TOR for conducting baseline study for Digital Horizon Project implemented in Tigray

Description of Programme Location and Context

SOSCVE Mekelle program location was established in the year 1974 G.C and is mainly working on an alternative care program supporting children to grow up in alternative families in established villages by providing comprehensive care and essential services for their holistic development. Furthermore, SOSCVE Mekelle Program manages and implements various facilities and programs, including Alternative Care (AC), the Family and Community Strengthening Program (FCSP), a kindergarten, and the HGS (Hermann Gmeiner School) which includes both primary and secondary schools. The AC and FCSP programs are the organization’s core interventions, providing comprehensive care and support to children who are without adequate parental care. Likewise, the Family and Community Strengthening Program is one of the core programs that focuses and has been implemented projects in Mekelle and Adwa. Currently, it has been actively operating in Mekelle. However, SOSCVE Mekelle program expands it intervention areas to Axum, Samre, Kola Tembien due to the emergency projects that focus on life saving support and trauma healing activities to reduce the consequences of the war on the life of program participants.

Rationale and overall objective of baseline study:

The project intends to create an impact where equitable access to technology and digital inclusion are ensured for students, teachers and education communities in Tigray regional state of Ethiopia. The outcome expected to be resulted from five outputs is increased digital learning and operational efficiency in the Tigray HG and surrounding public schools which leads to improved educational engagement and performance among students and teachers. It is planned to be implemented in the coming four years (January 2026 to December 2029).

This project seeks to transform education in Mekelle and surrounding zones through inclusive digital innovation, building on Ethiopia’s Digital Education Strategy (2023–2028) and the broader Digital Ethiopia 2025 vision. It focuses on SOS Hermann Gmeiner School (HGS) and surrounding public schools, aiming to rebuild learning environments and equip them for the digital age. The initiative will address critical gaps in infrastructure, digital literacy, and pedagogical capacity, ensuring that students and teachers can thrive in a post-conflict context.

The intervention will establish ICT labs and solar-powered classrooms to overcome barriers related to electricity and connectivity. Schools will be equipped with smart devices such as computers, tablets, and radios, while localized digital content will be developed to support instruction. Teachers will receive formal training in digital pedagogy and certification in ICT competencies, enabling them to integrate technology effectively into their teaching. Students will gain foundational digital skills and access to safe, inclusive learning platforms. Parents and communities will be engaged through awareness campaigns and digital literacy workshops, fostering a supportive environment for sustained educational recovery.

The rationale for this baseline study lays its ground on assessing basic information in the education sector performance before project intervention. The ultimate objective of the study is seeking baseline information to establish baseline values for each of indicators indicated in the result frameworks.

Therefore, this Terms of Reference (ToR) has been developed to request for technical and financial proposals from consultancy firms interested in and have experience in conducting a related project baseline study. This project specifically targets 11 schools, 36,900(F:19,246) students, 946(F:255) teachers, and 41, 213 parents

Objectives of the terminal Baseline study:

Overall objective:

The overall objective of baseline study is to establish baseline values for each of indicators mentioned in the result framework. The baseline study also seeks to collect basic pre intervention information related to educational infrastructure, schools’ capacities, school and students’ performance, etc from targeted schools, school communities, students, teachers and parents. The information and date collected from various sources through this exercise will be used to establish baseline values, identify major gaps and set project targeted for school, students and parent related intervention. At the end of the project phase, the project uses these values to compare its achievements and performance against the initial values.

Specific objectives:

The specific objectives of the baseline study are:

• To assess the functionality and capacity of digital infrastructure, comprising a digital library, equipped digital classrooms, and an operational School Information Management System (SIMS).
• To seek basic information on the targeted school’s digital literacy level, pedagogical innovation, and technology use, contribution to improved educational engagement and performance.
• To assess the overall situation of the school environment, school infrastructure education system, performance of the schools and students in relation to digital education system.
• To determine the bottlenecks and various challenges of the schools, student and teachers have been facing to transform the education into digital system.
• To know the exposure, practices, capacities and willingness of the schools, teachers and school communities to transform the education system into digital system

Project out comes and outputs:

Project Goal: Equitable access to technology and digital inclusion ensured for students, teachers and education communities in Tigray regional state of Ethiopia.

Project Outcomes & Outputs:

Outcome 1: Mekelle HG and surrounding public schools will operate with robust digital infrastructure, secure connectivity, and efficient school management systems, enabling sustainable delivery of quality education.

Output 1.1 Mekelle HG School has established a fully functional digital infrastructure, comprising a digital library, equipped digital classrooms, and an operational School Information Management System (SIMS).

Activity 1.1.1 Conduct a site survey to assess requirements for connectivity installation and ongoing maintenance

Activity 1.1.2 Maintain and manage the local area network (LAN) of HGS Mekelle with using different accessories like cabling, HDPE Pipes Rack and LAN installation to ensure stable and secure connectivity across the school

Activity 1.1.3 Renovat 1 ICT laboratory to support digital-based learning resources and services for the school community (Including furnishing digital center with furniture)

Activity 1.1.4 Furnish the HGS Mekelle digital center with computer tables and chairs

Activity 1.1.5 Setup a functional digital center to provide students and teachers in HGS Mekelle and surrounding schools with access to a digital library and tailored remedial learning services (40pcs Laptop, headset and Mouse including 1smart screen)

Activity 1.1.6 Equip classrooms from Grade nine to twelve with modern digital tools and technologies to facilitate interactive and technology-enhanced learning

Activity 1.1.7 Prepare existing classes of grade 11 and 12 to make ready for digital teaching methodology

Activity 1.1.8 Strengthen Physical Security in the Compound through Security Camera Installation

Activity 1.1.9 Procure and Implement Virtual reality lab in the digital center

Activity 1.1.10 Set up a reliable backup power supply (solar panels and/or generator) to ensure uninterrupted access to digital learning resources and school ICT systems

Activity 1.1.11 Assess need and subscribe internet connectivity services.

Activity 1.1.12 Subscribe to and roll out the School Information Management System (SIMS) to enhance data management and streamline school operations (For Herman geminer School)

Output1.2 Surrounding public schools in the Tigray regional state are equipped with fully functional digital libraries, enhancing access to digital learning resources

Activity 1.2.1 Conduct a site survey to assess requirements for connectivity installation and digital library establishment.

Activity 1.2.2 Equip digital libraries with modern digital tools and technologies to support access to online resources of HGS Mekelle for enhanced learning

Activity 1.2.3 Procure and Implement 3D Interactive Simulations and Models for digital Library

Activity 1.2.4 Furnish the digital center with computer tables and chairs

Activity 1.2.5 Assess need and subscribe internet connectivity services.

Activity 1.2.6 Set up a reliable backup power supply (solar panels and/or generator) to ensure uninterrupted access to digital learning resources and school ICT systems

Outcome 2 Students, teachers, and community members in Mekelle HG and surrounding public schools will demonstrate enhanced digital literacy, pedagogical innovation, and responsible technology use, contributing to improved educational engagement and performance.

Output 2.1 Output 3: School teachers and administrative staff are fully capacitated in digital learning methodologies and platforms, including basic digital skills, digital pedagogy, content development, and cybersecurity.

Activity 2. 1.1 Conduct baseline digital learning assessment of teachers and administrative staff to identify improvement competency areas.

Activity 2. 1.2 Provide programs on basic digital skills, digital pedagogy, content development, and cybersecurity (5 teachers from each partner school and 73 from HGS Mekelle)

Activity 2. 1.3 Provide continuous professional development training through refresher courses (5 teachers from each school and 73 teachers from HGS Mekelle)

Activity 2. 1.4 Conduct a peer-learning and mentorship program to promote knowledge sharing among teachers and admin staff

Activity 2. 1.5 Assess training effectiveness to ensure sustained capacity development.

Activity 2. 1.6 Establish a “Digital Champion” recognition system for high-performing teachers and administrative staff

Output 2.2 Students demonstrate improved digital literacy, effectively utilizing ICT tools and platforms to support their learning

Activity 2. 2.1 Organize remedial hands-on training for students using ICT tools, online platforms, and educational applications.

Activity 2. 2.2 Establish and support digital clubs and peer-learning groups to encourage collaborative skill development

Activity 2. 2.3 Facilitate training in cybersecurity and responsible digital citizenship to promote safe and ethical technology use

Activity 2. 2.4 Conduct inter-school digital competitions on a bi-annual basis

Activity 2. 2.5 Assess student progress through regular digital competency assessments on a bi-annual basis.

Output 2.3 Students, parents, teachers and community participants have access to digital learning resources

Activity 2. 3.1 Organize orientation and training sessions for parents, teachers, and community members on how to use digital platforms effectively.

Activity 2.3.2: Provide access to digital libraries and e-learning resources

Activity 2.3.3: Create offline downloadable content for low-connectivity periods

Activity 2.3.4: Develop and upload subject-specific digital learning materials

Activity 2.3.5: Enable parental access to monitor student performance

Activity 2.3.6: Provide free access to digital learning systems for surrounding schools and communities

Scope and project targets:

Geographically, the baseline study is limited to targeted 11 schools, 36,900(F:19,246) students, 946(F:255) teachers, and 41, 213 parents. The project targeted schools, students and parents are found in Mekelle, Adwa, Axum, Samre and Kola Tembien where the project is being implemented. The detail of each school, students and parents will be shared with the consulting firms upon signing of contract agreement.

Project direct and indirect participant

Direct beneficiaries	Quantity
Secondary and preparatory schools in Mekelle, Adwa, Axum, Samre and Kola Tembien	11
Male students in targeted Mekelle, Adwa, Axum, Samre and Kola Tembien schools	17,653
Female students in targeted Mekelle, Adwa, Axum, Samre and Kola Tembien schools	19,246
Male teachers in targeted Mekelle, Adwa, Axum, Samre and Kola Tembien schools	691
Female teachers in targeted Mekelle, Adwa, Axum, Samre and Kola Tembien schools	255
Indirect beneficiaries
Male parents in Mekelle, Adwa, Axum, Samre and Kola Tambien schools	19,715
Female Parents in Mekelle, Adwa, Axum, Samre and Kola Tambien schools	21,498
Total-parents	41,213

Baseline study methodology:

The consultant(s) must develop a strong data collection methodology for this baseline study, ensuring the data’s reliability and validity. A mixed-methods approach, combining quantitative and qualitative research methods, is recommended to produce the highest quality and most credible evidence. This study will collect data, disaggregated by sex, age, and disability, for the indicators listed in the result framework (the RF will be annexed for the winner consultant). The chosen methodology must be sensitive to the local context and ensure that all respondents, regardless of their background, have an equal opportunity to participate in the baseline study. The baseline study environment should be designed to provide safe and inclusive spaces that encourage all participants to respond freely, irrespective of gender, age, disability, origin, or religious beliefs. As far as possible, the consultant should disaggregate data by sex, age, and disability while collecting and analysing data. Furthermore, the consultant should also clearly explain which questions will be answered using which methods. The Consultant should also ensure that the survey and qualitative methods such as focus group discussion (FGD) and key informant interview (KII) with participants are representative of the project’s target groups.

Sampling

The consultant is required to propose statistically sound sampling strategies to ensure representativeness. He/she is required to clearly state the sample size and the acceptable margin of error. The consultant will develop a detailed data analysis plan, outlining the statistical methods to be used for the quantitative data and the thematic analysis approach for the qualitative data. All data collection activities should be conducted following the highest ethical standards, ensuring informed consent, confidentiality, and the safety of all participants.

Work plan and expected deliverables

Work plan/timetable

The terminal evaluation task is expected to be finalized within 45 days after the contractual agreement is signed. The consultant is expected to develop her/his detailed work plan based on the following table.

 

Activities	Dates	Time frame	Location

Deliverables:

The commissioned external consultant must deliver the baseline findings within 45 days of the contract signed. Based on the work plan, SOS Children’s Villages of the project intervention programme locations (Mekelle) and the national office MEAL and the concerned project team required the following deliverables to be submitted in the process.

• An inception report of 8 pages on the baseline study design, methodology, sampling frame, sampling technique, sample size, assessment tools and work plan
• Draft baseline study report.
• The consultant is expected to analyse the data and present findings (for both draft and final findings) by target groups separately.
• Final report – The findings of baseline study report including an executive summary and data collection tools in both electronic and hardcopy formats should be submitted.
• Raw data, which has been cleaned (both qualitative and quantitative, including original field notes for in-depth interviews and focus group discussions, and recorded audio material), should be submitted with the report. SOS CVE will have sole ownership of all final data, and any findings shall only be shared or reproduced with the permission of SOS Children’s Village Ethiopia.

Report criteria:

The reporting criteria for Digital Horizon baseline study shall be in line with the SOS Children’s Villages Ethiopia result based management (RBM) toolkit and should be shared with the winner consultant along with the data review process and/or for the preparation of the inception report.

Child safeguarding and ethical issues.

SOS Children’s Villages is committed to ensuring that all research, evaluation and data collection processes (i.e. evidence-generating activities) undertaken by SOS Children’s Villages and its partners are ethical and respect child safeguarding policy and procedure.

The consultant must respect the rights, dignity and protection of children and other vulnerable population groups and should ensure special protection for children and other vulnerable groups during any data-generating activities to minimize any potential risks. Any research, evaluation and data collection SOS Children’s Villages is directly carrying out or is involved in as a partner.

Ethical practices need to be ensured in the following circumstances:

• Any research, baseline, midterm or final evaluations and data collection SOS Children’s Villages has commissioned for ethical oversight of these processes.
• Any research, evaluation and data collection carried out by researchers/consultants on SOS Children’s Villages programmes and participants.

Hence, relevant Coordinator in SOS Children’s Village Mekelle programme will ensure that any researchers, evaluators and data collectors should receive awareness training on, sign and adhere to SOS Children’s Villages core policies:

Obtaining consent from research participants is central to the research relationship and signals respect for the research participant’s dignity, their capability to express their views and their right to have these heard in matters that affect them. Informed consent is an explicit agreement which requires participants to be informed about and understand the research/assessment. This must be given voluntarily and be renegotiable, so that participants may withdraw at any stage of the research process.

Logistical arrangements:

The awarded consultant shall show feasible logistical arrangements for the assignment as part of the technical proposal. National or location-level staff (SOS CVE) will be available to help organize the interviews including contacting SOS CVE, announcing and local preparation of evaluation, and linking to community duty bearers and national authorities if required.

Duration of the contract and terms of payment

Payment will be made only upon SOS Children’s Villages’ acceptance of the work performed in accordance with the above-described deliverables. Payment will be affected by bank transfer in the currency of birr.

Funding and Payment: The consultancy firm will be paid by SOS Children’s Villages as follows:

• 30% on the submission and approval of the inception report/Technical Proposal.
• 30% on completion of the draft report.
• 40% on completion of the final report.

Duration of contract: the contract is effective from the moment it was signed until the acceptance of work by the SOS Children’s Villages in Ethiopia management team.

Notice of delay

Shall the successful bidder encounter a delay in the performance of the contract which may be excusable under unavoidable circumstances; the contractor shall notify SOS Children’s Villages in writing about the causes of any such delays within one (1) week from the beginning of the delay.

After receipt of the Contractor’s notice of delay, SOS Children’s Villages in Ethiopia shall analyse the facts and extent of the delay and extend the time for performance when in its judgment the facts justify such an extension.

Copyright and other proprietary rights:

SOS Children’s Villages shall be entitled to all intellectual property and other proprietary rights including, but not limited to, copyrights, and trademarks, with regard to products, processes, inventions, ideas, know-how, or documents and other materials which the Contractor has developed for SOS Children’s Villages under the Contract and which bear a direct relation to or are produced or prepared or collected in consequence of, or during the course of, the performance of the Contract. The Contractor acknowledges and agrees that such products, documents, and other materials constitute works made for hire for SOS Children’s Villages.

All materials: interviews, reports, recommendations, and all other data compiled by or received by the Contractor under the Contract shall be the property of SOS Children’s Villages and shall be treated as confidential and shall be delivered only to SOS Children’s Villages authorized officials on completion of work under the Contract. The external consultant is obliged to hand over all raw data collected during the assessment to SOS Children’s Villages in Ethiopia.

Termination:

The termination of the service agreement for the assignment will be in accordance with the contractual agreement to be included at the formal agreement’s actual signing.

Qualification of the Researcher/Research Team

• The applicant consultancy firm shall have at least a master’s degree in a relevant field of study such educational planning and Management, Psychology, Sociology, Social Work, development studies, Economics, Project Management, Monitoring & Evaluation and other related fields per the required assignment
• At least 5 years’ work experience & proven competency in assessments, monitoring, research, terminal evaluations, baseline assessments or organizational/program evaluation (baseline, midterm, and final evaluations). The applicant consultancy firm shall attach at least one sample final evaluation report produced on a similar topic.
• A good understanding of Education policy, Digital Education Strategy (2023–2028), sustainable Development Goals of Ethiopia related to the digital education.
• A good understanding of child/youth rights/safeguarding & other issues affecting vulnerable children in the Ethiopian context.
• proven experience in working with conceptual frameworks and data collection methods (including age-appropriate data collection methods)
• Proven experience in participatory processes and data collection methods
• Strong skills in coordination, good facilitation, organizational, and interpersonal skills
• Proven experience in participatory processes
• Strong skills in coordinating teamwork
• Excellent written and spoken communication skills in English.
• Ability to transfer complex concepts and ideas into practical and simple language.
• Experience in organizing research processes with SOS Children’s Villages or similar child focused organizations.
• Experience in managing baselines, final evaluations and livelihood assignments in respect of the participating communities’ culture, social norms, values, and behaviour; and maintain appropriate relationships with participants of this evaluation.
• Legally registered firms with renewed license, VAT registration and TIN number

Required Skills

• Quantitative and Qualitative research skills.