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ToR - Landscape Study for Gender Integration in Foundational Literacy
Organization: Room to Read
Apply By: 07 Apr 2023
Term Of Reference
Landscape Study for Gender Integration in Foundational Literacy
About Room to Read:
Room to Read is a global organization transforming the lives of millions of children in low-income communities by focusing on literacy and gender equality in education. Founded in 2000 on the belief that World Change Starts with Educated Children®, our innovative model focuses on deep, systemic transformation within schools during two time periods that are most critical in a child’s schooling: early primary school for literacy acquisition and secondary school for girls’ education. We work in collaboration with local communities, partner organizations, and governments to develop literacy skills and a habit of reading among primary school children and ensure girls can complete secondary school with the skills necessary to negotiate key life decisions.
By focusing on the quality of education provided within the communities and ensuring these outcomes are measured, we have created a model that can be replicated, localized, and sustained by governments. With its global headquarters in San Francisco, Room to Read till date has benefited 32 million children across 21 low-income countries. Room to Read India was established in 2003 and presently has programs in twelve states – Andhra Pradesh, Bihar, Chhattisgarh, Delhi NCR, Jharkhand, Karnataka, Madhya Pradesh, Maharashtra, Rajasthan, Telangana, Uttarakhand, and Uttar Pradesh. By working closely with the government and other partner organizations to create equal and robust education systems that reach the most vulnerable children and improve teaching and learning environments and materials, as of 31st December 2021, Room to Read India’s interventions resulted in:
• Establishment of 15,553 libraries
• 367,844 girls benefitting
• Training of 31, 395 teachers in various programs
• Tertiary education/job opportunities for 63.8% of scholars within a year after graduation
• Publishing of 220 Room to Read India story titles, and distribution over 9.35 million books
About the Program (SERI):
Since 2015, Room to Read India is implementing the Scaling-up Early Reading Intervention (SERI), supported by the United States Agency for International Development (USAID). It is a large-scale, innovative, early grade reading program aimed at benefiting children in government primary schools in India. The project aims to demonstrate an effective model towards improving reading outcomes among primary grade children and an innovative approach for scaling NGO-led interventions through the government system.
The intervention started with a few hundred schools (I-Do/Demonstration schools) across two states of Uttarakhand and Chhattisgarh in 2015 which later scaled-up (We-Do/Scale-up) to 1000 schools in these two states in 2016, and to 1000 more schools of Uttar Pradesh and Madhya Pradesh in 2017. In 2019, SERI moved to You-Do/Expansion phase in 2019 in which the focus was on state-wide systemic strengthening initiative. As part of this approach, SERI has engaged with state governments towards supporting the states in planning and implementation of NEP and NIPUN mandates. In 2022, the intervention was further expanded to two new states of Rajasthan & Telangana, and also some activities at National level to augment Foundation literacy Numeracy (FLN) reform nationally.
About the Vendor/Agency:
The consulting individual / agency should have solid grounding in the work of gender equality, diversity, inclusive development, intersectionality, and must have deep understanding of how gender and social stereotypes/bias unfolds in situations, classroom practices, classroom environments, pedagogy, teacher attitude, practices, and school premises. The consulting individual / agency must have previous experience of studying all gender and intersectionality with other social segments of the society in school and classroom, creating tools for unraveling overt and deeper gender and social biases – be it in classroom management practices, pedagogy, examples used in the classroom outside text, literate environments of the school, reward and recognition being practiced in school, or any other practices. An applicant who has undertaken such a landscaping at foundation education level (for primary grades) will be preferred. The applicant should be well resourced to carry out the landscape study with recommendations in diverse geographies and within the required timeline and should be able to deliver quality on prescribed timeline. The consulting agency/ individual should also have demonstrable experience in quantitative and qualitative research and should ensure all the research ethics and necessities will be upkept and completed.
Background of the assignment
Gender and Foundational stages of education: a brief context
Global research shows that 90% of brain growth occurs by age five, meaning that early childhood education has a crucial impact on the development and long-term schooling of a child[1]. Research also indicates that gender identities are formed by the time children are age two and a half years (Chi 2018)[2]; gender stereotypes about girls’ and boys’ intelligence are formed as early as age six (Bian, Leslie, and Cimpian 2017)[3]; and such stereotypes can have a lasting influence on girls’ and boys’ (in all their diversity) beliefs, attitudes, behaviors, and learning outcomes (Mlama et al. 2005).[4] Home and the classroom become the two spaces where language, creativity, emotions and understanding of gendered experiences are shaped. Teachers play a critical role in molding children’s identities and shaping their thoughts on gender equality and either limiting or expanding their possibilities. According to the study recently conducted by Chhattisgarh SCERT, more than 50% of the girls perceived gender discrimination in the schools overtly practiced by school authorities while providing them leadership roles, in groupwise distribution of roles/activities, appreciation on answering questions, punishment for breaking rules, defaming them while talking to their peers, providing mid-day meals etc.[5] National studies cite gender inequalities that exist in nutrition, health, sanitation, safety due to gender discriminatory norms and practices prevailing in a child’s ecosystem. The Covid Pandemic has widened the disparities and distortions in the gender inequality on this front thereby impacting educational outcomes in the foundational stages of education. Poor, rural girls and boys and those in marginalized groups such as LGBTQI+, Scheduled Castes (SCs) and Scheduled Tribes (STs) have even more impediments and challenges.
Within the abovementioned context, a study is proposed under the SERI program with the objective to understand the status of gender and social discrimination in schools at the foundational level at level of grades 1 and 2. The study will also try to understand the content of this discrimination and how does it get practiced. Evidence generated through the study will contribute to defining outcome framework for Gender and Inclusive Development Action Plan under the project.
Scope of work
The overall work is to take stock and do a landscape of gendered practices (aware and unaware) being undertaken while teaching in the classroom, in the day today routine of the school which involves children and perceptions and attitude of teachers as well as school leaders pertaining to issues of gender in states of Uttarakhand, Uttar Pradesh, Madhya Pradesh, Chhattisgarh, Rajasthan and Telangana. The study will include:
- Finalizing an effective sampling: The applicant will finalize the sampling basis on a robust rationale and keeping in mind the blend of quantitative and qualitative aspects given the aspect of the ensuring quality.
- Developing analysis framework and tools: The applicant will develop study specific analysis framework and tools. The applicant is expected to methodically cull out and study available frameworks as a part of an in-depth desk research to arrive at a framework and tools best suited to this study. The tools should be such that they should capture gendered and social practices in a well-rounded manner, should be simple yet deep to take it to the government counterparts, and should have a well worked out process of analysis as well. The applicant will need to create tools to (i) observe classes (ii) observe schools and (iii) also document gender and other social perceptions of teachers and school leaders, and as other as may be applicable.
- Undertake the study on the field: The applicant will roll out the research plan and will train necessary teams while maintaining all the required ethos of a study of this kind. The applicant will also maintain and handover data as per agreed terms and conditions with Room to Read.
- Analysis and report writing: The applicant will be expected to write reports in various formats as suggested and agreed to with Room to Read. A list of the same is given in the deliverables section.
- Curating 2 bibliographies: The applicant will be expected to curate 2 kinds of bibliographies during the process and hand over the same to Room to Read. 1st will form the basis of the framework and tools and the 2nd one will form the basis of the analysis through relevant publications that the applicant will be expected to bring in their work of analyzing and report writing.
- Online tool for capturing gender related perceptions of school leaders and teacher: In addition to offline questionnaires, the agency will have to develop an online tool for understanding the gender and other social groups perceptions of teachers and Heads of Schools. The tool will be administered with all the teachers and heads of school of the sample size (and RtR team if applicable). The agency will be expected to collect this error-free data, analyse the same and also include it in the main report. The agency will be expected to create a Key to understand the analysis of these questionnaires and also train designated Room to Read staff in these tools and analysis.
The study should help us understand (i) what are the gender based discrimination against boys and girls (in all their diversity) taking place in schools and classroom (ii) what are the educators’ and school leaders biases impeding the girls learning experiences in schools (iii) How are these discriminations happening on the ground and (iv) if there is a difference between child’s perception and experience of discrimination against the gender unequal practices that the educators are propagating and also recommend ways to mitigate gender discrimination practiced against girls and to help them enhance their school experience and participation.
Role of RtR:
- RtR will be prompt in providing feedback and managing the permissions to get the schools and conduct visits, KIIs etc.
- The logistics of the RtR national core team members training will be taken care of by Room to Read.
- Supporting agency in finalizing the tool
- Getting permission for data collection from government department
Role of Vendor/Agency:
The agency will develop detailed plan of this study which includes study methodology, sample, analysis framework and data quality framework. The vendor will abide by all the deliverables mentioned and put in the best quality process for achieving highest standards of quality and will be open to organizational feedback and incorporate the same. The consultant should be proficient in Hindi, English and Telugu. The applicant must factor in the time of 2 rounds of feedback before detailed planning at their end. RtR will expect that the feedback will be incorporated promptly, and we will not have to repeat the same feedback. In the due process if there is any other product that seems to be of importance may be introduced and may be acted upon by the applicant after due discussion with RtR. The final report will be laid out using infographics, relevant illustrations, and other kinds of formats to make it an interesting read. All the products should be error (of all types) free.
Other compliances by the agency
- Abide by the child protection policy and Protection from Sexual Exploitation and Abuse (PSEA) policy of Room to Read and sign a contract on this regard before going to filed for data collection.
- Participate in orientation by Room to Read
- Share the status of work on based on agreed milestone with high quality
- Participate in debriefing meeting with Room to Read to discuss data collection experience, raise any areas of potential concern, and recommend any improvements to the process for future years.
- Securely store the data with full confidentiality and submit the entire data with programme department of Room to Read India Trust.
- Take the prior consent in with the stakeholders before performing the assessment in every aspect.
- Finalized Sampling criteria note, Analysis framework, tools (offline and online), field plan, detailed implementation plan: April 20,2023
- Presentation of the findings from the field: July 15, 2023
- Draft report[6] of 3 states per agreed format: August 10, 2023
- Draft report of the remaining 3 states per agreed format: August 20, 2023
- Finalized state reports along with a 7 slide ppt for each state capturing process and findings and way forward: August 30, 2023
- Draft consolidated report per agreed structure a 7 slide ppt for each state capturing process and findings and way forward: September 10, 2023.
- Final consolidated report: September 25, 2023
- Bibliographies: September 25,2023
- 2-day training of the Room to Read team on analyzing the tools: October 7,2023
Key Deliverables/Milestones/Timelines:
Selection/Evaluation Criteria:
The consulting individual/ agency should have undertaken similar exercise before and should have produced high quality advocacy pro documents, The applicant should be an expert in qualitative and quantitative research methods and on top of research ethos.:
The lead principal investigator of external agency should have:
- PhD or Master’s degree in social science or relevant/related subject with at least 15 years of experience in conducting qualitative research on programmatic interventions with regard to gender, inclusive development, and education.
- Proven experience in planning gender specific studies in educational domain
- Publishing any knowledge product or research paper on gender transformative practices in classroom would be an added advantage
- Proven excellent analytical and report writing skills (Two/three sample of work shall be required for evaluation where key investigator was in the lead)
- A good understanding of intersectional gender lens with the education domain
The following are the requirements for the research team:
- Team capacity to work across 6 SERI states on a research assignment parallelly.
- Proven capacities of field enumerators on a research assignment on gender issues
- The proposal of the agency/consultant should detail the operational plan of the assignment including the data collection process.
- Excellent spoken Hindi and English skills for the lead investigator. For 5 states (except Telangana), Hindi skills are mandatory for enumerators. For Telangana, the enumerators and field coordinator should have spoken and written skills in Telugu.
Work Samples/References (If applicable):
At least 2 samples relevant to the task must be shared.
ADDITION ON PROPOSAL SUBMISSION
In addition to furnishing the above required information you are requested to fill out the table below as a part of your application:
Main Questions |
Responses |
1.a What will be your quantitative aspects and what will be your qualitative aspects |
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1.b What will be your sampling design? |
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2.What are the physical spaces that you will study for unraveling the gender- based discrimination? |
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3. Now mention each of the spaces below and write down what will be your areas of observations within these physical spaces and what methodology will you use? (some examples are as below). You can choose any 2 physical spaces you will see and mention the theme areas and specific questions you will study |
|
Physical space- |
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Theme areas you will look at- |
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Specific aspects you will study- |
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(Please expand the table as you may need)
HOW TO APPLY
Proposals are invited from the interested agency for the above assignment and the last date for receiving the proposal is 7th April 2023 at procurement.india@roomtoread.org[do not copy anyone from RtR]
• Kindly submit two separate emails with following subject lines:
o EMAIL (1): TECHNICAL PROPOSAL - Landscape Study for Gender Integration
o EMAIL (2): FINANCIAL PROPOSAL - Landscape Study for Gender Integration
• The agency should apply with the following:
o TECHNICAL PROPOSAL
▪ A technical proposal which will outline the way this assignment will be approached.
▪ The proposal should mention the timeline for completing the deliverables. The technical
proposal should include an outline of content and your approach for all the abovementioned deliverables.
▪ Cite relevant work experience and give samples
▪ Detailed CV of all the consultants involved in this project
o FINANCIAL PROPOSAL
▪ Detailed financial proposal
▪ Copy of registration certificate, GST, PAN Card, etc.
• Read the ToR thoroughly before applying
• Pricing should include above requirements
• Only Shortlisted agency will be contacted and might be called for a face-to-face interaction with the panel.
• Any incomplete application or process deviation, the proposals will automatically be rejected
Proposal received after the prescribed deadline will not be considered.
- The TDS will be applicable on the consultancy fee.
- Selected Consultant/agency will be required to sign and abide by the Child Protection Code of Conduct of Room to Read.
For queries, please contact:
Vivek Shrawat
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