From 2012 to 2018 DFID and USAID supported the CBE programme to deliver support to over 247,000 CBE learners through 5 cycles of nine months of local language literacy and numeracy courses in Ghana. Over 95% of learners are estimated to complete the cycle, and over 92% of these transitioned into formal schools. In 2017/18, the Government of Ghana also delivered CBE in 14 districts through Financial Aid (FA) from DFID, reaching 20,000 CBE learners.
Through the DFID Education Beyond Aid programme, the UK government aims to support the Ministry of Education and related agencies to effectively resource, manage and implement the Complementary Basic Education (CBE) programme to reach out-of-school girls and boys in Ghana. It proposes to increase the Ministry of Education’s self-reliance in managing the education sector and deliver quality services to Ghana’s children, including the most vulnerable. This includes providing match-funding to support 40,000 out-of-school children to complete CBE courses and transition to formal school from 2018-2020, as well as technical assistance and research to improve GoG implementation.
Montrose has been contracted to execute the three-year DFID funded Research to Support the Government of Ghana Implementation of Complementary Basic Education’ programme. More specifically, DFID aims seeking high-quality research to support the Government of Ghana (GoG) to understand teaching and learning within government-led CBE programmes, the longer-term impacts of CBE on graduate experiences once they are in formal schools, and the systems and relationships required for the government to effectively and efficiently lead implementation of CBE programmes for out-of-school children.
Therefore, this project will aim to:
Overview of Montrose’s Scope of Work for the Client
For the successful delivery of this assignment, Montrose brought together a team of core technical experts with experience in mixed methods research, monitoring, evaluation and learning activities, including on Complementary Basic Education (CBE) in Ghana; quantitative experts specialising in learning outcomes measurement, longitudinal studies and tracker studies; a Political Economy Analysis specialist with extensive DFID advisory research and policy support experience across multiple government departments; qualitative research and social inclusion experts; and experienced fieldwork managers of large scale data collection with marginalised children in multiple regions of Ghana. Montrose will also be working with the national University of Cape Coast and the northern Ghana based University of Development Studies. These partnerships are part of the strategy to maximise contextual input to the research design, utilise existing local research experts, and promote broader use of the evidence generated through extended university led research and dissemination.
Over the three-year period, the core outputs for this assignment shall include:
The inception report will include an updated research proposal, a risk register and management plan; an evaluation approach and methodology paper; a revise workplan; final Stakeholder mapping document and, a communication and Evidence Dissemination plan.
Political Economy Analysis (PEA) is both an approach and an output within the project design. An initial stakeholder matrix will be developed during inception and the ongoing PEA analysis will guide the project team’s engagement throughout the programme, taking an organisational development approach.
The Tracker Studies will largely follow the approach taken in the previous contract, with additional tools to provide evidence to support evaluation questions (EQs). There will be a thorough review of the data and tools available from the previous programme as part of the programme design. The EQs go beyond the focus of the previous programme, looking at learning which will best support the increased effectiveness of the GoG’s delivery of the CBE approach. An additional sample from cycle 5 CBE of GoG led CBE will also be integrated into the research.
The Action Research design will be developed in collaboration with the Research Advisory Group with indictive themes including review of the rollout of the revised curriculum in September 2019, and the impact on CBE transition; the role of shifting medium of instruction in effective transition and successful learning outcomes; the effect of disciplinary methods, class sizes, or the use of child-centric approaches in school. The number of action research studies shall be determined following consultations with the Ministry of Education.
In the first year of implementation, Montrose will hold smaller learning workshops to build up initial momentum around the CBE research, ensure partners are aware that it is taking place and encourage other education partners to include the team and CBE GoG counterparts in their dissemination events. In year 2 (2021), Montrose plans to hold one or two core dissemination events with the GoG, FCDO, CBE and other education partners. In the final year of the programme (2022), Montrose will organise two dissemination events, one in Accra and one in the north of Ghana aimed at obtaining beneficiary feedback and including key local government members.
Infographic style communication 1-2 pagers will be produced for each core research deliverable to allow the high-level findings to be shared, and to encourage greater interest in the broader technical reports, and the dissemination and learning events.
Due to COVID-19 pandemic, basic schools have been closed since mid-March 2020. To address the negative impact of this pandemic on the learning of vulnerable children in remote areas of the country, the Ministry of Education (MOE) and the Ghana Education Service (GES) is embarking on an adjusted approach to delivering the CBE programme. This adjusted approach to delivering the CBE programme is designed to help ensure continuity of learning and flexibility while protecting learners from potential transmission of COVID-19.
Once approved by DFID, an assessment of the adapted CBE programme will be conducted in 2020 to help MoE and GES to assess the degree to which the CBE programme can adapt to the COVID-19 context. Lessons learned will inform the MOE/GES as they reopen formal schools and start to transition learners back to the classroom.
All outputs will be delivered in collaboration with the Government of Ghana (GoG) throughout the design, implementation, review and dissemination of the project and its findings. A research advisory group will be convened periodically to review and approve all project findings and reports. At the moment, it is proposed that the Research Advisory Group (RAG) be made up of the Ministry of Education, Head of Policy, Planning, Monitoring and Evaluation; Ghana Education Service: Basic Education Division, Non-Formal Education Division (Alternative Education Agency), Special and Inclusive Education; CBE Alliance; CBE Steering Committee; UNESCO; Education specialists from key donors (FCDO, USAID); Independent Education specialist in CBE; Crown Agents and selected Implementing Partners (IPs) (School for Life, Plan, etc.) representatives from national and international NGOs.
Purpose of the Consultancy
The consultant will serve as the Qualitative Lead as part of the team carrying out this consultancy. She will be responsible for providing short term technical assistance to this project by primarily leading on the qualitative aspects of all research studies conducted under this project. Please see sections on Specific Roles and Responsibilities of the Consultant and Deliverables, below.
Specific Roles and Responsibilities of the Consultant
The following are the specific roles and responsibilities of the Consultant for each phase of the work:
2. The consultant shall lead the successful delivery of the qualitative aspects of the assessment of the adapted CBE pilot programme in 2020. This will include:
The activities above will be repeated in order to deliver tracker study report 1 and 2 in 2021, and tracker study report 4 in 2022.
3. Dissemination of findings
4. Other duties
If you meet the above qualifications and are interested in this opportunity, please submit your application before 4 October 2021. Applications will be reviewed on a rolling basis until a suitable candidate is identified.