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Working in partnership with lesbian, gay, bisexual, transgender, intersex, queer  (LGBTIQ+) youth networks in 4 Asian countries,  UNESCO Regional Office in Bangkok (UNESCO Bangkok) is supporting the design and implementation of innovative approaches to enhancing inclusion in education, while simultaneously advancing solutions to combating discrimination and violence in learning spaces  based on sexual orientation and gender identity or expression (SOGIE). The 5-year project, which is being implemented over the period 2021-2026 and is valued at USD 360,000, aims to achieve results in 2 outcome areas:

1. Outcome 1: Youth members of LGBTIQ+ networks have strengthened technical and advocacy skills to promote the creation of LGBTIQ+ inclusive learning spaces (approx. 60% project budget); and
2. Outcome 3 Learning spaces become more LGBTIQ+ inclusive, through implementation of tools and approaches by LGBTIQ+ youth leaders working in partnership with the education sector (approx. 40% project budget).

To deliver on these project outcomes, UNESCO Bangkok is collaborating with at least 1 youth network in each of the 4 project countries: Thailand, Singapore, the Philippines and Japan, to reach the following targets:

•  at least fifty youth per country context, as direct beneficiaries of skill-building activities;
•  at least 1 education institution (eg university), engaging at least 800 student peers, and 100 university faculty/management staff through advocacy and outreach approaches.

Key activities being implemented by country-level youth networks with UNESCO Bangkok’s technical and financial support include:

(i) co-creating with students, an advocacy approach and activities for LGBTIQ+ learner inclusion that responds to evidence of LGBTIQ+ learners’ needs and priorities in their respective education setting(s);

(ii) carrying out a rapid mapping of the skills and other capacity-needs to be strengthened among LGBTIQ+ and ally students for them to implement their advocacy approach and activities;

(iii) design and delivery of relevant skills/capacity-building workshop(s) for advocacy on LGBTIQ+ learner inclusion, that respond to the needs identified in the rapid mapping;

(iv) providing relevant technical and/or financial support (e.g. through small grants) for students to implement their advocacy approaches, activities and products and supporting the reach of their advocacy through diverse (digital and non-digital) channels as appropriate; and,

(v) tracking and documenting the progress of implementation by students of their advocacy approaches, activities and products through routine monitoring reports, stories or other means, capturing project reach and results in digital and non-digital formats

UNESCO is seeking an evaluation consultancy contractor to conduct a mid-term project evaluation for the implementation period from October 2021 to October 2024. The overall purpose of the mid-term evaluation is to inform and improve the ongoing project by assessing its completed and ongoing activities. Considering the Results Framework (see Annex A) of this project, this mid-term evaluation will be done through 

1. assessing implementation of the project to-date; 
   assessing project outputs and immediate outcomes achieved to-date; and 
2. identifying lessons and recommendations to inform implementation over the remaining project period – including corrective measures where needed.  

In addition to overall guidance by UNESCO Bangkok, throughout the processing of carrying out the mid-term evaluation the contractor will receive additional technical inputs, review and feedback on draft consultancy outputs from a Project Reference Group that comprises ten regional/country organizations serving constituencies of diverse stakeholders working on LGBTIQ+ youth inclusion. The Project Reference Group has been convened by UNESCO Bangkok to provide overall guidance to and quality assurance of project implementation, communication, monitoring and reporting, and offer expert inputs and technical review of all the project’s activities and outputs.

The key stakeholders (users) of this evaluation are:

• Internal to UNESCO: Education for Health and Well-being Team, Transformative Education Unit, Section for Education, UNESCO Bangkok and additional UNESCO field offices/HQs
• External: Donor to this project 
• Secondary external stakeholders: Civil society organizations, young people, and individuals who are involved in the project.

Under the overall authority of the Regional Director, UNESCO Regional Office in Bangkok (UNESCO Bangkok), the overall guidance of the Chief of the Section for Education, and the direct supervision of the Regional Advisor on Education for Health and Well-being, the contractor is expected to undertake a comprehensive mid-term evaluation of the project on enhancing LGBTIQ+ inclusive learning spaces in Asia.

Specifically, the contractor shall carry out the following tasks:

1. Draft, in close consultation with UNESCO and the Project Reference Group, an evaluation inception report, which contains updated methods for data collection and analysis and a timeline with deliverables for the evaluation. This includes: 

• participating in an inception meeting with UNESCO and the Project Reference Group to review and confirm the consultancy’s scope, objectives, and expectations; 
• conducting a comprehensive desk review of project documents, including the project proposal, Result Framework (RF), work plans, progress reports, and other relevant literature; 
• mapping key stakeholders, including the UNESCO project team, implementing partners, beneficiaries (learners, teachers, supporting staff, and communities), and relevant parties; and, 
• preparing the narrative inception report that documents the overall methodology for the mid-term evaluation, proposes the key areas of investigation and associated data types, data collection approaches and tools. 

2. Make any revisions, on the basis of feedback provided, to the overall methodology and data collection tools (eg as questionnaires, interview guides, and focus group discussion (FGD) guide, as appropriate) 
    
3. Plan and carry out data collection and analysis according to the agreed methodology of the mid-term project evaluation. This potentially includes: 

• communicating with the interviewees and key informants to schedule the data collection period;  
• collecting primary data- where relevant - through online key informant interviews, focus group discussions, and surveys, ensuring the inclusion of diverse and marginalized voices, particularly from LGBTIQ+ youth; and
• compiling, cleaning, and analyzing the collected data using appropriate qualitative and quantitative methods to identify strengths, weaknesses, trends, and areas for improvement.

4. Develop and submit to UNESCO Bangkok a full, final mid-term evaluation report and summary presentation of the key findings from the report. This includes:

• preparing a draft mid-term evaluation narrative report against the project Result Framework (RF), including an executive summary, methodology, findings with case studies of youth-led projects highlighted, conclusions, and recommendations;
• developing a presentation (e.g. Microsoft PowerPoint or Canva) summarizing the key findings, conclusions, and recommendations from the mid-term evaluation; and
• submitting to UNESCO Bangkok the final mid-term evaluation report (maximum 25, A4 pages, plus annexes) incorporating feedback from stakeholder validation discussions at the learning exchange meeting, with specific recommendations to UNESCO on actions needed for enhancing implementation of the second-half of the 5-year project, along with the presentation and other relevant documents. 

5. Deliver the summary presentation and co-facilitate with UNESCO, discussions at an in-person learning exchange meeting to react to, and validate the evaluation findings and recommendations. The learning exchange meeting will be organized by UNESCO in the first week of December 2024 (tentatively) in Bangkok, Thailand. The contractor will co-create with UNESCO the meeting’s discussion methodology and gather participants’ feedback to incorporate into the final mid-term evaluation narrative report.

UNESCO Bangkok will provide technical inputs to the development of all aspects of the mid-term evaluation process and will be responsible for the learning exchange meeting’s logistical preparations (i.e. arrangements and costs associated with venue, meals, accommodation, travel, per diem, document translation, simultaneous interpretation etc. as appropriate). Any travel costs by the contractor to participate in this learning exchange will be covered separately by UNESCO Bangkok. 

Anticipated number of days level of effort

Tasks and number of anticipated days (55 days in total)

• Draft an evaluation inception report and make relevant revisions as to the overall methodology and tools based on feedback provided. (8 days)
• Perform data collection and analysis, and prepare a narrative executive summary of the evaluation findings and summary presentation (22 days)
• Prepare a narrative summary of the mid-term evaluation findings, deliver the summary presentation and co-facilitate discussions at an in-person learning exchange to validate the evaluation findings and recommendations (15 days)
• Finalize the mid-term evaluation full narrative report and revised summary presentation (10 days)

The contractor will be required to work during the period from September 2024 to February 2025 (tentatively).

The deliverables for this consultancy shall be the following (submission dates provisional):

Deliverable 1 

Updated evaluation inception report with methodology; revised desk review findings; first draft data collection tools

Timeline: 30 September 2024
Proportional payment: 20%

Deliverable 2

Draft narrative executive summary of the mid-term evaluation findings; draft presentation summarizing the key findings from the report; and draft facilitation guide/approach for validation discussions at an in-person learning exchange meeting 

Timeline: 25 November 2024
Proportional payment: 40%

Deliverable 3

Draft mid-term evaluation narrative report incorporating feedback from validation discussions, with specific recommendations to UNESCO on actions needed

Timeline: 10 January 2025
Proportional payment: 30%

Deliverable 4

Final consultancy close-out report; including the revised final mid-term evaluation narrative report; revised presentation; and summary of consultancy’s contribution to the learning exchange

Timeline: 10 February 2025
Proportional payment: 10%

The contractor may be required to travel to carry out the tasks specified in the work assignment. A detailed travel cost should be presented and indicated as to be allocated within the contract fee (as part of a lump sum) to cover the daily subsistence allowance (DSA) and the cost of tickets for any authorized travel. No additional travel expenses beyond the agreed lump sum will be reimbursed. The DSA is only applicable to individuals undertaking assignments outside their usual place of residence or work. The contractor is responsible for arranging their own travel.

The contractor will be directly supervised by, and report to the Regional Advisor on Education for Health and Well-being, UNESCO Bangkok. In addition to the submission of contract deliverables, the contractor will routinely engage with the Regional Advisor and members of the Education for Health and Well-being team through emails and virtual meetings. Upon commencing the consultancy, the contractor will participate in an initial online meeting with UNESCO Bangkok to reconfirm the parameters of the consultancy and to update, as needed, the consultancy approach to work and timeline, to define required sub-tasks and interim outputs to be carried out as contractor and the supportive inputs required from UNESCO and collaborating partners on the respective activities.

Firm/institution Qualifications:

Qualifications:

• The Firm/Institution must be a legally constituted entity with at least three (3) years of professional expertise in designing and conducting/leading evaluations of development projects
• Must have demonstrated subject matter expertise in one or more of the following: monitoring and evaluation, educational assessment and evaluation, formal education, gender equality, inclusion in education, human rights advocacy, social justice, social science or other relevant fields. 

Experience: 

• Demonstrated previous experience working with the UN and/or other multilateral, bilateral or civil society development partners. 
• A minimum of three (3) years of experience working in development project evaluations with a proven track record in successfully managing evaluations in education, gender equality, or social justice. Submission of a minimum two (2) references/supporting examples of relevant projects previously implemented.
• Demonstratedprevious experience in working with especially socially vulnerable young people, including young LGBTIQ+ community.
• Experience collaborating with UN agencies, multilateral, bilateral, or civil society development partners is highly desirable.

Skills:

• Strong project management skills, including managing timelines, coordinating with multiple stakeholders, and ensuring the timely delivery of high-quality outputs.
• Proficiency in designing and delivering participatory workshops, both in-person and remotely.
• Competence in using digital platforms and tools for remote communication, data collection, and collaboration.
• Familiarity with common data analysis software (e.g., Microsoft Excel, Google Surveys) and relevant statistical tools

Language Requirements:

• The Firm/Institution must have a high level of proficiency in English, both written and spoken, to ensure clear communication and the production of high-quality reports and materials.
• Proficiency in a language/s spoken in the Asia-Pacific region is desirable.

Lead Consultant

Education

• An advanced university degree (Master's or equivalent) in fields such as: monitoring and evaluation, educational assessment and evaluation, formal education, gender equality, inclusion in education, human rights advocacy, social justice, social science or other relevant fields.

Experience

• A minimum of five (5) years of post-certification practical involvement and professional field experience in any of the pertinent technical domains mentioned above. 
• A minimum of three (3) years of professional expertise in designing and conducting/leading evaluations of development projects
• Experience in applying quality and quantitative evaluation methods in social sciences research. Submission of at least two reference/supporting example of relevant projects previously managed.

Skills/Competencies

• Excellent analytical, oral and written communication skills, including the production of written content for both specialist and generalist audiences
• Experience in participatory workshop design, facilitation and evaluation (in-person and remote modalities) 
• Familiarity with common data analysis software (i.e. Microsoft Excel and relevant statistical tools) and data collection applications (i.e. Google Surveys).  
• Strong understanding of UNESCO’s mandate in education and its strategy on education for health and wellbeing (Desirable).
• Experience working in the Asia-Pacific context and demonstrated understanding of the experiences of project evaluation and monitoring, LGBTIQ+ inclusion and advocacy, and educational assessment (Desirable).
• Prior experience of working with young people and supporting their meaningful engagement leadership (Desirable).
• Previous experience working with the UN and/or other multilateral, bilateral and civil society development partners (Desirable).
• Previous exposure to diverse linguistic and cultural contexts across multiple countries concurrently, involving coordination with partners in this operational setting (Desirable).

Language: 

• Fluency in spoken and written English.

Junior Consultant:

Education 

• Minimum one year training or experience in a field related to education, social justice, social sciences, gender equality

Experience:

• Demonstrated experience in working with youth-led groups or networks, particularly with/for LGBTIQ+ young people, supported by at least one (1) reference or example of relevant project implementation support.

Skills/Competencies: 

• Familiarity with common data analysis software (i.e. Microsoft Excel and relevant statistical tools) and data collection applications (i.e. Google Surveys) (Desirable)

Language: 

• Fluency in spoken and written English.
  

The consultancy is open to suitably qualified organizations/institutions/companies.

Suitably qualified organizations that satisfy the eligibility criteria are invited to submit an Expression of Interest in these TORS, composed of both Technical and Financial Proposals.

The entire Expression of Interest should be in English and should not exceed 10, A4 pages, including reference to relevant examples/reports of successfully carrying out similar or comparable assignments.

1. Technical Proposal

The technical proposal must include the following information

• A cover letter identifying relevant contact information (organizational name, telephone and email address) and why you are interested in the consultancy and the project area.
• Short approach to work identifying the specific components of these TORs and how the intended objectives/outputs/delivery shall be addressed, and including specific references to relevant examples of successfully undertaking equivalent or comparable assignments.
• Timeline for delivering the key activities and expected deliverables.
• Rationale as to why your organization is best suited to carry out this work with UNESCO’s support, together with relevant examples that demonstrate your experience carrying out similar initiatives (see Item VI. of these TORs on Qualifications and Experience Requirements).
• Detailed CVs of all the qualified key personnel that lead/contribute to this assignment. (see Item VI. of these TORs on Qualification and Experience Requirements).
• Profile of the Firm/Institution.

2. Financial proposal, quoted in US dollars, that is aligned with the tasks of the work assignment. The financial proposal should indicate the costed level of effort of the various components of the assignment, with rate per unit (cost per person/day), each relatively to the other.

UNESCO places great emphasis on ensuring that the objectives of the work assignment, as described in the Terms of Reference, are met. Accordingly, in evaluating the proposals for the assignment, attention will focus first and foremost on the technical elements. From those proposals deemed suitable in terms of the criteria in the Terms of Reference, UNESCO shall select the proposal that offers the Organization the best value for money.  

Summary of outcomes, outputs and activities 

Outcome N°1 LGBTIQ+ young people in the target institutions at regional and national levels in Asia are empowered to engage education communities for creating LGBTIQ+ inclusive learning spaces, through their strengthened technical and advocacy skills 

Output N°1:   evidence-based advocacy and community mobilization tools adapted/created and finalized

• Activity 1: Develop methodology and results framework the 5-year project
•  Activity 2: Resource development/ adaptation of advocacy and community mobilization resources by and with youth activists, including creative content development and product design workshops facilitated by externally recruited experts and partners, including staff from Dior. Language translation as needed.
• Activity 3: Tools/resources ‘finalized’ in terms of content and design and made available in multiple languages and freely accessible online for further contextual adaptations.

Output N°2: training approach developed, training activities and workshops designed and held with at least 50 youth for skills-building in using the tools created in each country implementation setting

•  Activity 1: Ongoing skills-building of youth members of LGBTIQ+ networks as inclusion change makers in education spaces through peer-mentoring approaches and dedicated workshops with youth to engage with the various tools and resources produced.

Outcome N°2  Target education institutions in at least 4 countries in Asia develop a more LGBTIQ+ inclusive climate through increased awareness, more gender-equitable community attitudes and non-discriminatory regulations and practices, enabled by project tools implemented by LGBTIQ+ youth leaders working in partnership with education officials/practitioners

Output N°1: project tools implemented by trained youth in education institutions in at least 4 countries across the life of the project, with progress monitored and results documented 

Activity 1: LGBTIQ+ youth in each country context implement advocacy approaches to target desired changes in their educational institutions, reaching at least 800 student peers, 100 university faculty/management staff.

Activity 2: LGBTIQ+ youth  in each country context monitor, document and communicate the results of their efforts, including through creative and digital means such as video journaling and storytelling, with additional skills-building and mentoring on this approach supported by Dior staff where appropriate.

Activity 3: External evaluation of the project conducted at mid and end point of the five-year project cycle, through quantitative and qualitative means

Activity 4:  Multi-country project reference group of LGBTIQ+ youth/student activists established to facilitate cross-country learning exchange and cooperation and drive project innovation

Activity 5: Final multi-country evaluation report developed, including on the reach, potential impacts and sustainability of efforts at the end of the project cycle

Output N° 2: Project results institutionally and publicly disseminated through various assets, formats and channels to increase awareness among education sector partners and LGBTIQ+ networks nationally and in the region to facilitate roll-out

Activity 1: Design and strategic communication of pilot results, including through media assets, UNESCO and Dior’s communication channels.

Activity 2: Regional amplification of key advocacy messages including on key UN commemorative days; knowledge exchange coordinated by UNESCO Bangkok office including through its thematic youth dialogue series 

Activity 3: At least 1 regional learning and policy exchange among LGBTIQ+ youth networks and advocates, education practitioners and policy makers, organized in the sidelines of a key regional inter-governmental/high-level meeting or event