Procurement of Consultancy Services for ECHO HIP 2024 End Line Evaluation

**Background** **Information on Plan International**

Plan International is an independent development and humanitarian organisation 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 is 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 80 years and are now active in more than 75 countries.

Read more about Plan International's Global Strategy: 100 Million Reasons at https://plan-international.org/strategy.

Project Background

Plan International Nigeria and Unique Care and Support Foundation (CASFOD), through the Swedish National Office (SNO) received a 2-year funding from Directorate-General for European Civil Protection and Humanitarian Aid Operations (ECHO DG) to implement an integrated Education in Emergencies & Child Protection project in Borno State- Damboa, Mobbar and Kala Balge LGA), in North Eastern part of Nigeria, beginning 1st July, 2023. Two local partners have been involved in the implementation as well, Goalprime at the start of the project, and CASFOD from July 2025 to date. The integrated response sought to address the need risks and gaps identified by the Multi-Sectoral Needs Assessment (MSNA) for ECHO HIP 2023 with the following key education needs: lack of security, insufficient school infrastructure, teacher's capacity challenge, inadequate ratio of teacher per learner, lack of financial means, together with child protection risks such as deteriorating psychological well-being, child marriage and high levels of violence against children and a lack of protective services within schools. With an emphasis on IDPs, returnees, and host communities, Plan International Nigeria response reinforces and was aligned with DG ECHO programmatical priorities of HIP 2023.

In particular, the Action sought to meet the needs of hard-to-reach children in affected communities by looking at their profile (including age, gender, time out of school, never been to school, drop out, etc.) while mainstreaming Psycho Social Support (PSS) for students and teachers, their preparedness response for children’s safety and wellbeing and resilience for future shocks and motivation to continue to deliver quality, equitable, and inclusive education that addresses key cross-cutting issues. This Action also supported the SBMCs to promote community participation and school ownership, especially during implementation of emergency preparedness and response plans even after the project lifespan with a strong sustainability approach.

Result 1 and 2 of the suggested Action focused on the factors of dropout and non-enrolment of school aged children affected by the crisis from displaced, returned, repatriated and host communities in Borno state. The formal schools of the host and target communities of the action received support to improve inclusive quality learning and reinforce the capacities of teachers and head teachers while mainstreaming of non-formal learners. To meet the needs of large classes as described in the MSNA, Temporary Learning Spaces/ classrooms were constructed or rehabilitated depending on the needs which aimed at creating a more safe and conducive learning environment. 71% of the respondents identified the latrines and handwashing facilities to be insufficient, which were also constructed/rehabilitated as identified in assessments at the start of the project. Secondly, the action also helped to address the issues around strengthening teachers’ capacities and other education personnel including SBMCs to enable improvement of quality learning both in formal and non-formal settings.

To support the education authorities in ensuring/ conducting quality monitoring and supervision of schools, SUBEB and SAME quality assurance officers were supported technically to better support teachers under their supervision. Education authorities received substantial support to facilitate and operationalize their annual school monitoring and supervision plan. Community leadership and participation were also a component of this action. The suggested Actions were worked with community members on awareness raising on the importance of education and ensure that children access school, in all ages.

To meet the needs among households that are financially limited, learning materials were provided to encourage enrolment and attendance in school, including ma