ToR: Undertake capacity Gaps survey/ assessments of partner Schools to identify material and technical needs for the teaching of Sustainable Future project in Oromia/Yabelo District

Description of programme locations

SOS CVE, Arba Minch programme is the newest program under SOS CV Ethiopia, established on August 19, 2025, to help realize the strategic objectives for 2030. We act for children as an independent, non-governmental social development organization. Currently, six projects are being implemented by the Programme Location (PL), categorized under three major areas: family strengthening and humanitarian action programs. The projects include Arbaminch FCS. Under humanitarian projects, Moyale Triple Nexus, Yabello HRP, and Geze Gofa rehabilitation projects are actively implemented in the South Ethiopia Regional State and Oromia Regional State.

This ToR is prepared to conduct Schools’ capacity gap assessment in Yabelo Together for Sustainable Future (T4SF) project in January 2026.

Rationale and overall objectives to undertake capacity gap assessments of partner Schools

SOS Children’s Villages in Ethiopia, with funding from the Government of Finland, is implementing the Sustainable Future Growth Project aimed at increasing decent and sustainable Future employment opportunities, particularly for youth and women. The project has been designed to align with Ethiopia’s climate-resilient Sustainable Future economy strategy and contribute to gender equality and economic empowerment.

Technical and Vocational Education and Training (SCHOOLS) institutions play a critical role in equipping youth with the competencies required for employability and sustainable development. In alignment with the global agenda for Sustainable Future skill development and climate resilience, there is an increasing need to integrate Sustainable Future skills into SCHOOLS curricula and teaching practices.

To effectively deliver on this mandate, partner Schools required material, and technical capacity support. However, most of the schools face gaps in infrastructure, teaching resources, and faculty readiness to incorporate Sustainable Future skills into training programs. A systematic capacity gap assessment is therefore needed to inform program design, resource allocation, and targeted institutional strengthening.

Objectives of the gap assessments of partner Schools

General Objective:

The main objective of this assessment is to undertake a comprehensive capacity gap assessment of selected partner Schools.

Specific Objectives:

• Identify existing strengths and gaps in teaching Sustainable Future skills in selected SCHOOLS.
• Determine material, technical, and human resource needs for effective delivery of Sustainable Future skill training in SCHOOLS.
• Suggest a capacity development roadmap, including short-, medium-, and long-term interventions/ Assess linkages b/n SCHOOLSs and employers.
• Provide actionable recommendations for strengthening institutional capacity to deliver gender-responsive, disability responsive, and market-relevant Sustainable Future skills training in Schools.

Project outcomes and outputs:

The T4SF project has the following ultimate outcome, intermediate outcomes, and outputs.

Ultimate Outcome: Contribute to improved quality of life and gender equity of vulnerable communities in through strengthened care and protection, education, health, and community systems, in Oromia/Yabelo community.

Intermediate outcomes, and outputs.

Outcome 1. Targeted schools in Oromia/yabelo provide inclusive, quality, and sustainable education through improved teaching, leadership, infrastructure, community participation, and institutional collaboration.

Output 1.1. Students from partner schools benefit from well-equipped, safe and inclusive learning environments.

Output 1.2. Teachers and school administrators from 9 schools demonstrate improved capacity in teaching and school management.

Output 1.3. Schools manage their resources more sustainably and independently

Output 1.4. Local communities actively participate in school development through inclusive planning, resource mobilization, and support programmes.

Outcome 2. Targeted health facilities in Oromia/Yabelo deliver quality, inclusive, and sustainable healthcare services, with focus on women and children, through improved infrastructure, governance, community outreach, and institutional collaboration.

Output 2.1. Community-based health services, including nutrition, WASH, and outreach programmes, are expanded.

Output 2.2. Families are mentally and emotionally stable

Outcome 3: Families, and local communities, with a particular focus on women and youth, improve their socio-economic resilience through strengthen financial inclusion, livelihood skills and community-based savings structures.

Output 3.1. Target families, with a particular focus on women and youth, have increased access to financial services.

Output 3.2. Skills training & entrepreneurship for women & youth

Output 3.3. Improved awareness of gender equality and inclusion

Outcome 4. Strengthen organizational structures for sustainable local development.

Output 4.1. Strengthened CBOs

Output 4.2. Strengthened government structures

Outcome 5: Children and young people are cared and protected

Output 5.1. Children and young people are capacitated to protect themselves from abuse and violence

Output 5.2. Children and young people are engaged in decisions that affect their development

Output 5.3. Caregivers have improved parental knowledge, skills and the capacity to care and protect their children and young people

Scope of Work:

Geographically, the assessment will focus on selected SCHOOL partner institutions located in the Oromia/Yabelo. In addition to this, the consultant is expected to conduct desk review on existing policies, strategies and initiatives related to SCHOOLSs and Sustainable Future Skills at national level.

The assessment will focus on the following key areas:

• Human Resource Capacity – Critically examines trainers’ knowledge, technical expertise, pedagogical skills, and readiness to deliver Sustainable Future skills training by SCHOOLS teachers on Sustainable Future skills, gender and inclusion and the type of materials used for the training.
• Infrastructure and Facilities –Observe workshops, laboratories, ICT, and specialized equipment required for Sustainable Future skills training (Sanitation, safety and day care for young mothers and annual admission capacity.)
• Curricula and Teaching-Learning Materials –Evaluate the extent of Sustainable Future skills integration, relevance to labor market needs, inclusiveness, and gender responsiveness.
• Institutional Systems and Governance – Examine the management structures, leadership commitment, and resource allocation for gender mainstreaming and Sustainable Future skills.
• Industry and Labor Market Linkages – Critically assess partnerships with employers, and pathways to Sustainable Future jobs opportunities.
• Students’ Access and Participation – Evaluate on equity, gender inclusion, participation of disadvantaged groups, and learner engagement in Sustainable Future skills training programs in SCHOOLS.
• Partnership with private institutions for practical training, guideline for internship
  • An inception report of 8 pages on assessment design, methodology, sampling frame, sampling technique, sample size, assessment tools and work plan
  • Draft assessment report with recommendations provided by experts in the SCHOOLS sector
  • Summary of current policies, regulation and initiatives at national and regional levels on SCHOOLS and Sustainable Future skills
  • The consultant is expected to present both the draft and final findings of the assessment.
  • Validation Workshop Presentation
  • Final Report (with executive summary, findings, and recommendations)
  • 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.

The Project has the following direct participants/beneficiaries.

Project direct Beneficiaries for SOS CVE Ethiopia			Allocated Budget= $ 2,175.05
Female caregivers (Including youth)	300 (100 youth)	Direct Family Empowerment (DFE)
Male caregivers (Including youth)	300(100 youth)
Boys	1250
Girls	1250
Female	4955	CFE
Male	4847
Boys	3647
Girls	3885
SCHOOLS

 

Methodology and approach for conducting the SCHOOLS gap assessment

The consultant is expected to develop relevant and standard quantitative and qualitative methodologies that can generate the highest quality and most credible evidence. The commissioned consultant should use a mixed method approaches (quantitative and qualitative methods) to answer the school capacity gap assessment questions. As far as possible, the consultant should disaggregate data by sex, age, disability, geographic location while collecting and analysing data.

The consultant should also clearly explain which questions will be answered using which methods. Data collection methods proposed by the consultant should be linked to the specific target group question(s) or school gaps. In addition to collecting primary data, the consultant should refer relevant school capacity gap data, research findings on school capacity gaps in Yabelo district.

Moreover, the consultant is expected to explain the design and process of data collection tools, data collection plans and data analysis instrument. The consultant is also expected to use tools including SWOT (strengths, weaknesses, opportunities & threats) analysis, and Solution Trees (to identify major physical, material, social and human capitals available.

The Consultant should also ensure qualitative methods (such as focus group discussion (FGD), key informant interview (KII) and group discussion) participants are representative of the project’s target groups and key stakeholders. SOS CVE will share the project document, log frame, and the performance measurement framework (Ethiopia) for winner consultancy firm.

Sample

The Commissioned consultant is expected to use appropriate sampling techniques and set acceptable sample size for both qualitative and quantitative data collection methods. Based on the project objectives, results, and school capacity gap equations and the Edu the project result framework, the consultant should produce best sampling methods and ensure representativeness of the sampled households or respondents, and the sampling frame is from targets of the project.

Work plan and expected deliverables:

work plan/timetable:

The assessment task is expected to be finalized within 30 consecutive 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 gap assessments of partner Schools within 30 days of the contract signing. The consultant is expected to analyze the findings by programme intervention sites in each SCHOOLS found in Arba Minch. Based on the work plan, SOS Children’s Villages of Arba Minch programme location MEAL coordinator, the national office MEAL and youth empowerment teams expect the following deliverables:

• An inception report of 8 pages on assessment design, methodology, sampling frame, sampling technique, sample size, assessment tools and work plan
• Draft assessment report with recommendations provided by experts in the SCHOOLS sector
• Summary of current policies, regulation and initiatives at national and regional levels on SCHOOLS and Sustainable Future skills
• The consultant is expected to present both the draft and final findings of the assessment.
• Validation Workshop Presentation
• Final Report (with executive summary, findings, and recommendations)
• 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.

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 carried out or is involved in as a partner.

Ethical practices need to be ensured in the following circumstances:

• Any research, assessment, 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 project coordinator and location MEAL coordinator in Addis Ababa and Harar programme locations 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 (SOSCV) will be available to help organize the interviews including contacting SOSCV, 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. Financial proposals should include proposed stage payments. Payment will be affected by bank transfer in the currency of birr.

Funding and Payment:

The consultant will be paid by SOS Children’s Villages as follows:

30% on the submission and approval of the inception report.

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 consultant shall have at least a master’s degree in relevant fields of study such Education, SCHOOLS, Sociology, Social Work, GDI, development studies, Economics, Project Management, Monitoring & Evaluation and other related fields per the required assignment
• In-depth knowledge of Sustainable Future economy sectors and SCHOOLS systems in Ethiopia
• At least 5 years’ work experience & proven competency in assessments, monitoring, and evaluation, including assessments or organizational/program evaluation (baseline, midterm, and final evaluations). The incumbent shall attach at least one sample baseline or final evaluation report on youth related projects produced by the candidate on a similar topic.
• Have proven experience in SCHOOLS, skills development, institutional capacity assessments, or education sector reviews.
• A good understanding of child/youth rights/safeguarding & other issues affecting vulnerable children in the Ethiopian context.
• Demonstrated knowledge and practical experience in Sustainable Future skills development, Sustainable Future economy, or sustainable vocational training approaches.
• Prior experience conducting capacity gap assessments, organizational analyses, or institutional strengthening assignments for education or training institutions, preferably on Schools.
• Strong experience on national and regional SCHOOLS policies, strategies, and frameworks.
• Strong skills in coordination, good facilitation, organizational, and interpersonal skills
• Strong skills in coordinating teamwork
• Analytical and conceptual skills on market and livelihood assessment
• 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 and credibility in providing market and livelihood assessments for external communication and organizational purposes.
• Legally registered firms with renewed license, VAT registration and TIN number