About Plan International

We strive to advance children’s rights and equality for girls all over the world. With a bold purpose of ensuring “All Girls Standing Strong Creating Global Change” and as an independent development and humanitarian organisation, we work alongside children, young people, our supporters, and partners to tackle the root causes of the challenges facing girls and all vulnerable children. We support children’s rights from birth until they reach adulthood and 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. For over 80 years, we have been building powerful partnerships for children, and we are active in over 75 countries.

Plan International Nigeria was registered as a National Organisation in 2014 in Nigeria, and since then, our intervention has been focused on basic education, Nutrition, Health services, and strengthening youth and citizens’ participation in governance, livelihoods, and creating economic opportunities for vulnerable people and building resilient communities through our humanitarian and development response in Nigeria. Plan Nigeria works with communities, civil society organisations, development partners, government at all levels, and the private sector. With its country strategy, “Girls are empowered to take action and drive change,” Plan International Nigeria is committed to reaching 20 million girls during the strategy period of 2023 to 2028, covering all 36 states of Nigeria and the Federal Capital Territory (FCT).

Project Background

The Teacher Professional Development and Well-being Project is a targeted response to the challenges of teacher shortages and inadequate professional development in crisis-affected contexts of Northern Nigeria, with Adamawa and Sokoto states as case studies. With a focus on pre-primary, primary, and lower secondary education, the project aims to build resilience within the education framework and enhance teacher retention and well-being. The project is built on three key outcomes: fostering community-based strategies to integrate and retain teachers, enhancing teacher professional development and personal well-being, and strengthening policies that promote teacher onboarding, retention, and career development.

To achieve these outcomes, the project will work closely with communities to develop culturally and contextually appropriate strategies for teacher integration, leveraging the capacity of School-Based Management Committees (SBMCs) to promote acceptance of teachers and their critical role in improving learning outcomes. Teachers will be trained in gender-transformative and inclusive pedagogy, foundational literacy and numeracy skills, and digital and green skills. Mental health support will also be prioritized through the establishment of feedback platforms and mapping of existing services to address stress and trauma management for teachers. Also, the project will strengthen the capacity of the Nigeria Union of Teachers (NUT) and local civil society organizations to engage in strategic advocacy for the adoption and implementation of policies that ensure teacher incentives and career pathways.

The project is aligned with national education priorities and will ensure sustainability by institutionalizing training programs and empowering local stakeholders to replicate and advocate for similar interventions, contributing to long-term improvements in the educational ecosystem of Northern Nigeria. With a project duration of 24 months, the Teacher Education and Professional Development project will target a wide range of teachers, students, government officials, and teacher unions, with an indirect reach of approximately 1.39 million beneficiaries, out of which 60% are female, and 40% are male.

Project Specific Objectives

SO1: Community-based strategies that foster teacher integration and retention in crisis-affected contexts of Adamawa and Sokoto states are enhanced.
SO2: Teachers’ professional development and well-being are strengthened and supported in the crisis-affected contexts of Adamawa and Sokoto states.
SO3: Supportive environments are created, and policies that promote teacher onboarding, retention, and career development are strengthened in Adamawa and Sokoto states.

End of Project Evaluation Objectives

Assess how well the project’s strategies addressed teacher shortages, professional development gaps, retention challenges, and wellbeing needs, and how coherent the project was with government priorities and other actor initiatives.
Measure the extent to which the project reduced teacher shortages, improved teacher professional development outcomes, and strengthened teacher retention and wellbeing across pre-primary, primary, and lower-secondary schools.
Evaluate improvements in the readiness and capacity of SBMCs, communities, and teacher unions to support teacher integration, continuous professional development, and teacher wellbeing initiatives.
Assess how efficiently project resources (financial, human, material) were used to deliver training, mentoring, teacher support systems, and school-based wellbeing interventions.
Determine the broader changes attributable to the project in terms of teacher availability, instructional quality, classroom inclusion, and learner engagement.
Assess the likelihood that teacher support systems, school-based PD structures, and wellbeing interventions will continue beyond the project period.
Assess the effectiveness of all advocacy actions implemented, both in terms of active processes and dynamics, and actual achievements.
Collect and analyze endline data for key project indicators related to teacher onboarding, retention, well-being, coping practices, and adoption of inclusive and gender-transformative pedagogy.

Key Evaluation Questions

To what extent did the project address the real teacher workforce needs in the targeted states and education levels?
How well aligned were project interventions with government priorities, school needs, and union/community expectations?
To what extent did the project reduce teacher shortages in target schools?
How much did teacher knowledge, skills, and classroom practices improve as a result of training and mentoring?
To what extent were teachers able to apply inclusive and gender-transformative pedagogy?
Did teacher retention and well-being indicators improve over the project lifecycle?
Have SBMCs, communities, and teacher unions increased their capacity to support teacher onboarding, mentoring, and PD cycles?
What changes occurred in school or community support practices as a result of the project?
Were project resources used in a timely and cost-effective manner?
Which delivery approaches (centralised training, school-based PD, mentoring) offered the best value for money?
Is there evidence that improved teaching practices contributed to better learner engagement or participation?
Are state, LGA, or school structures prepared to continue PD, mentoring, and wellbeing activities post-project?
Did female teachers and teachers with disabilities benefit equally from project interventions?
Which processes were in place in terms of advocacy, and how these could contribute in the long run, even if not necessarily reached within the project implementation?
Did the project contribute to more inclusive, gender-responsive, and safe learning environments?

Users of the End of Project Evaluation

Expertise France (EF)
Global Gateway
Plan International Nigeria (PIN) – Nigerian
Save the Child Initiative (STCI) – Nigerian
Forum for African Women Educationalists (FAWE) – Nigerian
Ministry of Education
National Union of Teachers
Project participants

Scope of Work

The end-of-project evaluation is expected to be conducted across the 6 Local Government Areas, 3 in each state of Adamawa and Sokoto, covering 30 schools:

Adamawa State: Fufore, Numan, and Michika LGAs.
Sokoto State: Bodinga, Sokoto North, and Tambuwal LGAs.

Methodology

In terms of methodology, it is expected that the consultant will use a relevant evaluation design to ensure the end-of-project evaluation objectives and key questions are answered. The consultant is recommended to utilise a mixed-methods approach (quantitative and qualitative), outline the justification for selecting this approach, and demonstrate the skills and experience required to apply it effectively. During the process, piloting the evaluation instruments (tools) and ensuring they are aligned with and responsive to the key endline questions would be necessary. The consultant will be provided with all relevant project documents to support desk and literature reviews. Therefore, the technical proposal must include a clear description of the data validation approach and quality assurance techniques to be used at the end of the project evaluation. This methodology will be further unpacked in the Inception report before carrying on the next phases of the endline data collection.

Sampling Design

The consultant shall propose a sampling strategy for the primary data collection to answer the research questions, including how they will identify respondents. More specifically, the intended sample strategy shall include a description of:

Sample size
Necessary respondent disaggregation
Number and type of locations
Sampling approach

Safeguarding Children and Young People

Plan International is dedicated to actively safeguarding children and youth from harm and upholding their rights to protection. Given that the study will involve data collection with young people, the consultant will ensure safe, inclusive, and non-discriminatory participation, with particular emphasis on capturing the voices of adolescent girls and young women. Processes should prioritise free, informed, and unforced consent, with the option to withdraw at any time, while maintaining strict confidentiality and anonymity for participants.

Gender Equality and Social Inclusion Strategy

Participant Ratios: Where applicable, the surveys should ensure a gender ratio of 40% males and 60% females.
Gender and Disability-Sensitive Practices: Female facilitators should lead FGDs with women and adolescent girls’ groups to ensure a comfortable environment.

Ethical Considerations

Risk Mitigation
Informed Consent
Anonymity and Confidentiality
Ethical Approvals
Inclusivity

Key Deliverables

Inception report including timeline, research matrix, detailed methodology, draft sampling methodology, draft data collection tools, ethical and safeguarding considerations, consent forms, draft methods for data analysis and quality control.
Final data collection tools
Final Sampling methodology and size
Draft research report, including cleaned data files, transcripts of qualitative data, syntax/code books, and completed consent forms.
Final report including Executive Summary
Evaluation findings in PPT

Submission Requirements

Technical proposal showing the approach to addressing the evaluation questions.
Detailed Financial proposal with a breakdown of activity costs.
At least 2 samples of past research or evaluation reports conducted (not more than 2 years old).
Reference/commendation letter from a past organization you have worked with.

Expected Qualifications

At least a master’s degree in Social Work, Education, or other related field.
Minimum of 5 years of working experience with INGOs, CBOs, and CSOs in the field of education in both development and humanitarian or crisis-affected environments.
Strong experience in carrying out complex evaluations in the region or other areas with similar contexts.
Proficiency in quantitative and qualitative methods of data.
Strong analytical skills and research experience.
Experience on Plan’s cross-cutting issues, such as gender and inclusion, as well as awareness of child protection and child rights issues.
Ability to work on own initiative and to meet deadlines.
Attention to producing and presenting high-quality, accurate presentations/reports.
Ability and willingness to travel to very remote areas.
Excellent command of written and spoken English and at least one local language in Adamawa and Sokoto states.

Application Requirement

Interested applicants should provide a proposal covering the following aspects:

Detailed response to the TOR
Proposed methodology
Ethics and child safeguarding approaches
Proposed timelines with Gantt chart
CVs
At least two samples of previous work
Detailed budget, including daily fee rates, expenses, taxes, etc.

Instructions to Tenderers

These instructions are designed to ensure that all Bidders are given equal and fair consideration. It is the Bidders’ responsibility to ensure their offer is complete and that they provide all the necessary information requested in the format specified, or risk their offer being rejected. Women-owned businesses and companies actively engaged in or advancing gender equality and women’s empowerment in the workplace are especially encouraged to apply.

Additional information, including the relevant annexes containing the activity schedule for this consultancy, is available in the link below: https://tinyurl.com/4399j8vv

How to apply

The offer, correspondence, and documents related to the tender must be written in English. Each Tenderer or member of a consortium or sub-contractor may submit only one offer. Clarification and Questions must be sent to PlanInternational.Procurement@plan-international.org on or before the deadline. Unless otherwise stated, all submissions in response to this consultancy opportunity must clearly reference ITT No. PIN/CO/026/015 and include the subject line “Endline Study – Training Impact”. Submissions should be sent to PlanInternational.Procurement@plan-international.org no later than 4th September 2026.

Plan International recrute un(e) Consultant(e) – Endline Study-Training Impact