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JOB SUMMARY |
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| Company | Right To Play |
| Industry | NGO/IGO/INGO |
| Category | Project Devel... |
| Location | Greater Accra... |
| Job Status | Contractor/Co... |
| Salary | GH¢ |
| Education | Qualified |
| Experience | 7 years |
| Job Expires | Mar 24, 2025 |
| Contact | ... |
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Company Profile We reach millions of children each year in some of the most difficult places on earth, helping them to stay in school and learn, overcome prejudice, heal from trauma, and develop the skills they need to thrive. We do this by harnessing play, one of the most fundamental forces in a child's life, to teach children the critical skills they need to dismantle barriers and embrace opportunities, in learning and in life. Established in 2000, Right To Play reaches children through experiential programming in 14 countries in Africa, Asia, the Middle East, and North America. These programs are supported by our global offices in Toronto, Canada; London, UK and seven national offices across Europe and North America. OUR CULTURE:
Please visit our website to learn more about who we are and what we do, and watch this video to find out about the five pillars of our Culture Code. Job Description Terms Of Reference: Situational Analysis Consultant ENABEL Project
About the Ghana Play Acceleration
Right To Play is developing a comprehensive asynchronous Play-Based Learning (PBL) E-training and Certification program for 2025-2026. This initiative aims to train and certify up to 3,000 primary school teachers, both male and female, across three regions in Ghana—Greater Accra, Volta, and Northern. The program is designed to equip teachers with the skills to create more collaborative, engaging, and playful learning environments. It will be implemented in partnership with the National Teaching Council, which is responsible for regulating the teaching profession, with a strong focus on teacher capacity building and continuous professional development.
The asynchronous PBL online project is one of the ways that Right To Play is leveraging technology as a cost-effective and scalable model to build teacher capacity, increase access to training, and reach more children with quality, play-based education. Our objective with the PBL online project is to develop a comprehensive e-training that will build the capacity of primary teachers to deliver the standard Based curriculum.
The ultimate outcome of the Ghana Play Acceleration project is that primary teachers have improved capacities to deliver the standard Based curriculum. The ultimate outcome will be measured through the number of teachers who regularly apply PBL in the classroom. In addition to the implementation of PBL in the classroom, we will also measure the number of teachers with improved knowledge and awareness of PBL methods as a result of training. This secondary measure of the outcome is guided by empirical consensus that teachers’ competencies, beliefs, and motivations influence their use of specific practices and, by extension, students’ learning. This outcome of improved teacher capacity to foster playful learning contributes to the impact of teachers being able to facilitate more collaborative, engaging, and playful learning in the Ghanaian classrooms.
Learning is at the core of the project’s design. The primary purpose of this project is to learn in a real context what works in the delivery of online training for teachers in PBL. Our objective with the project is to build teacher capacity, increase access to training, and reach more children with quality, play-based education. The project’s two key learning areas are:
Purpose and Scope of the Evaluation Consultancy
Key Activities
Right To Play is seeking to procure the services of an independent Learning Partner to help inform program implementation through a mixed-methods baseline evaluation with situational analysis and endline evaluation. The Learning Partner will support Right To Play in assessing the effectiveness of the Ghana Play Acceleration Project, including its contribution to program outcomes and in generating learning to inform program intervention and future scaling. The mixed-methods baseline and endline evaluation will help to identify changes in teachers’ PBL knowledge and practices linked to project activities.
This evaluation will allow us to gather evidence on the effectiveness and potential of e-learning interventions in the Ghanaian context, particularly in the form of teacher engagement and changes in capacities, perceptions, and behaviors linked to PBL. At the time of the baseline study, the Learning Partner will select comparison groups that are matched to sampled program sites to participate in data collection activities. This will ultimately enable the evaluation to better assess which changes achieved during the project implementation period are attributable to the program intervention.
The baseline study will assess teachers' starting points in knowledge, skills, and practice of PBL, measuring them against the project’s intended outcomes. This will help establish realistic and achievable targets that are grounded in the local context. Additionally, the study will provide insights as part of a situational analysis to test some of the project’s assumptions into the current state of teacher digital literacy, access to devices, connectivity, prior experience with online training, motivation of teachers to take the course and education officials to support teachers as well as potential barriers or challenges that may affect the adoption and application of the PBL online course, also within the structure of the National Teaching Council.
The endline will assess the achievements and effectiveness of the project in relation to the project’s intended outcomes on teachers’ knowledge, skills, and practice of PBL among those who have completed the course. We expect to generate evidence, including cost-effectiveness insights, to support organizational learning and inform future scaling strategies in Ghana and beyond, particularly through learning studies conducted alongside implementation. Additionally, to evaluate the sustainability and scalability of E-training in the Ghanaian education system by engaging national partners to assess their commitment to adopting, funding, and maintaining the course.
Primary Objectives The primary objectives of the consultancy are as follows:
Exact tasks and timeframes for remaining phases of the project will be agreed upon with the consultant and/or consultancy firm at the inception stage. Please note that the consultant’s proposed activities for all phases should be included in submitted proposals.
Scope of Work, Deliverables and Timelines
Following awarding of the contract, inception meetings, and initial planning conversations, the Learning Partner’s tasks will be as follows:
1. Prepare an inception report, outlining the measurement approaches and methodologies to be employed in executing the assignment. This should include:
2. Take a lead role in developing, revising, adapting, and piloting various data collection tools (both qualitative and quantitative) to be used for evaluation activities as per the agreed methodology, including pre-testing and piloting of tools. The consultancy firm will be responsible for all costs associated with planning, training, data collection, quality assurance, and reporting (including travel, printing, mobile devices, training venue(s), and materials).
3. Actively participate in regular meetings with Right To Play and its partners to consult on the research plan, methodology, and timeframe, as well as to discuss results and findings and agree on recommended follow-up actions.
4. Manage the data collection processes, providing support, supervision, and monitoring of data collection and storage. This includes ensuring the credibility of field data collected by interviewers.
5. Collect data using mobile devices.
6. Compile comprehensive evaluation reports based on field research findings, and revise reports based on feedback from Right To Play and its partners.
7. Facilitate data validation workshops in Ghana with key stakeholders, project participants, and partners, including Government of Ghana institutions.
8. Prepare and submit final versions of all reports to Right To Play’s Impact Team and Ghana MEL team including:
Methodology
The consultancy will commence with a comprehensive review of documents related to the Ghana Play Acceleration Project program, including MEL and implementation plans. The evaluation study will employ a mixed-methods approach, integrating both quantitative and qualitative data collection techniques. The design should facilitate a holistic understanding of the current educational landscape by addressing both measurable outcomes and contextual insights as mentioned in the primary objectives. The study will be grounded in a before-and-after evaluation framework, establishing baseline values as benchmarks for assessing the project's impact at the endline.
Sample sizes for quantitative data collection will be determined using a 95% confidence level and a 5% confidence interval. The selection of sample sites, sample sizes, and groups should ensure statistical significance at both baseline and endline, while also accounting for potential future attrition to maintain consistency in sample characteristics.
The Learning Partner is expected to collaborate closely with Right To Play Ghana’s team to effectively conduct all fieldwork. Additionally, the consultancy will encompass data analysis, report production, and the creation of dissemination materials, incorporating feedback from relevant project staff.
Data Collection Tools
The evaluation design framework will consist of a toolkit with relevant tools to measure the program’s outcome-level indicators and to adequately answer the research questions posed. Existing tools will be critically reviewed, while new ones will be developed. The list of tools that will need to be revised and/or developed may include, but is not limited to:
The research planning process will include an in-depth training of enumerators, which will include piloting of the instruments to ensure satisfactory reliability and validity. Tools will be subsequently refined after training and prior to data collection.
Data Analysis
Data will be analyzed both quantitatively and qualitatively. The Learning Partner will submit an analytical framework as part of the evaluation design process, which will detail the specific analytical methodology that will be used to produce results for each indicator measured and each research question posed.
The consultant is encouraged to utilize analytical software to analyze both the quantitative (e.g. Excel, SPSS, STATA, R) and qualitative (e.g. NVivo, Atlas.Ti) data. Outputs from data analysis will be submitted as part of the deliverables, as will the scripts (or list of commands) with clear notes and guidance, particularly for quantitative data analyzed (in SPSS, STATA, R).
Consultancy Expectations
Required Skills or Experience General Requirements of Evaluation Consultancy Team
The prospective evaluation consultant would consist of a team of individuals with complementary competencies including strong evaluation leadership skills, expertise in adaptive programming, experience in the project country, appreciation and experience applying a GESI lens, a solid understanding of education systems in Ghana.
It is a requirement that the consultant team includes senior team members from the country where the project will be implemented (i.e., Ghana) with deep understanding and experience of the local context. The lead consultant should have not less than 7 years of proven experience in evaluating projects and programmes within the sector and the project country.
Indicatively, we are seeking the following profile of team members.
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