Consultancy and Training

<div style="text-align:justify">Right To Play is an international NGO that uses specially designed sport and play programs to improve health, develop life skills, and foster peace for children, youth and communities in some of the most disadvantaged areas of the world. it&#39;s vision is to create healthier and safer world for children and youth. Right To Play trains youth as leaders (including community volunteers, teachers and representatives from partner organizations) to deliver &quot;Sport for Development) programs for children. Through playing sports and games, Right To Play helps one million children weekly in more than 20 countries to build essential life skills and better futures, while driving lasting social change.</div>

Right to Play

Background&nbsp;Right To Play is a global non-profit organisation committed to improving the lives of children and youth affected by conflict, disease, and poverty. Established in 2000, Right To Play has pioneered a unique play-based approach to learning and development which focuses on quality education, life skills, health, gender equality, child protection and building peaceful communities. With programming in 16 countries, Right To Play works to transform the lives of more than 2.3 million children each year, both inside and outside of the classroom. In addition to our work with children, Right To Play advocates with parents, local communities, and governments to advance the fundamental rights of all children.Right To Play is headquartered in Toronto, Canada, with offices in the UK, North America, Europe, the Middle East, Africa, and Asia. Our programmes are facilitated by over 600 staff worldwide. As a child-centered organisation, our recruitment and selection procedures reflect our commitment to the safety and protection of children in our programmes. To learn more about who we are and what we do, please visit our website at www.righttoplay.com1 Overview of the Enhancing Quality and Inclusive Education Project (EQIE)&nbsp;The EQIE project is a five-year quality education initiative being implemented by Right To Play and partners from January 2020 to December 2024. Working with Ministries of Education, Regional, Zonal, district and other education stakeholders the project aims to use the power of play and creative pedagogies to<ul><li>Improve learning outcomes (in reading and socioemotional skills) among lower primary grade 1- 4 school children,</li><li>increase enrolment and retention of out-of-school girls and Children with Disabilities (CwDs)</li></ul>The EQIE Project has been implemented in Ada’a District of East Shewa Zone in Oromia Region targeting 15,840 Grade 1-4 students in 36 schools from 2020-2024 with the following core activities:<ul><li>Teacher professional development: training for teachers and educational staff on play-based learning (PBL) teaching practices to enhance children's literacy and socioemotional skills&nbsp;</li><li>Supplemental and after-school learning opportunities for children: examples include after-school reading clubs, community reading centres, reading competitions, equipping caregivers with skills and resources for creating stimulating home literacy environments&nbsp;</li><li>&nbsp;Additional educational inputs such as reading materials, grade-appropriate story books, teacher manuals, other teacher and learning materials are provided.</li><li>&nbsp;To create safe and inclusive learning environments for all children (including children with disabilities) in educational institutions through community and school structures including training to PTAs/SIC/SMC classroom construction/rehabilitation, 2 latrine and Reading Center construction, instalment of outdoor play materials, and play space preparation, etc</li><li>&nbsp;Working with CSOs to address community level barriers to education and learning; and to identify and enrol out-of-school girls and children with disabilities.</li></ul>Evaluation&nbsp;Objective/Scope&nbsp;and&nbsp;SpecificationsCurrently the EQIE Project is at the final project implementation period. Hence Right To Play needs to commission an independent consultant to conduct endline evaluation.The&nbsp;tender&nbsp;aims&nbsp;to&nbsp;secure&nbsp;the&nbsp;technical&nbsp;and&nbsp;professional&nbsp;services&nbsp;of&nbsp;a&nbsp;local&nbsp;evaluation&nbsp;consultant&nbsp;for the endline evaluation of the EQIE project in Ethiopia. The consultant will conduct the endline&nbsp;evaluation&nbsp;of&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;in&nbsp;Ethiopia&nbsp;including&nbsp;primary&nbsp;data&nbsp;collection&nbsp;and&nbsp;analysis&nbsp;of&nbsp;secondary&nbsp;data&nbsp;gathered&nbsp;during&nbsp;the&nbsp;period&nbsp;of&nbsp;October&nbsp;2024-December&nbsp;2024.&nbsp;The&nbsp;endline evaluation is expected to inform future&nbsp;programming by&nbsp;comparing the findings with&nbsp;a quasi- experimental&nbsp;baseline&nbsp;in&nbsp;2020&nbsp;and an impact midline&nbsp;evaluation&nbsp;was completed&nbsp;in&nbsp;2023.&nbsp;The&nbsp;evaluation will be conducted in Ada’a Woreda East Shewa Zone around Bishoftu, Oromia in 14&nbsp;treatment and 14 control schools with 2 more&nbsp;schools for piloting.&nbsp;The school distance varies&nbsp;between&nbsp;11km&nbsp;and&nbsp;25&nbsp;km&nbsp;from&nbsp;Bishoftu&nbsp;but&nbsp;going&nbsp;to&nbsp;adjacent&nbsp;schools&nbsp;is&nbsp;recommended&nbsp;to&nbsp;reduce effort&nbsp;and&nbsp;distance.ObjectiveThe main objective of the endline evaluation is to analyze the relevance, effectiveness, efficiency,&nbsp;impact&nbsp;and&nbsp;sustainability&nbsp;of&nbsp;the&nbsp;project.&nbsp;This&nbsp;is&nbsp;to&nbsp;provide&nbsp;findings&nbsp;and&nbsp;conclusions&nbsp;from&nbsp;the&nbsp;collected&nbsp;data&nbsp;to&nbsp;generate&nbsp;recommendations&nbsp;and&nbsp;lessons&nbsp;that&nbsp;contribute&nbsp;to&nbsp;future&nbsp;programming, as well as ongoing organizational learning.The&nbsp;endline&nbsp;evaluation&nbsp;will&nbsp;have&nbsp;the&nbsp;following&nbsp;specific&nbsp;objectives:<ul><li>Assess progress in reading proficiency and life skills of students in EQIE project&nbsp;schools<ul><li>Assess teachers practice in applying play-based learning and creation of positive&nbsp;learning&nbsp;environment&nbsp;(The&nbsp;consultant&nbsp;will&nbsp;collaborate&nbsp;with&nbsp;District&nbsp;Education Officials)<ul><li>Assess contribution of school infrastructure development in creation of positive&nbsp;learning&nbsp;environment&nbsp;in&nbsp;O&nbsp;Classes&nbsp;(Right&nbsp;To&nbsp;Play&nbsp;will&nbsp;provide&nbsp;the&nbsp;data&nbsp;and&nbsp;the consultant&nbsp;will do&nbsp;the&nbsp;analysis and&nbsp;reporting)</li><li>Assess the effectiveness of activities to support the enrolment and retention of&nbsp;out-of-school&nbsp;girls and&nbsp;Children&nbsp;with&nbsp;Disabilities&nbsp;(CwDs)</li></ul></li></ul></li></ul>MethodologyBy adopting a mixed methods approach, the consultant is expected to assess learning outcomes to determine the effectiveness of the EQIE project and its contribution to students’ learning in&nbsp;intervention&nbsp;schools.&nbsp;Since the&nbsp;students&nbsp;who&nbsp;were&nbsp;at&nbsp;Grade&nbsp;1&nbsp;at&nbsp;the&nbsp;start&nbsp;of&nbsp;the&nbsp;project&nbsp;have&nbsp;now&nbsp;completed&nbsp;grade&nbsp;5,&nbsp;a&nbsp;cross-sectional&nbsp;random&nbsp;sample&nbsp;of&nbsp;students&nbsp;who&nbsp;have&nbsp;just&nbsp;started Grade&nbsp;5&nbsp;and&nbsp;were&nbsp;in&nbsp;Grade&nbsp;4&nbsp;in&nbsp;intervention&nbsp;and&nbsp;treatment&nbsp;schools&nbsp;could&nbsp;be&nbsp;adopted.To&nbsp;test&nbsp;the&nbsp;impact&nbsp;of&nbsp;the&nbsp;in-service&nbsp;teacher&nbsp;professional&nbsp;development&nbsp;at&nbsp;improving&nbsp;teacher adoption&nbsp;of&nbsp;the&nbsp;PBL&nbsp;pedagogy&nbsp;and&nbsp;the&nbsp;quality&nbsp;of&nbsp;literacy&nbsp;instruction;&nbsp;and&nbsp;the&nbsp;combined&nbsp;effects&nbsp;of this&nbsp;on&nbsp;students&nbsp;learning&nbsp;outcomes,&nbsp;classroom&nbsp;observations&nbsp;and&nbsp;reading&nbsp;skills&nbsp;assessment&nbsp;will&nbsp;be conducted. The baseline and midline evaluation collected data from a comparison group (i.e., schools&nbsp;where&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;is&nbsp;not&nbsp;implementing&nbsp;any&nbsp;activities)&nbsp;with&nbsp;similar&nbsp;geographical&nbsp;and&nbsp;socio-economic characteristics as the treatment groups (i.e., schools where EQIE project is&nbsp;directly implementing activities).Endline&nbsp;data&nbsp;will&nbsp;be&nbsp;collected&nbsp;to&nbsp;assess&nbsp;the&nbsp;counterfactual&nbsp;by&nbsp;comparing&nbsp;the&nbsp;changes&nbsp;in&nbsp;learning outcomes and teacher practice over time between the treatment and the comparison groups.To&nbsp;evaluate&nbsp;stakeholders&nbsp;understanding&nbsp;of&nbsp;how&nbsp;the&nbsp;project&nbsp;was&nbsp;implemented&nbsp;to&nbsp;deliver&nbsp;the&nbsp;resulting outcomes, it is proposed that concurrent mixed methods research design is applied. Where&nbsp;this&nbsp;is&nbsp;not&nbsp;feasible&nbsp;the&nbsp;consultant&nbsp;will be&nbsp;encouraged&nbsp;to&nbsp;adopt&nbsp;sequential&nbsp;mixed&nbsp;methods&nbsp;research&nbsp;design.Sample&nbsp;size Treatment&nbsp;Schools<ol><li>Students:&nbsp;16&nbsp;schools*20=&nbsp;320&nbsp;students,</li><li>Classroom&nbsp;Observation:&nbsp;2&nbsp;teachers&nbsp;*&nbsp;16&nbsp;schools=32&nbsp;teachers,</li><li>Teacher&nbsp;Interview:&nbsp;2&nbsp;teachers&nbsp;*16&nbsp;schools=32&nbsp;teachers,</li><li>School Director Interview: 1 Director&nbsp;*16 Schools=16 Directors&nbsp;Note:&nbsp;16&nbsp;schools&nbsp;considered&nbsp;including&nbsp;2&nbsp;pilot&nbsp;schools</li></ol>Comparison&nbsp;Schools<ul><li>Students:&nbsp;14&nbsp;schools*20=280&nbsp;students</li><li>Classroom&nbsp;Observation:&nbsp;2&nbsp;teachers&nbsp;*&nbsp;14&nbsp;schools=28&nbsp;teachers</li><li>Teacher&nbsp;Interview:&nbsp;2&nbsp;teachers&nbsp;*14&nbsp;schools=28&nbsp;teachers</li><li>School&nbsp;Director&nbsp;Interview: 1 Director&nbsp;*14&nbsp;Schools=14&nbsp;Directors</li></ul>Evaluation&nbsp;QuestionsThe&nbsp;endline&nbsp;evaluation&nbsp;intends&nbsp;to&nbsp;address&nbsp;the&nbsp;following&nbsp;questions:<ol><li>What&nbsp;is&nbsp;the&nbsp;casual effect&nbsp;of&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;on&nbsp;the&nbsp;levels&nbsp;of&nbsp;literacy, andSEL&nbsp;skills</li></ol>among&nbsp;Grade&nbsp;4&nbsp;students&nbsp;in&nbsp;Ada’a&nbsp;District?<ol><li>What&nbsp;is&nbsp;the&nbsp;state&nbsp;of&nbsp;teachers’&nbsp;PBL&nbsp;practice&nbsp;in&nbsp;the&nbsp;classroom&nbsp;to&nbsp;enhance&nbsp;children's&nbsp;reading&nbsp;skills?&nbsp;Is&nbsp;there&nbsp;any&nbsp;marked&nbsp;difference&nbsp;in&nbsp;teacher&nbsp;PBL&nbsp;practice&nbsp;between treatment&nbsp;and&nbsp;comparison&nbsp;groups?</li><li>How do teachers perceive the level of support received to improve their knowledge and practice of PBL approaches to enhance children's reading skills? &nbsp;</li><li>How effective were activities to support the enrolment and retention of out-of-&nbsp;school girls and children with disabilities (disaggregated by gender) in target educational&nbsp;institutions?</li><li>What&nbsp;is&nbsp;the&nbsp;effect&nbsp;of&nbsp;infrastructure&nbsp;development&nbsp;of&nbsp;O&nbsp;Classes in&nbsp;creating&nbsp;positive&nbsp;learning&nbsp;environment?</li><li>To&nbsp;what&nbsp;extent&nbsp;are&nbsp;government&nbsp;and&nbsp;school&nbsp;stakeholders&nbsp;prepared&nbsp;to&nbsp;sustain teachers' pedagogical practices and maintain a positive learning environment under the&nbsp;EQIE Project? What factors might hinder the long-term sustainability of the project's&nbsp;activities?</li></ol>&nbsp;For More and Detailed Informaion Please Visit;<a href="https://docs.google.com/document/d/1oQ8EIsuAjnxmleQzwy91LHsSaGt9Insy/edit?usp=sharing&amp;ouid=114746103207944259252&amp;rtpof=true&amp;sd=true">https://docs.google.com/document/d/1oQ8EIsuAjnxmleQzwy91LHsSaGt9Insy/edit?usp=sharing&amp;ouid=114746103207944259252&amp;rtpof=true&amp;sd=true</a>

Request for Proposal: Endline Evaluation of EQIE Project

Background&nbsp;Right To Play is a global non-profit organisation committed to improving the lives of children and youth affected by conflict, disease, and poverty. Established in 2000, Right To Play has pioneered a unique play-based approach to learning and development which focuses on quality education, life skills, health, gender equality, child protection and building peaceful communities. With programming in 16 countries, Right To Play works to transform the lives of more than 2.3 million children each year, both inside and outside of the classroom. In addition to our work with children, Right To Play advocates with parents, local communities, and governments to advance the fundamental rights of all children.Right To Play is headquartered in Toronto, Canada, with offices in the UK, North America, Europe, the Middle East, Africa, and Asia. Our programmes are facilitated by over 600 staff worldwide. As a child-centered organisation, our recruitment and selection procedures reflect our commitment to the safety and protection of children in our programmes. To learn more about who we are and what we do, please visit our website at www.righttoplay.com1 Overview of the Enhancing Quality and Inclusive Education Project (EQIE)&nbsp;The EQIE project is a five-year quality education initiative being implemented by Right To Play and partners from January 2020 to December 2024. Working with Ministries of Education, Regional, Zonal, district and other education stakeholders the project aims to use the power of play and creative pedagogies to<ul><li>Improve learning outcomes (in reading and socioemotional skills) among lower primary grade 1- 4 school children,</li><li>increase enrolment and retention of out-of-school girls and Children with Disabilities (CwDs)</li></ul>The EQIE Project has been implemented in Ada’a District of East Shewa Zone in Oromia Region targeting 15,840 Grade 1-4 students in 36 schools from 2020-2024 with the following core activities:<ul><li>Teacher professional development: training for teachers and educational staff on play-based learning (PBL) teaching practices to enhance children's literacy and socioemotional skills&nbsp;</li><li>Supplemental and after-school learning opportunities for children: examples include after-school reading clubs, community reading centres, reading competitions, equipping caregivers with skills and resources for creating stimulating home literacy environments&nbsp;</li><li>&nbsp;Additional educational inputs such as reading materials, grade-appropriate story books, teacher manuals, other teacher and learning materials are provided.</li><li>&nbsp;To create safe and inclusive learning environments for all children (including children with disabilities) in educational institutions through community and school structures including training to PTAs/SIC/SMC classroom construction/rehabilitation, 2 latrine and Reading Center construction, instalment of outdoor play materials, and play space preparation, etc</li><li>&nbsp;Working with CSOs to address community level barriers to education and learning; and to identify and enrol out-of-school girls and children with disabilities.</li></ul>Evaluation&nbsp;Objective/Scope&nbsp;and&nbsp;SpecificationsCurrently the EQIE Project is at the final project implementation period. Hence Right To Play needs to commission an independent consultant to conduct endline evaluation.The&nbsp;tender&nbsp;aims&nbsp;to&nbsp;secure&nbsp;the&nbsp;technical&nbsp;and&nbsp;professional&nbsp;services&nbsp;of&nbsp;a&nbsp;local&nbsp;evaluation&nbsp;consultant&nbsp;for the endline evaluation of the EQIE project in Ethiopia. The consultant will conduct the endline&nbsp;evaluation&nbsp;of&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;in&nbsp;Ethiopia&nbsp;including&nbsp;primary&nbsp;data&nbsp;collection&nbsp;and&nbsp;analysis&nbsp;of&nbsp;secondary&nbsp;data&nbsp;gathered&nbsp;during&nbsp;the&nbsp;period&nbsp;of&nbsp;October&nbsp;2024-December&nbsp;2024.&nbsp;The&nbsp;endline evaluation is expected to inform future&nbsp;programming by&nbsp;comparing the findings with&nbsp;a quasi- experimental&nbsp;baseline&nbsp;in&nbsp;2020&nbsp;and an impact midline&nbsp;evaluation&nbsp;was completed&nbsp;in&nbsp;2023.&nbsp;The&nbsp;evaluation will be conducted in Ada’a Woreda East Shewa Zone around Bishoftu, Oromia in 14&nbsp;treatment and 14 control schools with 2 more&nbsp;schools for piloting.&nbsp;The school distance varies&nbsp;between&nbsp;11km&nbsp;and&nbsp;25&nbsp;km&nbsp;from&nbsp;Bishoftu&nbsp;but&nbsp;going&nbsp;to&nbsp;adjacent&nbsp;schools&nbsp;is&nbsp;recommended&nbsp;to&nbsp;reduce effort&nbsp;and&nbsp;distance.ObjectiveThe main objective of the endline evaluation is to analyze the relevance, effectiveness, efficiency,&nbsp;impact&nbsp;and&nbsp;sustainability&nbsp;of&nbsp;the&nbsp;project.&nbsp;This&nbsp;is&nbsp;to&nbsp;provide&nbsp;findings&nbsp;and&nbsp;conclusions&nbsp;from&nbsp;the&nbsp;collected&nbsp;data&nbsp;to&nbsp;generate&nbsp;recommendations&nbsp;and&nbsp;lessons&nbsp;that&nbsp;contribute&nbsp;to&nbsp;future&nbsp;programming, as well as ongoing organizational learning.The&nbsp;endline&nbsp;evaluation&nbsp;will&nbsp;have&nbsp;the&nbsp;following&nbsp;specific&nbsp;objectives:<ul><li>Assess progress in reading proficiency and life skills of students in EQIE project&nbsp;schools<ul><li>Assess teachers practice in applying play-based learning and creation of positive&nbsp;learning&nbsp;environment&nbsp;(The&nbsp;consultant&nbsp;will&nbsp;collaborate&nbsp;with&nbsp;District&nbsp;Education Officials)<ul><li>Assess contribution of school infrastructure development in creation of positive&nbsp;learning&nbsp;environment&nbsp;in&nbsp;O&nbsp;Classes&nbsp;(Right&nbsp;To&nbsp;Play&nbsp;will&nbsp;provide&nbsp;the&nbsp;data&nbsp;and&nbsp;the consultant&nbsp;will do&nbsp;the&nbsp;analysis and&nbsp;reporting)</li><li>Assess the effectiveness of activities to support the enrolment and retention of&nbsp;out-of-school&nbsp;girls and&nbsp;Children&nbsp;with&nbsp;Disabilities&nbsp;(CwDs)</li></ul></li></ul></li></ul>MethodologyBy adopting a mixed methods approach, the consultant is expected to assess learning outcomes to determine the effectiveness of the EQIE project and its contribution to students’ learning in&nbsp;intervention&nbsp;schools.&nbsp;Since the&nbsp;students&nbsp;who&nbsp;were&nbsp;at&nbsp;Grade&nbsp;1&nbsp;at&nbsp;the&nbsp;start&nbsp;of&nbsp;the&nbsp;project&nbsp;have&nbsp;now&nbsp;completed&nbsp;grade&nbsp;5,&nbsp;a&nbsp;cross-sectional&nbsp;random&nbsp;sample&nbsp;of&nbsp;students&nbsp;who&nbsp;have&nbsp;just&nbsp;started Grade&nbsp;5&nbsp;and&nbsp;were&nbsp;in&nbsp;Grade&nbsp;4&nbsp;in&nbsp;intervention&nbsp;and&nbsp;treatment&nbsp;schools&nbsp;could&nbsp;be&nbsp;adopted.To&nbsp;test&nbsp;the&nbsp;impact&nbsp;of&nbsp;the&nbsp;in-service&nbsp;teacher&nbsp;professional&nbsp;development&nbsp;at&nbsp;improving&nbsp;teacher adoption&nbsp;of&nbsp;the&nbsp;PBL&nbsp;pedagogy&nbsp;and&nbsp;the&nbsp;quality&nbsp;of&nbsp;literacy&nbsp;instruction;&nbsp;and&nbsp;the&nbsp;combined&nbsp;effects&nbsp;of this&nbsp;on&nbsp;students&nbsp;learning&nbsp;outcomes,&nbsp;classroom&nbsp;observations&nbsp;and&nbsp;reading&nbsp;skills&nbsp;assessment&nbsp;will&nbsp;be conducted. The baseline and midline evaluation collected data from a comparison group (i.e., schools&nbsp;where&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;is&nbsp;not&nbsp;implementing&nbsp;any&nbsp;activities)&nbsp;with&nbsp;similar&nbsp;geographical&nbsp;and&nbsp;socio-economic characteristics as the treatment groups (i.e., schools where EQIE project is&nbsp;directly implementing activities).Endline&nbsp;data&nbsp;will&nbsp;be&nbsp;collected&nbsp;to&nbsp;assess&nbsp;the&nbsp;counterfactual&nbsp;by&nbsp;comparing&nbsp;the&nbsp;changes&nbsp;in&nbsp;learning outcomes and teacher practice over time between the treatment and the comparison groups.To&nbsp;evaluate&nbsp;stakeholders&nbsp;understanding&nbsp;of&nbsp;how&nbsp;the&nbsp;project&nbsp;was&nbsp;implemented&nbsp;to&nbsp;deliver&nbsp;the&nbsp;resulting outcomes, it is proposed that concurrent mixed methods research design is applied. Where&nbsp;this&nbsp;is&nbsp;not&nbsp;feasible&nbsp;the&nbsp;consultant&nbsp;will be&nbsp;encouraged&nbsp;to&nbsp;adopt&nbsp;sequential&nbsp;mixed&nbsp;methods&nbsp;research&nbsp;design.Sample&nbsp;size Treatment&nbsp;Schools<ol><li>Students:&nbsp;16&nbsp;schools*20=&nbsp;320&nbsp;students,</li><li>Classroom&nbsp;Observation:&nbsp;2&nbsp;teachers&nbsp;*&nbsp;16&nbsp;schools=32&nbsp;teachers,</li><li>Teacher&nbsp;Interview:&nbsp;2&nbsp;teachers&nbsp;*16&nbsp;schools=32&nbsp;teachers,</li><li>School Director Interview: 1 Director&nbsp;*16 Schools=16 Directors&nbsp;Note:&nbsp;16&nbsp;schools&nbsp;considered&nbsp;including&nbsp;2&nbsp;pilot&nbsp;schools</li></ol>Comparison&nbsp;Schools<ul><li>Students:&nbsp;14&nbsp;schools*20=280&nbsp;students</li><li>Classroom&nbsp;Observation:&nbsp;2&nbsp;teachers&nbsp;*&nbsp;14&nbsp;schools=28&nbsp;teachers</li><li>Teacher&nbsp;Interview:&nbsp;2&nbsp;teachers&nbsp;*14&nbsp;schools=28&nbsp;teachers</li><li>School&nbsp;Director&nbsp;Interview: 1 Director&nbsp;*14&nbsp;Schools=14&nbsp;Directors</li></ul>Evaluation&nbsp;QuestionsThe&nbsp;endline&nbsp;evaluation&nbsp;intends&nbsp;to&nbsp;address&nbsp;the&nbsp;following&nbsp;questions:<ol><li>What&nbsp;is&nbsp;the&nbsp;casual effect&nbsp;of&nbsp;the&nbsp;EQIE&nbsp;project&nbsp;on&nbsp;the&nbsp;levels&nbsp;of&nbsp;literacy, andSEL&nbsp;skills</li></ol>among&nbsp;Grade&nbsp;4&nbsp;students&nbsp;in&nbsp;Ada’a&nbsp;District?<ol><li>What&nbsp;is&nbsp;the&nbsp;state&nbsp;of&nbsp;teachers’&nbsp;PBL&nbsp;practice&nbsp;in&nbsp;the&nbsp;classroom&nbsp;to&nbsp;enhance&nbsp;children's&nbsp;reading&nbsp;skills?&nbsp;Is&nbsp;there&nbsp;any&nbsp;marked&nbsp;difference&nbsp;in&nbsp;teacher&nbsp;PBL&nbsp;practice&nbsp;between treatment&nbsp;and&nbsp;comparison&nbsp;groups?</li><li>How do teachers perceive the level of support received to improve their knowledge and practice of PBL approaches to enhance children's reading skills?&nbsp;</li><li>How effective were activities to support the enrolment and retention of out-of-&nbsp;school girls and children with disabilities (disaggregated by gender) in target educational&nbsp;institutions?</li><li>What&nbsp;is&nbsp;the&nbsp;effect&nbsp;of&nbsp;infrastructure&nbsp;development&nbsp;of&nbsp;O&nbsp;Classes in&nbsp;creating&nbsp;positive&nbsp;learning&nbsp;environment?</li><li>To&nbsp;what&nbsp;extent&nbsp;are&nbsp;government&nbsp;and&nbsp;school&nbsp;stakeholders&nbsp;prepared&nbsp;to&nbsp;sustain teachers' pedagogical practices and maintain a positive learning environment under the&nbsp;EQIE Project? What factors might hinder the long-term sustainability of the project's&nbsp;activities?</li></ol>&nbsp;For More and Detailed Informaion Please Visit;<a href="https://docs.google.com/document/d/1oQ8EIsuAjnxmleQzwy91LHsSaGt9Insy/edit?usp=sharing&amp;ouid=114746103207944259252&amp;rtpof=true&amp;sd=true">https://docs.google.com/document/d/1oQ8EIsuAjnxmleQzwy91LHsSaGt9Insy/edit?usp=sharing&amp;ouid=114746103207944259252&amp;rtpof=true&amp;sd=true</a>

Ethiojobs

Looking for jobs in Ethiopia? Explore Right to Play for the Request for Proposal: Endline Evaluation of EQIE Project role. Ethiojobs is the best place to find job opportunities.

Request for Proposal: Endline Evaluation of EQIE Project Jobs and Vacancies in Ethiopia | Ethiojobs.

Request for Proposal: Endline Evaluation of EQIE Project Jobs and Vacancies in Ethiopia | Ethiojobs.