Job Title: Senior Analyst – Health Supply Chain (Ugandans Only)…
Consultant – Community Connector Learning Review Career Jobs – QED Group, LLC
Organization:
QED Group, LLC
QED Group, LLC
Duty
Station: Kampala, Uganda
Station: Kampala, Uganda
About
QED:
QED:
The QED Group, LLC is a
full-service international development firm that provides practical solutions
to social problems through sound analysis, proven management techniques, and
creative implementation. We focus our efforts on two core practice areas:
Monitoring & Evaluation and Knowledge Management. We work with U.S.
agencies and overseas governments, international donors, private-sector
clients, and PVOs/NGOs in more than 80 countries around the world. Key clients
include USAID, the U.S. Department of State, the Centers for Disease Control
and Prevention, the U.S. Department of Agriculture, and the U.S. Trade and
Development Agency.
full-service international development firm that provides practical solutions
to social problems through sound analysis, proven management techniques, and
creative implementation. We focus our efforts on two core practice areas:
Monitoring & Evaluation and Knowledge Management. We work with U.S.
agencies and overseas governments, international donors, private-sector
clients, and PVOs/NGOs in more than 80 countries around the world. Key clients
include USAID, the U.S. Department of State, the Centers for Disease Control
and Prevention, the U.S. Department of Agriculture, and the U.S. Trade and
Development Agency.
A. Introduction
and Background
and Background
Community Connector (CC) is Feed the
Future’s (FTF) integrated nutrition and agriculture activity in Uganda. Contracted
to FHI360, this 5-year activity (2011-2016) is being implemented by a
consortium of partners to provide innovative, multi-sectoral solutions to
support comprehensive improvements in household food security, income, and
nutrition. USAID’s design and procurement processes for the Community Connector
mechanism included many innovations intended to promote adaptive design and
management of Community Connector, as an expression of a collaborating,
learning, and adapting (CLA) approach to project design and management[1].
Future’s (FTF) integrated nutrition and agriculture activity in Uganda. Contracted
to FHI360, this 5-year activity (2011-2016) is being implemented by a
consortium of partners to provide innovative, multi-sectoral solutions to
support comprehensive improvements in household food security, income, and
nutrition. USAID’s design and procurement processes for the Community Connector
mechanism included many innovations intended to promote adaptive design and
management of Community Connector, as an expression of a collaborating,
learning, and adapting (CLA) approach to project design and management[1].
As part of USAID/Uganda (and broader)
agency efforts to capture Community Connector’s implementation experience,
several studies, assessments and CLA-focused reports have been produced. These exercises have probed questions related
to Activity design and the infusion of CLA approaches; documentary video of
Community Connector’s work and achievements; periodic briefs produced by the
Implementing Partner summarizing lessons learned around technical or topical
issues of interest (e.g., working with youth, and integrated programming
models). While these important knowledge
products continue to emerge from ‘pause and reflect’ moments throughout
Community Connector’s life cycle, there is interest in reviewing the nature of
technical accomplishments and the results achieved to date, particularly as
Community Connector approaches the final six months of its implementation
timeframe. Additionally, there is
interest by USAID/Uganda to validate and assess the relevance and scale-up
potential of specific intervention models programmed under Community
Connector. Ultimately, the learning
generated through a learning review of intervention design and delivery will
help to build institutional memory across the Mission, and inform technical
(programmatic) scoping and implementation support needs going forward.
agency efforts to capture Community Connector’s implementation experience,
several studies, assessments and CLA-focused reports have been produced. These exercises have probed questions related
to Activity design and the infusion of CLA approaches; documentary video of
Community Connector’s work and achievements; periodic briefs produced by the
Implementing Partner summarizing lessons learned around technical or topical
issues of interest (e.g., working with youth, and integrated programming
models). While these important knowledge
products continue to emerge from ‘pause and reflect’ moments throughout
Community Connector’s life cycle, there is interest in reviewing the nature of
technical accomplishments and the results achieved to date, particularly as
Community Connector approaches the final six months of its implementation
timeframe. Additionally, there is
interest by USAID/Uganda to validate and assess the relevance and scale-up
potential of specific intervention models programmed under Community
Connector. Ultimately, the learning
generated through a learning review of intervention design and delivery will
help to build institutional memory across the Mission, and inform technical
(programmatic) scoping and implementation support needs going forward.
B. Overall
Goals, Priorities and Purpose of the Learning Review
Goals, Priorities and Purpose of the Learning Review
This learning review is designed to
provide additional evidence and learning to support ongoing reporting of activity
results, over the remaining course of the Community Connector lifetime. While
not to serve as an evaluation, USAID/Uganda’s Vulnerable Populations Unit seeks
to gather at least illustrative ‘proof of progress’ Community Connector has
made over the life of the Activity, with a particular emphasis on key technical
approaches that the team considers at the core of its programming approach. The
proposed priority areas and focus questions for review are:
provide additional evidence and learning to support ongoing reporting of activity
results, over the remaining course of the Community Connector lifetime. While
not to serve as an evaluation, USAID/Uganda’s Vulnerable Populations Unit seeks
to gather at least illustrative ‘proof of progress’ Community Connector has
made over the life of the Activity, with a particular emphasis on key technical
approaches that the team considers at the core of its programming approach. The
proposed priority areas and focus questions for review are:
1. What has been the effectiveness of
‘Savings with a Purpose’ (SWAP) as an entry point for nutrition messaging? To what extent have nutrition-related behavior
change communication approaches been enhanced and/or mainstreamed through
selected entry points?
‘Savings with a Purpose’ (SWAP) as an entry point for nutrition messaging? To what extent have nutrition-related behavior
change communication approaches been enhanced and/or mainstreamed through
selected entry points?
2. How has the choice of income-generating
agricultural activities/crops affected the level of success in achieving
household financial goals for the beneficiaries? (i.e. onions, potato seed, apiary,
etc.)? How well have income-generating
activities performed in different implementation contexts?
agricultural activities/crops affected the level of success in achieving
household financial goals for the beneficiaries? (i.e. onions, potato seed, apiary,
etc.)? How well have income-generating
activities performed in different implementation contexts?
3. What has been the effectiveness of the
entrepreneur ‘jumpstart’ program (targeted to community knowledge workers and
village health technicians)? How well
have various technical components of the program fit with and contributed to
broader community development goals?
entrepreneur ‘jumpstart’ program (targeted to community knowledge workers and
village health technicians)? How well
have various technical components of the program fit with and contributed to
broader community development goals?
A key aspect of this Learning Review is
to successfully balance USAID’s interest in an objective (data-supported) look
at Community Connectors’ results, with the ambitious timeline for conducting qualitative
data collection and contextualization of the lessons. The accelerated timeline
for this Learning Review is in part driven by Community Connector’s pending end
date, December 2016, coupled with the Mission’s keen interest in learning and
quickly applying recommendations from the Activity’s experience in terms of what
worked and did not, in relation to core technical approaches.
to successfully balance USAID’s interest in an objective (data-supported) look
at Community Connectors’ results, with the ambitious timeline for conducting qualitative
data collection and contextualization of the lessons. The accelerated timeline
for this Learning Review is in part driven by Community Connector’s pending end
date, December 2016, coupled with the Mission’s keen interest in learning and
quickly applying recommendations from the Activity’s experience in terms of what
worked and did not, in relation to core technical approaches.
C.
Audience
Audience
The primary audience for wider sharing
of the lessons and recommendations include the Vulnerable Populations Unit as
well as nutrition/health-related technical teams (Activity Management staff),
the Program Office and Monitoring, Evaluation and Learning Specialists at
USAID/Uganda. Other technical offices at
the Mission can also benefit from a joint review of the methodology and
approach used to conduct this Learning Review.
The contracted Implementing Partner (FHI360) shall also be in receipt of
the findings in the spirit of shared learning and collaborative synthesis on
program improvement.
of the lessons and recommendations include the Vulnerable Populations Unit as
well as nutrition/health-related technical teams (Activity Management staff),
the Program Office and Monitoring, Evaluation and Learning Specialists at
USAID/Uganda. Other technical offices at
the Mission can also benefit from a joint review of the methodology and
approach used to conduct this Learning Review.
The contracted Implementing Partner (FHI360) shall also be in receipt of
the findings in the spirit of shared learning and collaborative synthesis on
program improvement.
The learning product from this Learning
Review can/should inform integrated approaches for USAID/Uganda going forward,
as part of the Mission’s broader strategic planning effort under the
development and launch of its new Country Development and Coordination Strategy
(CDCS). The recommendations will have implications beyond the ag-nutrition
intersect, and will have utility for tracking and reporting against results
that can be achieved (as well as challenges faced) under an integrated Activity.
Review can/should inform integrated approaches for USAID/Uganda going forward,
as part of the Mission’s broader strategic planning effort under the
development and launch of its new Country Development and Coordination Strategy
(CDCS). The recommendations will have implications beyond the ag-nutrition
intersect, and will have utility for tracking and reporting against results
that can be achieved (as well as challenges faced) under an integrated Activity.
D. Proposed
Approach and Methodology
Approach and Methodology
The Community Connector Learning Review
is anticipated to be a relatively rapid and focused exercise, combining
document review, targeted interviews and group discussions, plus field visits
and observations. It is anticipated that the Implementing Partner team will
inform methodological considerations and engagement processes selected for
conducting this Learning Review.
is anticipated to be a relatively rapid and focused exercise, combining
document review, targeted interviews and group discussions, plus field visits
and observations. It is anticipated that the Implementing Partner team will
inform methodological considerations and engagement processes selected for
conducting this Learning Review.
Document Review: Document
review will be a core task in this learning process, including the review of
the Activity scope, work plans and reports, which serve to capture and
represent both the technical approaches and results achieved over the course of
the Activity. The IP team has been requested to make available all requested
documents. Additional documents can
include initial design and program description documentation used during solicitation
by USAID/Uganda, plus references that incorporate decisions and adaptations in
programming approaches. Activity
reporting against indicators and targets over the course of implementation may
also be referenced as additional ‘evidence’ of progress and achievements.
review will be a core task in this learning process, including the review of
the Activity scope, work plans and reports, which serve to capture and
represent both the technical approaches and results achieved over the course of
the Activity. The IP team has been requested to make available all requested
documents. Additional documents can
include initial design and program description documentation used during solicitation
by USAID/Uganda, plus references that incorporate decisions and adaptations in
programming approaches. Activity
reporting against indicators and targets over the course of implementation may
also be referenced as additional ‘evidence’ of progress and achievements.
Data Extraction and Analysis:
As part of the objective, data-driven component of this Learning Review,
reporting and data entry into USAID/Uganda’s Performance Reporting System (PRS)
and the Feed the Future Management Information System (FTFMS) by Community
Connector, including other information tracked and documented by the
Implemented Partner shall be extracted and assessed for progress against
targets and indicator performance, achievement trends, and other
comparative/cross-referencing analyses.
Quantitative progress against expected results will be compared against
qualitative reporting, with particular attention to the interpretation and
documentation of progress markers and extent to which results were positive,
and for which programming approaches/ technical interventions a ‘high’ level of
effectiveness can be determined. Data
extraction and analytical procedures will be more formally described in the
inception report, but are expected to be mapped against the core lines of inquiry
(and further proposed sub-questions) for this Learning Review.
As part of the objective, data-driven component of this Learning Review,
reporting and data entry into USAID/Uganda’s Performance Reporting System (PRS)
and the Feed the Future Management Information System (FTFMS) by Community
Connector, including other information tracked and documented by the
Implemented Partner shall be extracted and assessed for progress against
targets and indicator performance, achievement trends, and other
comparative/cross-referencing analyses.
Quantitative progress against expected results will be compared against
qualitative reporting, with particular attention to the interpretation and
documentation of progress markers and extent to which results were positive,
and for which programming approaches/ technical interventions a ‘high’ level of
effectiveness can be determined. Data
extraction and analytical procedures will be more formally described in the
inception report, but are expected to be mapped against the core lines of inquiry
(and further proposed sub-questions) for this Learning Review.
Site Visits and Field-based Observations: Through a non-representative sampling
method, the Learning Review should seek to include site visits which cover a
diverse geographic range (including both the North and Southwest), as well as
seeking to limit selection bias resulting from ‘convenience’ sampling. It is
anticipated that the Learning Review team will visit in the order of 25-35
communities (each community including a group that Community Connector is
working with, and at least one SWAP in each community), convening
gender-specific focus groups and targeted discussions in each. It should be
noted that Community Connector works in some of the hardest to reach areas of
Uganda, and with the pending/early rainy season, reaching some of these
locations may pose a particular challenge. Consideration of the option to
convene community members in relatively central locations will be essential for
feasibility of these visits.
method, the Learning Review should seek to include site visits which cover a
diverse geographic range (including both the North and Southwest), as well as
seeking to limit selection bias resulting from ‘convenience’ sampling. It is
anticipated that the Learning Review team will visit in the order of 25-35
communities (each community including a group that Community Connector is
working with, and at least one SWAP in each community), convening
gender-specific focus groups and targeted discussions in each. It should be
noted that Community Connector works in some of the hardest to reach areas of
Uganda, and with the pending/early rainy season, reaching some of these
locations may pose a particular challenge. Consideration of the option to
convene community members in relatively central locations will be essential for
feasibility of these visits.
Interviews and Discussions with Technical
Teams
Teams
Both structured (planned) and opportune
(informal dialogue) conversations and interviews with technical implementation
staff at USAID/Uganda and the Implementing Partner are anticipated. These discussions will serve to assist with
contextualizing ‘hard evidence’ and in-field observations, as well as gather
feedback on what has been achieved from different perspectives. Programmatic (implementation-based) and
personal (individual) lessons will be cross-referenced to actual results
reported to create a full picture of how and under what conditions technical approaches
have contributed to results.
(informal dialogue) conversations and interviews with technical implementation
staff at USAID/Uganda and the Implementing Partner are anticipated. These discussions will serve to assist with
contextualizing ‘hard evidence’ and in-field observations, as well as gather
feedback on what has been achieved from different perspectives. Programmatic (implementation-based) and
personal (individual) lessons will be cross-referenced to actual results
reported to create a full picture of how and under what conditions technical approaches
have contributed to results.
E. Management
and Resources
and Resources
USAID/Uganda’s Monitoring, Evaluation and
Learning Program (The Learning Contract) is tasked with sourcing staff members
and/or a short-term consultant (or an appropriate balance of both) to conduct
this review. It is anticipated that the review will require a team that can
complete the document review, conduct interviews and hold focus group
discussions, complete the requisite number and diversity of site visits, and
synthesize the findings into the expected deliverables and learning products. Completion
of this Learning Review will also require translation support per the working
(and preferred) languages in regions and communities, with noted professionalism
to enhance, rather than bias, data gathering.
Learning Program (The Learning Contract) is tasked with sourcing staff members
and/or a short-term consultant (or an appropriate balance of both) to conduct
this review. It is anticipated that the review will require a team that can
complete the document review, conduct interviews and hold focus group
discussions, complete the requisite number and diversity of site visits, and
synthesize the findings into the expected deliverables and learning products. Completion
of this Learning Review will also require translation support per the working
(and preferred) languages in regions and communities, with noted professionalism
to enhance, rather than bias, data gathering.
Concerning management of the timeline and
deliverables under this Scope of Work, the Learning Contract anticipates
accelerated efforts (and has already begun to) source a number of candidates
from its consultant pool, as well as qualified personnel through QED’s home
office. Early identification of
internally available candidates against availability projections for short-team
technical assistance (STTA) will provide the managing team with options against
which proposed timelines and timeliness of this learning review can be
maintained.
deliverables under this Scope of Work, the Learning Contract anticipates
accelerated efforts (and has already begun to) source a number of candidates
from its consultant pool, as well as qualified personnel through QED’s home
office. Early identification of
internally available candidates against availability projections for short-team
technical assistance (STTA) will provide the managing team with options against
which proposed timelines and timeliness of this learning review can be
maintained.
Given the priority on obtaining
relatively objective findings, USAID/Uganda anticipates minimal direct
participation by its technical team members.
relatively objective findings, USAID/Uganda anticipates minimal direct
participation by its technical team members.
Points of Contact
Respective
coordination leads for this Learning Review are:
coordination leads for this Learning Review are:
·
USAID/Uganda
VPU: Ruth Sempa, Lily Kenny (for technical feedback, IP coordination, final
approval of deliverables)
USAID/Uganda
VPU: Ruth Sempa, Lily Kenny (for technical feedback, IP coordination, final
approval of deliverables)
·
USAID/Uganda
PPD: Lane Pollack (for Learning Review design/scoping, Mission-engagement,
coordination of meetings with USAID/Uganda as part of this Learning Review)
USAID/Uganda
PPD: Lane Pollack (for Learning Review design/scoping, Mission-engagement,
coordination of meetings with USAID/Uganda as part of this Learning Review)
·
Learning
Contract: Stuart Belle (for management and coordination by the Learning Contract)
Learning
Contract: Stuart Belle (for management and coordination by the Learning Contract)
The Learning Contract’s point of contact
will:
will:
ü
Ensure
final submission and approval of the SOW for this Learning Review
Ensure
final submission and approval of the SOW for this Learning Review
ü
Work
with the Learning Contract’s operational team to identify a qualified
Consultant for USAID/Uganda approval
Work
with the Learning Contract’s operational team to identify a qualified
Consultant for USAID/Uganda approval
ü
Coordinate
the active participation of Learning Contract staff throughout and particularly
at key points during this Learning Review (e.g., data pulls and preliminary
analyses, participation in field visits, tools/templates development, weekly
debriefs and syntheses)
Coordinate
the active participation of Learning Contract staff throughout and particularly
at key points during this Learning Review (e.g., data pulls and preliminary
analyses, participation in field visits, tools/templates development, weekly
debriefs and syntheses)
ü
Work
with the Consultant to ensure complete, high quality, and timely completion of
deliverables
Work
with the Consultant to ensure complete, high quality, and timely completion of
deliverables
ü
Coordinate
with USAID/Uganda point(s) of contact to plan/conduct the inception meeting,
schedule rolling meetings (including those with the IP), presentations/synthesis
discussions, and the gathering and incorporation of feedback/comments on
deliverables
Coordinate
with USAID/Uganda point(s) of contact to plan/conduct the inception meeting,
schedule rolling meetings (including those with the IP), presentations/synthesis
discussions, and the gathering and incorporation of feedback/comments on
deliverables
ü
Facilitate
and complete the AAR write-up
Facilitate
and complete the AAR write-up
Logistical Support
and Key Roles
and Key Roles
The Learning Contract will provide
administrative and coordination support necessary for performance of this
Learning Review, including office space, accommodation arrangements,
transportation (within Kampala and to field sites), office supplies/stationery,
communications equipment, and other logistical requirements (including sourcing
of translators).
administrative and coordination support necessary for performance of this
Learning Review, including office space, accommodation arrangements,
transportation (within Kampala and to field sites), office supplies/stationery,
communications equipment, and other logistical requirements (including sourcing
of translators).
The Learning Contract (personnel from the
M&E unit) shall be assume responsibility for data extraction and
preliminary analysis (e.g., sorting and early trend analyses). This shall then be handed over to the
Consultant for more specific/pinpointed analysis. Detailed review of what data is currently
available and which is most pertinent to this Learning Review shall be
discussed during a further scoping and design meeting with USAID/Uganda and the
Implementing Partner to take place within 1 week of the Mission’s approval of
this SOW.
M&E unit) shall be assume responsibility for data extraction and
preliminary analysis (e.g., sorting and early trend analyses). This shall then be handed over to the
Consultant for more specific/pinpointed analysis. Detailed review of what data is currently
available and which is most pertinent to this Learning Review shall be
discussed during a further scoping and design meeting with USAID/Uganda and the
Implementing Partner to take place within 1 week of the Mission’s approval of
this SOW.
Active participation by staff of the
Learning Contract is expected, particularly during data collection, analysis
and synthesis stages of this Learning Review.
Depending on the finally agreed/selected number of sites to visit,
Learning Contract staff may join with the Consultant to visit all of those
sites selected (determined to be important for this review and feasible to access/meet
with). Alternatively, per the total
number of sites determined Learning Contract staff may visit a select (sub-set)
number of community sites, with the majority of visits being conducted by the
Consultant. Per the agreed-upon schedule
for field work, debriefs following regional visits or weekly debriefs shall be
facilitated by the Learning Contract’s task manager/point of contact –
happening in-person, in–field or via phone call (mobile or Skype) to synthesize
observations, emerging findings, probing questions for follow-on qualitative
data gathering and/or quantitative analysis.
Prior to data collection and deployment to the field, the Learning
Review team shall develop and commit to use as set of interview preliminary
questions plus observational tools and documentation templates to facilitate
real-time and systematic capture and information management during the Learning
Review.
Learning Contract is expected, particularly during data collection, analysis
and synthesis stages of this Learning Review.
Depending on the finally agreed/selected number of sites to visit,
Learning Contract staff may join with the Consultant to visit all of those
sites selected (determined to be important for this review and feasible to access/meet
with). Alternatively, per the total
number of sites determined Learning Contract staff may visit a select (sub-set)
number of community sites, with the majority of visits being conducted by the
Consultant. Per the agreed-upon schedule
for field work, debriefs following regional visits or weekly debriefs shall be
facilitated by the Learning Contract’s task manager/point of contact –
happening in-person, in–field or via phone call (mobile or Skype) to synthesize
observations, emerging findings, probing questions for follow-on qualitative
data gathering and/or quantitative analysis.
Prior to data collection and deployment to the field, the Learning
Review team shall develop and commit to use as set of interview preliminary
questions plus observational tools and documentation templates to facilitate
real-time and systematic capture and information management during the Learning
Review.
This SOW shall be shared with the
Implementing Partner by USAID/Uganda to ensure their awareness and
understanding of the exercise, and to invite their input/contribution to
particular sub-questions and logistical considerations. The Implementing Partner shall also be in
support of access to documents, and progress/performance reports, availing
necessary data and/or information on technical approaches, plus logistical feasibility
and the collaborative selection of community sites, and additional referrals
needed to complete this Learning Review.
Implementing Partner by USAID/Uganda to ensure their awareness and
understanding of the exercise, and to invite their input/contribution to
particular sub-questions and logistical considerations. The Implementing Partner shall also be in
support of access to documents, and progress/performance reports, availing
necessary data and/or information on technical approaches, plus logistical feasibility
and the collaborative selection of community sites, and additional referrals
needed to complete this Learning Review.
F. Period
of Performance
of Performance
This Learning Review is expected to
commence not later than May 16, 2016, with a completion date of June 15, 2016. Progression to completion should follow this
general timeline:
commence not later than May 16, 2016, with a completion date of June 15, 2016. Progression to completion should follow this
general timeline:
·
SOW
final and approved by USAID/Uganda (April 25)
SOW
final and approved by USAID/Uganda (April 25)
·
Consultant
selection and approval (May 9)
Consultant
selection and approval (May 9)
·
Inception
meeting and Learning Review kick-off (May 12)
Inception
meeting and Learning Review kick-off (May 12)
·
Evidence
review and data collection, including field visits (May 16 – June 3)
Evidence
review and data collection, including field visits (May 16 – June 3)
·
Draft
report delivered to the Learning Contract (by June 10)
Draft
report delivered to the Learning Contract (by June 10)
·
Presentation
and discussion of findings and recommendations, with feedback (June 12)
Presentation
and discussion of findings and recommendations, with feedback (June 12)
·
Final
DRAFT of the Learning Review deliverables – final presentation slides used
during the ‘synthesis moment’ and narrative report submitted for final
USAID/Uganda review (June 15)
Final
DRAFT of the Learning Review deliverables – final presentation slides used
during the ‘synthesis moment’ and narrative report submitted for final
USAID/Uganda review (June 15)
·
After
Action Review, facilitated by the Learning Contract (June 16)
After
Action Review, facilitated by the Learning Contract (June 16)
G. Description
of Deliverables
of Deliverables
USAID/Uganda
expects to receive the following from this review process:
expects to receive the following from this review process:
1. Scope of Work with proposed methodology –
for final approval, to be submitted by the Learning Contract
for final approval, to be submitted by the Learning Contract
2. A PowerPoint or Prezi-based presentation
– to be assembled by the Consultant
– to be assembled by the Consultant
3. A draft and final – to be submitted by
the Consultant for USAID review, edits and approval
the Consultant for USAID review, edits and approval
4. An AAR write-up – facilitated and
prepared by the Learning Contract
prepared by the Learning Contract
Presentation of the Learning Review
findings shall take the form of an interactive reflection, synthesis and
discussion with the team(s) at USAID/Uganda and with the Implementing Partner
(as appropriate). The presentation is
not expected to take the form of a lecture, but should be an interactive,
collaborative working space where a reflection on the process of conducting the
Learning Review (i.e., getting to answers), what has been learned, as well as
the recommendations and their implications are unpacked, honed, and reviewed
for significance and coherence. This
session is anticipated to last up to 90 minutes, with 40 minutes presentation
time, 30 minutes of question and answer, and a final 20 minutes to confirm next
steps towards finalization. A draft report
from the Learning Review shall be circulated not later than 3 working days in
advance of this session. This
presentation shall be made not later than June 10 (per the above Period of
Performance section)
findings shall take the form of an interactive reflection, synthesis and
discussion with the team(s) at USAID/Uganda and with the Implementing Partner
(as appropriate). The presentation is
not expected to take the form of a lecture, but should be an interactive,
collaborative working space where a reflection on the process of conducting the
Learning Review (i.e., getting to answers), what has been learned, as well as
the recommendations and their implications are unpacked, honed, and reviewed
for significance and coherence. This
session is anticipated to last up to 90 minutes, with 40 minutes presentation
time, 30 minutes of question and answer, and a final 20 minutes to confirm next
steps towards finalization. A draft report
from the Learning Review shall be circulated not later than 3 working days in
advance of this session. This
presentation shall be made not later than June 10 (per the above Period of
Performance section)
The final report from the Learning Review
shall not exceed 25 pages (minus annexes of data analyses, highlights and/or
synthesis of notes from interviews/group discussions, and other ‘evidence’),
and shall include a 2-page executive summary, an introduction and a section on
context (within which Community Connector operates), a discussion of the
methodology/Learning Review approach, findings/conclusions,
recommendations/implications for the design and selection of technical
approaches in the Ugandan development context(s), a section on lessons learned
or Consultant reflections concerning broader observations on development in
Uganda . The inclusion of a map, judicial
insertion of photos or other visuals, and the use of innovative data
visualization/infographic tools is recommended. The final slides from the
presentation (above) shall accompany the final submitted report.
shall not exceed 25 pages (minus annexes of data analyses, highlights and/or
synthesis of notes from interviews/group discussions, and other ‘evidence’),
and shall include a 2-page executive summary, an introduction and a section on
context (within which Community Connector operates), a discussion of the
methodology/Learning Review approach, findings/conclusions,
recommendations/implications for the design and selection of technical
approaches in the Ugandan development context(s), a section on lessons learned
or Consultant reflections concerning broader observations on development in
Uganda . The inclusion of a map, judicial
insertion of photos or other visuals, and the use of innovative data
visualization/infographic tools is recommended. The final slides from the
presentation (above) shall accompany the final submitted report.
All Consultant deliverables (including
all raw data and evidence gathered during the Learning Review) are to be
submitted directly to the Learning Contract, who will then ensure that content,
quality and other publishing requirements are in place before making an
official presentation of the deliverable(s) to USAID/Uganda.
all raw data and evidence gathered during the Learning Review) are to be
submitted directly to the Learning Contract, who will then ensure that content,
quality and other publishing requirements are in place before making an
official presentation of the deliverable(s) to USAID/Uganda.
The Learning Contract shall consolidate
feedback gathered during the AAR and prepare/ready this documentation for
sharing with USAID/Uganda not later than June 23. Pending receipt and comments/feedback from
USAID on the final draft of the Learning Review report, the Learning Contract
shall amend accordingly, and submit a final Learning Review report within 5
working days of USAID/Uganda’s final comments.
feedback gathered during the AAR and prepare/ready this documentation for
sharing with USAID/Uganda not later than June 23. Pending receipt and comments/feedback from
USAID on the final draft of the Learning Review report, the Learning Contract
shall amend accordingly, and submit a final Learning Review report within 5
working days of USAID/Uganda’s final comments.
Deadline/Timeframe
As noted above, this Learning Review
needs to be completed by June 15th, and as a result, appropriate/further
scoping (i.e., sub-questions), expectations and methodological considerations
must be taken into account. While the USAID/Uganda team does not expect a
highly rigorous, evaluative approach, priority is placed on a Learning Review
process that yields credible, objective, and actionable findings. In order to
achieve this output by the stated deadline, a focused and agile approach must
be taken.
needs to be completed by June 15th, and as a result, appropriate/further
scoping (i.e., sub-questions), expectations and methodological considerations
must be taken into account. While the USAID/Uganda team does not expect a
highly rigorous, evaluative approach, priority is placed on a Learning Review
process that yields credible, objective, and actionable findings. In order to
achieve this output by the stated deadline, a focused and agile approach must
be taken.
H. Anticipate
Level of Effort
Level of Effort
The anticipated level of effort (LOE) for
this Learning Review is project at approximately 25 days, broken down as
follows:
this Learning Review is project at approximately 25 days, broken down as
follows:
|
Task
|
FTE
|
|
Inception briefing and
refinement of methodology/approach |
2
|
|
Initial document review
|
3
|
|
Data collection/site
visits |
12
|
|
Consolidation, synthesis
and report/presentation drafting |
5
|
|
Final report/learning
product preparation, and AAR participation |
3
|
|
Total LOE
|
25 days (FTE)
|
I. Team
Composition/Qualifications and Experience
Composition/Qualifications and Experience
A primary, single qualified Consultant is
proposed to conduct this Learning Review.
It is anticipated that the selected consultant shall have:
proposed to conduct this Learning Review.
It is anticipated that the selected consultant shall have:
ü
An
advanced (Master’s) degree in public health/nutrition, human/social development
or other technical area related to community/international development (e.g.,
agriculture, livelihoods)
An
advanced (Master’s) degree in public health/nutrition, human/social development
or other technical area related to community/international development (e.g.,
agriculture, livelihoods)
ü
At
least 7 years’ proven experience conducting program assessments, evaluations
and/or action research
At
least 7 years’ proven experience conducting program assessments, evaluations
and/or action research
ü
Demonstrated
skill in quantitative and qualitative data collection and analysis techniques,
including strong synthesis, and writing and presentation capabilities
Demonstrated
skill in quantitative and qualitative data collection and analysis techniques,
including strong synthesis, and writing and presentation capabilities
ü
Possess
a deep appreciation for and able to incorporate ethical and gender
considerations as part of assessments/evaluations/research
Possess
a deep appreciation for and able to incorporate ethical and gender
considerations as part of assessments/evaluations/research
ü
Firmly
familiar with approaches to constructing and reviewing theories of change,
logic models and causal pathways
Firmly
familiar with approaches to constructing and reviewing theories of change,
logic models and causal pathways
As noted above, designated staff from the
Knowledge Management and Learning and/or the Monitoring and Evaluation units
from the Learning Contract are anticipated to participate in and contribute to
this Learning Review through data extractions, assuring document availability,
observations and selected interviews/discussion facilitation during field
visits, and overall synthesis with the Consultant.
Knowledge Management and Learning and/or the Monitoring and Evaluation units
from the Learning Contract are anticipated to participate in and contribute to
this Learning Review through data extractions, assuring document availability,
observations and selected interviews/discussion facilitation during field
visits, and overall synthesis with the Consultant.
How
to Apply:
to Apply:
All suitably qualified and interested Candidates who
meet the above criteria should send their CV, Cover letter and Bio Data Form, download here, expressing interest to thelearningcontract.recruit@gmail.com with the subject line as “ATTN: Consultant for Community Connector Learning Review”
meet the above criteria should send their CV, Cover letter and Bio Data Form, download here, expressing interest to thelearningcontract.recruit@gmail.com with the subject line as “ATTN: Consultant for Community Connector Learning Review”
Deadline:
Friday, 20th May, 2016
Friday, 20th May, 2016
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