers: 60%
LSC Teachers: N/A
ECD Teachers: 80%
Vol Teachers: 90%
Records of
classroom
observations
Structured
classroom
observation.
Annually
1.2 Enhanced monitoring and
support of government
teachers and schools
Perception of teachers on support
received from resource institutions.
50% teachers satisfied with
CRC support and 29%
teachers satisfied with BRC
support
75% of teachers are
satisfied with CRC
and BRC support
Teachers
Focus groups
Annually
1.3. Improved school readiness
of pre primary children
Performance of children at grade 1,
disaggregated by children coming
from ECD centres and not coming
from ECD centres.
Children from ECD
Literacy (m/f): 56%/29%
Numeracy (m/f): 77%/45%
75% of the children
coming from ECD
centre performing
better than children
not benefitting from
ECD
Assessments and
progress reports
Literacy and
numeracy
assessments
Annually
3. Increased participation of
girls (both primary years and
adolescent girls) in formal and
informal education
IMMEDIATE OUTCOME LEVEL
Children not from ECD
Literacy (m/f): 37%/44%
Numeracy (m/f): 52%/73%
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Perception of the teachers on
children coming from ECD centres
33% of teachers express
satisfaction about the
performance of ECD
children
Performance of primary school
children on basic literacy and
numeracy assessments
(disaggregated by sex, community,
and by children who attended ECD,
those who attend/ed LSCs, and
those who attended neither)
Numeracy (m/f):
Grade 2: 66% (67%/65%)
Grade 3: 62% (60%/64%)
2.1 Increased representation
and participation of parents
(f/m) in school management
bodies
% attendance in monthly meetings
(disaggregated by m/f, Muslim,
SC/OBC)
2.2 Strengthened knowledge
of women in leadership,
advocacy, and management for
participation in school
management bodies
3.1 Improved attitudes of
parents (f/m) and communities
about girls’ education
1. 4 Improve learning levels of
early primary grades(1-3)
children
3.2 Increased access to formal
and informal education
opportunities for girls.
70% of teachers
express satisfaction
about the
performance of ECD
children and their
readiness
75%
Teachers
Focus group
discussions
Annually
Assessments and
progress reports
Literacy and
numeracy
assessments (ref
indicator 5)
Annually
0
75%
Community profiles
and SMC profiles
Compiling profiles
and records of visits
by project staff
Annually
Perception of the SMC/VEC female
members about their roles in
decision making when developing
proposals for school improvements
for submission to the government.
0
75% of women
members feel they
actively participate
in decision making
when developing
proposals for school
improvement.
Women members
on SMCs and VECs
Focus group
discussion and
interviews
Annually
Evidence of improvements in
community members' attitudes
about girls' education.
N/A
Positive changes in
attitude are
observed as a result
of project activities.
Parents and
community
members.
Case studies
developed on the
basis of community
organiser notes
from interactions
with community
members.
Annually
Girls’ perception of support for their
education.
60% of girls feel their
parents and communities
are supportive.
Adolescent girls and
primary school girls
Focus groups and
interviews
Annually
Attendance rates in primary school
(years 1-3), ECD centres, LSCs, and
adolescent girls' literacy classes
(girls only)
Project Sch.: 60%
LSC: 49%
ECD: 64%
Literacy classes: N/A
70% of girls feel their
parents and
communities are
supportive.
70%
Enrolment and
attendance records
Regular schoollevel recording of
attendance and
drop-out rates
Annually
Literacy (m/f):
Grade 2: 59% (59%/59%)
Grade 3: 56% (54%/59%)
14
# of adolescent girls participating in
literacy groups/programs
0
1000
Enrolment and
attendance records
Recording
enrolment and
attendance details
Annually
1.1.1 Training modules
designed and implemented for
government and community
teachers (LSC and ECD).
# of training modules developed
0
3 (Grades 1 to 3)
AKF tracking sheet
AKF tracking
Semi-Annually
# of teachers trained, disag. by
gender
0
360 (including at
least 60 government
teachers)
Participants lists for
training
AKF tracking
Semi-Annually
1.1.2 Teacher forums meet
regularly for sharing best
practices.
# teacher meetings conducted
(Govt. teachers, LSC and ECD
separately)
0
1 per month (except
during holidays)
Tracking sheet kept
by organising
teachers; and staff
records
Semi-Annually
1.1.3 Education Resource
Group, consisting of expert
resources in child-centred
pedagogy teacher training,
established and supporting
quality primary education.
TORs finalized; Participants
identified; and orientation session
held
0
project staff
Number and type of activities by
ERG (modules developed; site visits)
# of resource teachers trained;
disag. by gender
0
TORs finalized;
Participants
identified; and
orientation session
held
6
Teacher tracking
sheet provided to
project staff;
project staff
records
n/a
Semi-Annually
0
75
Participants lists for
training
Staff tracking sheet
of ERG activities
AKF/AKRSP tracking
# of volunteer teachers supporting
government teachers in classrooms;
disag by gender
0
85
AKF volunteer list;
and attendance
sheet
AKF/AKRSP tracking
Semi-Annually
# children attending ECD centres,
disaggregated by gender, religion,
caste
2758 (1456F/1302M)
6000 (3000F/3000M)
ECD centre records
Teacher attendance
records
Semi-Annually
# of children attending LSCs who
have successfully *transitioned to
government schools.
(*are enrolled and attending)
2758 (1744F/1328M)
2758 (1744F/1328M)
LSC records
Teacher attendance
records
Annually
# of mini-libraries established.
30
108
Mini-library records
kept by supervisors
Book borrowing
records; visitor
sheet
Semi-Annually
OUTPUT LEVEL
1.2.1 Resource Teacher
Groups (Cluster and Block
Level) trained and mentored
on provision of academic
support to government
teachers.
1.2.2 Volunteer teachers
trained and provide classroom
support to government
teachers.
1.3.1 Early developmental
needs supported through
regular operation of ECD
centres.
1.4.1 Learning support
provided through regular
operation of Learning Support
Centres outside of school
hours.
1.4.2 Mini-libraries
established at the school and
tola level containing pluralistic,
gender-sensitive reading
materials.
15
AKF tracking sheet
Upon completion
Semi-Annually
2.1.1 Community
mobilisation on provisions for
children under the Right to
Education (RtE) Act conducted.
# of mobilisation activities
conducted on RtE
0
62 per year
Tracking sheet kept
by community
organisers
recording activity
details at each
village
Semi-Annually
2.1.2 Parents supported in
participating on/engaging with
Village Education Committee
(VEC) and School Management
Committees (SMC).
# and type of activities conducted to
encourage parents' participation on
VEC/SMCs
0
3 types of activities
conducted
Records/tracking
sheets of
community
organisers and staff
AKF/AKRSP tracking
Semi-Annually
2.1.3 Village Education
Committee (VEC) and School
Management Committee
(SMC) members trained on
skills and knowledge for
effective school development
and monitoring.
2.1.4 Training/discussion
sessions conducted with VEC
and SMC members on
significance of girls’ education
and child rights.
2.2.1 Female and male
VEC/SMC members trained on
women’s rights
# of VEC and SMC members trained
on school development and
monitoring; disag by gender
0
500 (including 250
SMC members)
Training
participants list
AKF tracking
Semi-Annually
# of VEC and SMC members trained
on girls' education; disag by gender
0
500 (including 250
SMC members)
Records of VEC and
SMC trainings
Recording reports
of VEC and SMC
trainings
Semi-Annually
# of VEC/SMC members trained on
women's rights; disag. by gender
0
500
Records of VEC and
SMC trainings
Recording reports
of VEC and SMC
trainings
Semi-Annually
2.2.2 Female VEC/SMC
members and other women in
the community trained on
leadership, management,
negotiation, and advocacy
# of women trained on leadership,
management and advocacy
0
250
Records of VEC and
SMC trainings
Recording reports
of VEC and SMC
trainings
Semi-Annually
3.1.1 Women’s groups
supported and trained in
advocacy for girls’ education
# of women trained on girls
education
0
250
Records of trainings
and field visit
reports
Semi-Annually
# of community awareness activities
conducted on girls education
0
1 in each tola
Records of
community
campaigns
Recording reports
trainings and
documentation of
programme staff
visit reports
recording activity
details at each
village
3.1.2 Community awareness
campaign conducted to
promote girls’ education in
target area
16
Semi-Annually
3.1.3 Government teachers
trained on gender-sensitive
approaches and equipped with
appropriate resources.
# of teachers trained on gender
sensitive approaches, disaggregated
for government and nongovernment teachers.
0
300 (including at
least 60 government
teachers)
Training
participants list
AKF tracking
Semi-Annually
3.2.1 Community
conferences to identify barriers
to girls’ education conducted
# of community conferences held
0
62
Activity sheets kept
by community
organisers at each
village
community
organisers to
AKF/AKRSP
Semi-Annually
# of strategies developed
0
3
Strategies
(recorded in
writing)
Semi-Annually
3.2.2 Flexible response fund
addressing barriers to girls
education implemented
# of activities funded.
# of girls reached with flexible
response fund
0
0
5
500
3.2.3 Classes for adolescent
girls set-up at village level for
training in functional literacy
skills and rights.
# of girls' literacy centres set-up
0
52
AKF tracking sheet
tracking sheet for
direct beneficiaries;
village pop data for
indirect
beneficiaries
AKF/AKRSP tracking
sheet
AKF/AKRSP in
conjunction with
community
organisers
AKF tracking
AKF tracking
AKF tracking
Semi-Annually
# of adolescent girls attending
0
1000
Teachers
attendance sheets
Semi-Annually
3.2.4 Home linkages
established to motivate
families to continue girls’
education and ensure regular
attendance.
# of households visited through
home visits
0
500
Community
organiser/teacher
record of home
visits
teacher records
collected by project
staff
Records collected
by AKF/AKRSP
17
Semi-Annually
Semi-Annually
Semi-Annually