CONSULTANCY TITLE

Submission of offers to (Insert Email Address/Tendering Portal)

Please include the RFP reference number above in all correspondence.

1. Background Information on Plan International

Plan International is an independent development and humanitarian organization that advances children’s rights and equality for girls.

We believe in the power and potential of every child. But this is often suppressed by poverty, violence, exclusion and discrimination. And it’s girls who are most affected. Working together with children, young people, our supporters and partners, we strive for a just world, tackling the root causes of the challenges facing girls and all vulnerable children.

We support children’s rights from birth until they reach adulthood. And we enable children to prepare for – and respond to – crises and adversity. We drive changes in practice and policy at local, national and global levels using our reach, experience and knowledge.

We have been building powerful partnerships for children for over 75 years, and are now active in more than 70 countries.

Read more about Plan International’s Global Strategy: 100 Million Reasons athttps://plan-international.org/strategy

About the commissioning office

Provide a brief introduction to the commissioning office, covering: (3-4 sentences)

• Their background and size in the country if appropriate; and
• Their strategy and priority areas.

2. Background/Context

The Liberia Women Empowerment Project (LWEP), implemented by Plan International Liberia and funded by the World Bank, is a transformative initiative designed to address the deep-rooted gender disparities that have been exacerbated by decades of civil conflict, health crises, and economic instability in Liberia. The project aims to improve the social and economic conditions of women and girls across 498 communities in six counties: Rural Montserrado, Bomi, Grand Cape Mount, Gbarpolu, River Cess, and Grand Gedeh. These regions have been particularly affected by systemic inequalities and limited access to basic services, especially in education and health.

LWEP’s runs from July 2022 to June 30, 2027 with an overarching goal to foster positive social norm change, enhance livelihood opportunities, and strengthen the institutional capacity of the Government of Liberia to promote gender equality. The project focuses on enhancing basic services in health and education, with a particular emphasis on addressing barriers to girls’ education such as early marriage, adolescent pregnancy, and socio-cultural norms that hinder school attendance and completion.

Through a combination of community engagement, policy advocacy, and capacity building, LWEP seeks to create an enabling environment for girls and women to thrive. The project adopts an intersectional and inclusive approach, ensuring that interventions are responsive to the diverse needs of marginalized groups. By integrating climate disaster risk reduction and anticipatory action models, LWEP also aims to build resilience within schools and communities. Ultimately, the project contributes to national efforts to achieve gender equality and sustainable development in Liberia.

3. Description & Objectives

Purpose

Clearly outline Plan International’s Primary Purpose of the project/consultancy work, listing the specific reasons for carryout out the Consultancy. For example, this might include process, or programme learning, accountability or impact.

The Education Barriers Assessment consultancy under the Liberia Women Empowerment Project (LWEP), funded by the World Bank, is designed to support Plan International Liberia’s efforts to identify and address systemic barriers to girls’ education. The primary purpose of this consultancy is to generate evidence that informs program design, enhances accountability, and measures impact. Specifically, the consultancy will contribute to the following objectives:

• Generate evidence for program learning and adaptive management.
• Support accountability to stakeholders including communities, government, and donors.
• Assess the impact of socio-cultural, economic, and systemic barriers on girls’ education.
• Inform integrated service provision and policy advocacy at national, regional, and local levels.
• Enable gender-transformative programming and social norm change.
• Support inclusive education models responsive to climate and social challenges.

Methodology/ Questions

You will need to develop and define questions that help focus what exactly the objectives of the consultancy are, including the processes or methodology of the questions. Depending on the purpose of your project/consultancy questions might begin with ‘what’, ‘why’, ‘which’ or ‘how’. You should avoid questions that can be answered with ‘yes’ or ‘no’.

The consultancy will employ a mixed-methods approach, combining qualitative and quantitative data collection and analysis. The methodology includes literature and policy reviews, stakeholder engagement, interviews, focus group discussions, and surveys. The assessment will be conducted across six counties: Rural Montserrado, Bomi, Grand Cape Mount, Gbarpolu, River Cess, and Grand Gedeh.

The key methodological steps include:

• Desk-based literature and policy review.
• Mapping of schools and target communities.
• In-depth interviews with girls, families, teachers, and key national, district and local level stakeholders.
• Focus group discussions with community members.
• Surveys to collect quantitative data on barriers and enablers.
• Triangulation and analysis of all data sources.
• Dissemination of findings to stakeholders.

The guiding questions include:

• What are the key barriers preventing girls from accessing and completing secondary education?
• How do climate-related, socio-cultural, and economic factors influence girls’ education?
• How are different sub-groups of girls e.g. married, young mothers, those from specific ethnicities experiencing barriers to education? How do different demographic barriers intersect to compound existing vulnerabilities?
• What are the enabling factors that support girls’ transition and retention in school?
• How do local social norms and behaviors impact girls’ educational outcomes?
• What national, district and local level interventions can be designed to address identified systemic and individual barriers to girls’ education?

Users

Please In this section, you should outline who are the users of the results of the consultancy will be, in terms of Plan International staff and offices, beneficiaries, donors and wider audiences, and how these stakeholders will use the evaluation or research etc.

The results of the Education Barriers Assessment under the Liberia Women Empowerment Project (LWEP) will be utilized by a range of stakeholders to inform programming, policy, and advocacy. The following outlines the primary users and how they will apply the findings:

Plan International Liberia staff and Offices

• Program and technical teams will use the findings to refine education and gender equality strategies.
• Monitoring, Evaluation, Research, and Learning (MERL) staff will integrate insights into performance tracking and learning agendas.
• Country Office leadership will use the results to inform strategic planning and donor engagement.

Beneficiaries

• Girls and adolescent young women will benefit from improved access and retention strategies informed by the assessment.
• Families and communities will be engaged through targeted interventions addressing identified barriers.
• School leadership and governance teams will receive guidance and tools to foster inclusive learning environments.

Donor- World bank

• The World Bank will use the findings to assess the effectiveness of funded interventions and inform future investment decisions.
• The results will support accountability and learning within the broader donor portfolio on gender and education.

Wider Audiences

• Government ministries (Education, Gender, Health), development partners / donor Partners, (World Bank, UNICEF), strategic partners (UNICEF) and coordinating bodies(LEG) will use the evidence to inform national policy and programming.
• Civil society organizations and advocacy groups will leverage the findings to promote gender-transformative education reforms.
• Academic and research institutions may use the data for further studies on barriers to girls’ education in Liberia.

Methods for data collection and analysis

In this section you can suggest approaches and methods to be used and type of data to be collected and analyzed. The selection of methods will depend on the consultancy objectives, questions, project indicators, budget and time available, and any limitations or potential risks to data collection. Any method proposed needs to be in Plan International’s standards – namely that it is ethical and consider the needs and wellbeing of any respondents involved.

The recommended approaches and data collection methods for the Education Barriers Assessment under the Liberia Women Empowerment Project (LWEP), aim to identify and analyze the barriers and enablers to girls’ access, retention, and completion of secondary education in six counties across Liberia.

Methodological Approach

The assessment will employ a comprehensive mixed-methods approach, integrating literature review, and both qualitative and quantitative techniques to ensure a robust and inclusive analysis. This approach will allow for contextualization and triangulation of data and provide a deeper understanding of the complex factors affecting girls’ education.

Types of Data to be collected

The following types of data will be collected and analyzed:

• Quantitative and Qualitative data from surveys administered to stakeholders including students, teachers, and community members.
• Qualitative data from in-depth interviews with program participants, educators, local leaders, and local, district and national stakeholders.
• Focus group discussions (FGDs) with girls, families, and community members to explore perceptions and experiences.
• Desk-based literature and policy reviews to identify existing data sources and contextual insights.

Tools and Techniques

The following tools and techniques will be used to collect and analyze data:

• Structured and semi-structured interviews.
• Focus group discussion guides.
• Survey questionnaires tailored to different stakeholder groups.
• Document review templates for literature and policy analysis.

Geographic Scope

Data collection will be conducted across six counties: Rural Montserrado, Bomi, Grand Cape Mount, Gbarpolu, River Cess, and Grand Gedeh. A minimum of 10 to 15 communities per county will be targeted to ensure adequate representation.

Participant selection

Outline who is expected to be included and participating, for example this may include representatives from key stakeholders, subject matter experts or technical leads. As well as community groups, children or young people, experts, government authorities, leaders etc. It is also helpful to provide information here on whether Plan International can facilitate access to these groups (Include communication plan if possible), RASCI matrix, or whether it is expected that the consultant identifies and suggest participant involvement.

The participant selection process for the Barriers to Girls Education Assessment under the Liberia Women Empowerment Project (LWEP) is guided by the Terms of Reference and aims to ensure inclusivity, representation, and relevance. Participants are selected using a purposive and representative sampling approach to capture diverse perspectives across the six implementation counties: Rural Montserrado, Bomi, Grand Cape Mount, Gbarpolu, River Cess, and Grand Gedeh.

The assessment targets a broad range of stakeholders including adolescent girls, parents and caregivers, teachers, school administrators, community leaders, education officers and national stakeholders. These groups are selected to provide comprehensive insights into the multifaceted barriers affecting girls’ access to, retention in, and completion of secondary education.

Plan International Liberia plays a central role in facilitating access to these participants by leveraging its established networks and partnerships with local communities, schools, and government institutions. The organization ensures that ethical considerations are upheld and that participants are engaged in a safe and respectful manner.

The selection process includes identifying 10 to 15 communities per county, with a target of engaging 60 to 75 individuals per stakeholder group across the six counties. This includes school-age girls, parents, teachers, school leadership, community elders, and local education officers.

The final selection of participants will be refined following a literature review and analysis of existing data sources to ensure alignment with the project’s objectives and contextual realities.

Please see below a communication plan developed to ensure effective engagement and coordination throughout the assessment process.

RASCI Matrix – Education Barriers Assessment

4. Deliverables and Timeline

Key Deliverables

List key deliverables expected from the consultant(s) during the process such as;

• An inception Report including:
• an updated timeline;
• detailed methodology, including draft sampling methodology and size;
• draft data collection tools;
• ethical considerations;
• consent forms for any primary data collection;
• (draft) methods for data analysis;
• brief justification of the methods and techniques used (including relevant underlying values and assumptions/ theories) with a justification of the selections made (e.g. of persons interviewed).

Consider the following deliverables in a Table of Deliverables:

Note: In the event that there is a change or additional deliverables during the contract period, an addendum to the contract must be agreed and signed. The change/additional deliverables must be in line with the initial scope of the project.

Timeline

List the key stages in the process from the tendering and contract award phase, to the submission of the final report and dissemination of findings including any key meetings where applicable.

Your timeline would be linked to the deliverables above and should include information on:

• Tendering/Request for Quotation
• Background Checks and Contracting
• Inception/ Interviews/Workshops etc.
• Submission of Inception Report
• Preparations for Data Collection (tool testing, translation of tools, mobilization of respondents, training of enumerators where applicable, ethical or government approval for data collection (where applicable));
• Data Collection;
• Data Entry and Cleaning;
• Data Analysis;
• Validation of findings with key stakeholders and respondents;
• Submission of Draft;
• Submission of Final Report;
• Submission of Other Deliverables;
• Management Response and Action Plan.

Consider the following in a table of Timelines

Note: At this stage the timeline is indicative and should support any external consultant in the development of their proposal and Inception Report. As part of the process, this timeline should be re-evaluated in consultation between Plan International and the consultant.

5. Budget

Due to Procurement process and regulation, it is not possible to share the actual budget, however, include as much detail as possible in the timeline and deliverables – where possible including the estimated number of days.

Note: It is better to make payments due on approval of key milestones by Plan International, as opposed to on submission of key milestones by consultants. This gives Plan International the ability to withhold payments until they are satisfied with the output.

At this point you should also outline additional details including who is responsible for:

• Travel costs
• Insurance and visa costs
• Expenses / per diems

This section should also include a detailed payment schedule which splits the total cost of the consultancy into instalments around key milestones as opposed to one lump sum.

Table of Payment Schedule

6. Expected qualifications of consultant

List here the skills and competencies, the experience and the formal qualifications you expect the Consultant(s) to have.

For example:

• Postgraduate degree in >please insert as appropriate< or >please insert as appropriate>
• Proven experience in carrying out the work.
• Proficiency in qualitative methods of data collection
• Proficiency in quantitative methods of data collection
• Proven experience with data analysis
• Proficiency in statistics
• Experiences on Plan’s cross-cutting issues such as gender, inclusion as well as awareness on child protection and child rights issues.
• Fluency in >please insert language< and/or >please insert other language or dialect<.
• (If applicable) Experience with working with local communities in relevant local languages

Formal Qualifications

• Advanced university degree (Master’s or higher) in Education, Gender Studies, Social Sciences, International Development, or a related field.
• Certification or training in qualitative and quantitative research methodologies is an asset

Relevant Experience

• Minimum of 5 years of professional experience conducting education assessments or gender-focused research in development contexts.
• Proven experience working with international NGOs, government institutions, or donor-funded projects.
• Demonstrated experience in designing and implementing mixed-methods research, including data collection, analysis, and reporting.
• Experience working in Liberia or similar contexts, particularly in rural and marginalized communities.

Skills & Competencies

• Strong analytical and writing skills, with the ability to produce high-quality reports and presentations.
• Excellent facilitation and communication skills, including the ability to engage diverse stakeholders.
• Ability to work independently and collaboratively within multi-disciplinary teams.
• Familiarity with gender equality frameworks, child rights, and inclusive education approaches.
• Proficiency in data analysis software and tools (e.g., SPSS, NVivo, Excel).

7. Contact

Include the full contact details of the relevant contact person in Plan International.

Abdulai Sheriff

Lead Service Provider Manager

Liberia Women Empowerment Project ( LWEP)

Plan International Liberia

Congo Town, Behind Zone 3 Police Station

Monrovia, Liberia

Tel: +231770009137/ +231777911180

https://plan-international.org

Email: Abdulai.Sheriff@plan-international.org

8. List of documents to be submitted with the Request for Proposal (RFP)

• Detailed response to the RFP/ToR
• Proposed methodology
• If applicable include any specific IT equipment, tools or materials that the Consultant will need to use/have to carry out the work
• Ethics and child safeguarding approaches, including any identified risks and associated mitigation strategies
• Proposed timelines
• CVs
• Example of previous research and evaluation publications
• References from previous research and evaluation commissions
• Detailed budget, including daily fee rates, expenses, etc.

All consultants/applicant are required to agree and adhere to Plan International’s Non-Staff Code of Conduct (Annex)

Depending on the nature of the consultancy you may need to include an NDA (Non-Disclosure Agreement) Clause.

9. Submission of offers

Please send your application to Plan International <please insert Procurement Email address> by <please insert

exact date> referencing “Consultation for <please insert project or programme name>” in the subject line and including support documents as outlined.

Procurement Department

Plan International Liberia

Tubman Boulevard, Fish Market

Sinkor, P.O. box 10-1021

1000 Monrovia, 10 Liberia

Email: Liberia.Procurementinfo@plan-international.org

10. Evaluation of offers

Shortlisted suppliers may be invited to discuss their proposals in more detail at Plan’s discretion.

Plan International, at its sole discretion, will select the successful supplier.

Plan international shall be free to:

• Accept the whole, or part only, of any submission
• Accept none of the proposals
• Republish this Request for Quotations

Plan International reserves the right to keep confidential the circumstances that have been considered for the selection of the offers.

Part of the evaluation process may include a presentation from the supplier.

Value for money is very important to Plan International, as every additional £ saved is money that we can use on our humanitarian and development work throughout the world.

Plan International may award multiple contracts and all contracts will be non-exclusive.

11. Contract & Payment terms

Please note that, if successful, Plan International’s standard terms of payment are 30 days after the end of the month of receipt of invoice, or after acceptance of the Goods/Services/Works, if later.

(Include Consultants Contract Terms and Conditions) – Annex

12. Plan International’s Ethical & Environmental Statement

The supplier should establish environmental standards and good practices that follow the principles of ISO 14001 Environmental Management Systems, and in particular to ensure compliance with environmental legislation

13. Clarifications

The onus is on the invited individual/companies to ensure that its offer is complete and meets Plan International’s requirements. Failure to comply may lead to the offer being rejected. Please therefore ensure that you read this document carefully and answer fully all questions asked.

If you have any queries in relation to your submission, or to any requirements of this RFP, please email: <please insert Procurement Email address>

Abdulai Sheriff

Lead Service Provider Manager

Liberia Women Empowerment Project ( LWEP)

 Plan International Liberia

Congo Town, Behind Zone 3 Police Station

Monrovia, Liberia

Tel: +231770009137/ +231777911180

https://plan-international.org

Email: Abdulai.Sheriff@plan-international.org

Thank you for your proposal

Note: The below will not be included in the ToR, however it is important to clarify and agree the selection criteria of the consultant prior to publishing the RF or Tender

Selection Criteria

Determine the selection criteria. The ToR should be clear which qualities are ‘desired’ and which are ‘essential’. These will serve as criteria to support a transparent process for selecting the most suitable consultant(s).

Consultants are selected based on a competitive process, and selection is subject to an evaluation and comparison of technical and financial proposals. You may also extend the selection criteria beyond the skills, knowledge and experience needed, for example consider specific qualifications, location and availability.

Consider the following Table as an example: