Terms of Reference

Evaluation of the UNICEF Supported Adult Literacy Programme in Guinea Bissau


Objective :

To undertake an evaluation of the current support of the UNICEF Guinea CO to the adult literacy programme in order to inform new strategic direction and to propose possible sustainability recommendations


8 weeks (1 week home-based – 3 weeks in Guinea Bissau – 4 weeks home-based)


From July to October, 2015


Equivalent to P 4

  1. Background

UNICEF Guinea Bissau during the last country programme (2008-2015) has been actively engaged in supporting adult female literacy in the country.

Adult literacy rates (population aged 15-24), particularly for women, were very concerning in 2006 (28.6%)and 2010 (39.8%), showing a slow but promising increase in 2014 (50.5 for females and 70.4 for males).

As contributing factor for increased holistic child development and survival (according to the women in development gender framework), UNICEF Guinea Bissau country office has been supporting adult literacy classes during the past country programme.

Evidence from previous studies namely ‘Relatorio de Avaliacao dos Centros de Alfabetização – Estratégia Alfa TV undertaken in July, 2012 show the great value of this support and the work that the Ministry of Education (MoE), through its Literacy department, has been developing during the years.

After independence, few efforts to increase literacy rates in the country were undertaken. Later on, around 2002/2003 discussions around the introduction of new approach to adult literacy and aimed at improving literacy training methods, started. As a result, in 2004 three officers from Guinea Bissau travelled to Cuba to receive training on methodology, literacy and long distance education for adult and youth. In 2006 a new approach to adult literacy started through the implementation of Alpha TV, a partnership among the Guinea Bissau MoE, the Cuban Cooperation and the Brazilian Cooperation. This approach Alfa TV ‘Sim eu posso’ was previously implemented in several Latin American countries with the main purpose to eradicate illiteracy. For Guinea Bissau it had the target that by the end of 2015 the country would be the first African country in the region to be free of adult illiteracy.

In light of increasing educational needs in the country, non-consistent increase in budget dedicated to the education sector by donors and the new strategic view of the country programme 2016-2020, UNICEF has planned, for 2015, to undertake an evaluation of its contribution to the adult literacy efforts in the country, in order to measure its effectiveness and sustainability, among others.

  1. Objectives

The overall objective of this evaluation is to assess whether the UNICEF GB adult literacy support effectively responds to the need of young adults in the country (particularly women) and has achieved the expected results. The evaluation results will inform UNICEF and its partners, including MoE and UNESCO, on the best approach to adult literacy in the country and will inform new possible interventions for the next UNICEF country programme (2016-2020), particularly regarding the out of school children component.

This evaluation has also a second main objective, to present a possible sustainability plan for the UNICEF supported adult literacy centers.

The evaluation will fulfill the following specific objectives:

  1. Determine the relevance of the UNICEF supported literacy programme vis a vis the needs of the intended beneficiaries;

  2. Determine the extent to which the expected results were achieved;

  3. Determine the extent to which the programme reached the hard to reach girls and women in the country;

  4. Identify the key bottlenecks in planning, implementation and monitoring (including quality of teaching) of the UNICEF supported literacy centers;

  5. Identify the added value of the literacy centers within the concept of Child Friendly Schools +;

  6. Analyze the extent to which the UNICEF supported literacy centers are sustainable and identify possible activities to ensure their sustainability;

  7. Identify lessons learnt from the UNICEF supported literacy centers project and make recommendations for future interventions, both for UNICEF and for partners;

  1. Methodology and scope

The evaluation will be conducted collecting and analyzing a variety of qualitative and quantitative information, both from primary and secondary sources and utilizing a variety of tools, including structured and semi-structured interviews, focus group discussions, analysis of documentation and data.

The evaluation will have, in particular to identify strengths, weaknesses, achievements, gaps and shortfalls of the UNICEF supported literacy project.

Around ten (10) literacy centers will be randomly selected (total number could be adjusted) in order to undertake specific site visits and conduct interviews with beneficiaries (individuals and communities).

The consultant will work in close collaboration with a national team of data collectors. The consultant will provide training, guidance and supervision to the local data collectors.

Main evaluation questions (to be changed if necessary):

  1. Has the project achieved its set objectives as stated in the 2008-2012 CPD, 2010 mid term review, and annual work-plan targets? (desk review of available documentation) (effectiveness);

  2. Does the overall objective of the project contribute to the priority areas of UNICEF GBCO? (effectiveness);

  3. To what extent has the project been effective in improving adult women literacy? (effectiveness);

  4. Are the learners actually literate after attending a full cycle of adult literacy classes? (effectiveness)

  5. How were the literacy facilitators trained and selected? (effectiveness);

  6. How appropriate has the process of teaching and learning been? (relevance)

  7. Have the women applied the new literacy and numeracy skills to improve their lives? (relevance)

  8. What are the topics in the learning material that the learners found most useful? (relevance);

  9. To what extent this adult literacy model could be expanded to other provinces/villages? (sustainability);

  10. What are the main challenges encountered in terms of planning, implementation, budgeting and monitoring of the project? (efficiency);

  11. What was the total cost per center and per beneficiary of the project? (efficiency);

  1. Tasks, expected deliverables and timeframe

Under the supervision of the Chief of Education and in collaboration with the Education officer, the data collectors and the MoE Adult Literacy officer, the consultant will:




1 Undertake a desk review of the available documentation, including project documents, reports, field visits reports, CPD documents, AWP documents and all other related documentation (copies to be provided by UNICEF electronically to the selected consultant)

2 Prepare an inception report, which includes the desk review, the methodology and the tools to be used (home based)

Inception report

1st week of the consultancy

3 Undertake field visits, conduct interviews and any other activity utilizing the developed tools (in Guinea Bissau)

Meetings and field visits undertaken, according to the inception report.

2nd to 4th week of consultancy

4 Prepare a power point presentation with the main findings of the evaluation, including a possible outline for the sustainability recommendations

Main findings presented to MoE and UNICEF

4th week of the consultancy

5 Finalise the report and the sustainability plan.

Submit the final evaluation report that should follow the UNEG evaluations standards. The report should follow the following structure:

  • Executive Summary

  • Methodology

  • Findings

  • Conclusions

  • Recommendations

  • Lessons learnt

  • Sustainability recommendations

5th to 8th week of the consultancy but no later of the 8th week.

Timeframe table:










Desk review


Inception report


Field visits


Presentation main findings


Final report and sustainability plan

  1. Budget and Compensation

Payment schedule:

10% after approval of inception report;

50% after field work in Guinea Bissau and presentation of first findings;

40% after approval of the final evaluation report.

  1. Qualifications and expertise

Qualifications and skills

  • Advanced university degree in Education, Social Sciences or related technical field;

  • Minimum of eight years in conducting evaluations in areas related to education and social fields;

  • Ability to produce quality evaluation reports;

  • Ability to interact with a variety of actors and analyse difficult situations;

  • Working knowledge of Portuguese or Spanish. Fluency in English, both written and oral;

  • Ability to collect data at field level and to travel in the country;

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