Terms of Reference
Analysis of Learners’ Access to the Education Component of the Constituency Development Fund (CDF)
Focus Districts : Kabwe, Kapiri-Mposhi, Chitambo, and Serenje
Project: Girls’ Initiative for Resilient Learning and Support (GIRLS)
Implementing Partners: Oxfam in Zambia & Young Women’s Christian Association (YWCA)
Funding Support: Scottish Government
Duration: [ 14 Days]
1. Background and Context
Oxfam in partnership with the Young Women Christian Association (YWCA) is implementing the Girls’ Initiative for Resilient Learning and Support (GIRLS) project with funding from the Scottish Government. The project aims to enhance education and skills development opportunities for adolescent girls and young women across Chitambo, Kabwe, Kapiri-Mposhi, and Serenje districts.
As part of this initiative, learners from 40 selected schools and two TEVET institutions have been supported to pursue education and vocational training, with tuition fees covered by the project.
Parallel to these efforts, the Government of the Republic of Zambia (GRZ) has strengthened the Constituency Development Fund (CDF) framework to advance local-level development. The revised CDF guidelines have expanded eligible funding categories to include education support for vulnerable learners—both at secondary boarding and Technical Education, Vocational, and Entrepreneurship Training (TEVET) levels.
While the decentralised CDF model offers potential for increased access to education financing, the extent to which adolescent girls and young women—especially those in GIRLS-supported schools—have benefited remains unclear. Understanding this access is essential for evidence-based advocacy and programming on gender-responsive education financing.
2. Purpose of the Assignment
The overall purpose of this assignment is to analyse learners’ access to the education component of the Constituency Development Fund (CDF) in the four target districts of Central Province. The findings will:
- Establish the level of access and utilisation of CDF scholarships among learners, disaggregated by gender, school level (secondary/TVET), and district.
- Determine the proportion of CDF allocations dedicated to education, and specifically how much reaches girls compared to boys.
- Identify barriers and enabling factors influencing access to CDF education funds.
- Generate evidence-based recommendations for policy advocacy and improved gender equity in CDF-supported education initiatives.
3. Specific Objectives
The analysis will aim to:
- Determine the percentage of total CDF allocations directed towards education in each of the four target districts.
- Establish the number and proportion of girls versus boys benefiting from the CDF scholarships in secondary and tertiary (TEVET) institutions.
- Assess the level of awareness among learners, parents, and school administrators about CDF education funding opportunities.
- Examine the application, selection, and disbursement processes for CDF education funds at district and school levels.
- Identify key barriers (administrative, socio-economic, gender-related) that hinder girls’ access to CDF funding.
- Provide recommendations for improving inclusivity and gender responsiveness in the education component of CDF implementation.
4. Scope of Work
The assignment will focus on:
- Geographical scope: Kabwe, Kapiri-Mposhi, Chitambo, and Serenje districts.
- Institutional scope: 40 schools and two TEVET institutions participating in the GIRLS project.
- Target respondents: Learners (boys and girls), parents, school administrators, district CDF committees, Ministry of Education officials, and local council representatives.
6. Expected Deliverables
- Inception Report – detailing methodology, tools, sampling strategy, and work plan.
- Draft Analytical Report – including preliminary findings, tables, and graphs.
- Validation Workshop – presentation of key findings to Oxfam, YWCA, and stakeholders.
- Final Report – a comprehensive document containing:
- Executive Summary
- Methodology
- Key findings and district comparisons
- Gender analysis of beneficiaries
- Barriers and opportunities
- Practical recommendations for policy advocacy
7. Duration and Timeline
The assignment is expected to run for approximately 14 days from commissioning to submission of the final report.
8. Required Qualifications and Experience
The assignment will be undertaken by an individual or firm with the following qualifications:
- Advanced degree in Education, Social Sciences, Development Studies, or Economics.
- Proven experience in education financing analysis or gender and education research.
- Solid understanding of Zambia’s decentralisation and CDF framework.
- Experience in data collection, statistical analysis, and report writing.
- Strong gender and youth programming background preferred.
9. Management and Coordination
The consultant will work under the overall supervision of the Oxfam in Zambia MEAL and Programme Quality team, in collaboration with YWCA Central Province office.
The team will provide oversight, facilitate access to project sites and key stakeholders, and review all deliverables.
11. Ethical Considerations
All research activities must adhere to Oxfam’s safeguarding principles, data protection standards, and informed consent protocols, ensuring the safety and confidentiality of all respondents, especially adolescent girls and young women.
Submission and Evaluation of Proposals: Interested consultants must submit not more than 5-page proposals by November 28th, 2025, via email to ZambiaLogistics@oxfam.org.uk with the subject line: “Proposal for Access to Education for CDF.”
The proposal should include:
- A cover letter outlining relevant experience in Zambia’s decentralisation and CDF framework evaluations
- A 5-page maximum technical proposal (excluding annexes) describing the approach, work plan, and management arrangements
- CVs of the consultant/team
- Three references with contact details
- An example of similar studies (preferably in CDF in Zambia an added advantage)
Submission Deadline:28th November 2025 (to: Zambialogistics@oxfam.org.uk)
