Terms of Reference for a qualitative evaluation to explore the impact of learning innovations in improving the learning experiences and outcomes of girls.
1. Introduction
The mandate of the Ministry of Education in Zambia is to ensure that all children, including the most marginalised girls, access their right to basic and quality education. CAMFED Zambia has a well-established partnership with the government and communities in the provision of education to marginalised girls and the empowerment of young women in Zambia. Building on our current partnership with the Ministry of Education, CAMFED is seeking the services of a consultant to carry out an evaluation to assess whether the project’s learning interventions have positively impacted girls’ learning experiences and outcomes. It will gather insights, views and perspectives from learners as well as key stakeholders, including teachers, head teachers, District Education Officers, and parents.
2. CAMFED
The Campaign for Female Education, CAMFED, is an international non-profit organisation established in 1993 with a mission to multiply girls’ access to education, and to accelerate the benefits to individuals, their families, and communities in Africa. CAMFED works to tackle poverty and inequality by supporting girls to go to school and succeed, and to empower young women to become leaders of change. CAMFED invests in girls and women in the poorest rural communities in sub-Saharan Africa, where girls face acute disadvantages, but where their empowerment transforms communities. CAMFED was founded simultaneously in Zimbabwe and the UK in 1993, and currently operates in Ghana, Kenya, Malawi, Tanzania, Zimbabwe, and Zambia with offices in each country as well as in the UK, USA, Canada, and Australia.
3. Timeframe
Timeframe: Q1 2026 - report due to by mid-March 2026.
Qualitative fieldwork: TBC 4th week of Jan 2026 and 1st week of February
4. Ethical/ Research Clearance
CAMFED Zambia has already obtained the ethical/ research clearance to conduct the qualitative research.
5. Objective
Research objective: To explore the impact of the project learning innovations in improving the learning experiences and outcomes of girls.
6. Purpose of the qualitative research
The qualitative research in Q1 2026 (following the quantitative phase in Q4 2025) aims to explore the “why” behind the quantitative findings. It will gather deeper insights from parents, students, teachers, community members, and education officials about the perceived value and impact of textbooks, study kits, and remedial programs on learners’ outcomes. The study will also identify key factors that contributed to improved results, and through key informant interviews (KIIs), uncover opportunities for scaling the innovation and understanding the Ministry of Education’s long-term sustainability plans.
7. Key Qualitative Research Questions and Outcomes
Outcome: Generation of evidence and deeper knowledge and understanding about the factors influencing learning experiences and outcomes, especially for girls.
Research Questions:
● What key factors influence the learning experiences and outcomes of girls in schools?
● How do social, cultural, and school-related factors interact to affect girls’ learning outcomes?
● To what extent have the learning interventions supported equitable learning experiences and outcomes for girls?
Outcome: Deeper knowledge and understanding of how schools and districts can be supported to sustainably implement the learning innovations.
Research Questions:
● What forms of support will enable schools and districts to sustainably implement learning innovations?
● How do leadership, teacher capacity, and community engagement affect the sustainability of learning innovations?
● What challenges and enabling conditions influence the long-term integration of the learning innovations in schools?
Outcome: Relevant government and school stakeholders use the research evidence to take action to work in partnership to identify routes for scaling the learning interventions.
Research Questions:
● How can research evidence be effectively used by government and school stakeholders to inform policy and practice?
● What mechanisms or partnerships facilitate the scaling of successful learning interventions?
● In what ways can collaboration between government, schools, and communities enhance the reach and impact of the learning innovations?
8. Methodology
The qualitative research will be conducted in 5 Provinces i.e. Luapula, Northern, Muchinga, Central and Western, in 2 districts in Luapula, Northern, Muchinga and Western and 1 district in Central. We will select 2 secondary schools per district where the project learning interventions have been implemented. We will agree the sampling framework with the consultant in the inception meeting.
We will use purposeful sampling technique to select participants at the school and district level as follows:
Focus Group Discussions (FGDs) will be conducted with no more than 10 participants per group. Participants will be purposefully selected from schools and districts implementing the project learning interventions -
● Community Development Committees (1 FGD per district = 9 FGDs)
● Teachers (1 FGD per school =18 FGDs)
● Parents (1 FGD per district = 9 FGDs)
● Learners (1 FGD / Participatory learning per school = 18 FGDs)
Case Studies Several Case Studies will be drawn from the FGDs above to give deeper insights and understanding on the impact of the learning interventions.
Key Informant Interviews (KIIs) will be conducted with-
· School head teachers (1 head teacher per school =18 KIIs)
· District Education Board Secretariats (i per district = 9 KIIs)
· District Resource Centre Co Ordinators (1 per district = 9 KIIs)
· CAMFED staff = 4 KIIs (Head of MERL, programs, Ex Director and District Officer)
Total KIIs = 40
Total FGDs = 54
Qualitative sampling: Will be derived from 5 Provinces and districts based on the demographic data/ characteristics-
● Gender Parity Index (see table below)
● Examination Data (see table below)
● Actual school level data from CAMFED monitoring on dropout/ early marriage/ pregnancy (see table below) etc. (note - official EMIS Data might not match the reality/ situation in the schools)
● Post- Grade 12 young women who received the interventions whilst at school, they will be reached through the Transition Guide program for qualitative research.
No
Province
Districts - Pregnancy, marriage, maternity eave
Districts -
Dropouts - other reasons
Gender parity - Provinces
2023 Gr 12 Examination pass rates - Province
Source
1.
Central
● Mumbwa
● Kabwe
1.09
71.18
2
Luapula
● Chienge
● Chifunabuli
● Nchelenge
● Samfya
● Milenge
● Mansa
● Chembe
● Chienge
0.98
58.24
3
Muchinga
● Chinsali
● Mpika
● Isoka
● Mafinga
● Nakonde
● Chinsali
● Mpika
● Isoka
● Nakonde
● Shiwangandu
1.01
63.65
4.
Northern
● Mpulungu
● Senga Hill
● Mbala
● Kasama
● Kaputa
● Lunte
● Mpulungu
● Mbala
● Chilubi
● Kasama
1.10
67.83
5.
Western
● Lukulu
● Kaoma
● Mongu
● Senanga
● Kalabo
● Lukulu
● Kaoma
● Sesheke
● Senanga
1.11
45.68
School characteristics
Intervention schools implementing all learning interventions i.e. textbooks, remedial learning and study groups.
9. Context of the 5 provinces
The table and summary below provide an overview of the context with a specific focus on poverty, dropout rates, and barriers affecting girls' education.
Province
General Context
Barriers to Girls' Education (Specific/Heightened)
Luapula
Rural, borders DR Congo, known for fishing/agriculture. Poverty rates 77.3% (LCMS 2022).
Highest dropout rates (1.6%, ESB 2024) for girls grades (8-12). Gender-based violence and harmful cultural mindsets are significant challenges.
Central
Significant agriculture, adjacent to Lusaka Province, but includes rural areas like Chibombo district.
General rural challenges are prevalent. The lack of available spaces for learners to transition to secondary school is a major issue nationally, affecting rural girls disproportionately.
Muchinga
One of the most rural and poorest provinces, created in 2011. Poverty levels 82.6% (LCMS 2022)
High levels of poverty. Early marriage and teenage pregnancies are key factors, alongside long distances to school and a lack of school requisites.
Western
Largest by area with poverty levels of 78.6% (LCMS 2022).
High rates of exclusion for girls. Barriers include financial constraints, domestic responsibilities, and early marriages. A lack of adult supervision for girls living alone leading to absenteeism.
Northern
Features agricultural activity and waterfalls, poverty levels of 78% (LCMS 2022).
Highest dropout rates (1.8% ESB 2024) for girls in grades (8-12). Similar to other rural provinces, girls face cultural stereotypes and a lack of support for their education, leading to higher dropout rates.
Overarching Barriers
● Poverty and Economic Hardship: This is a primary driver across all these provinces. Families with limited financial resources often choose to invest in boys' education, who are seen as future breadwinners, while girls are expected to contribute through domestic work or early marriage for a bride price.
● Early Marriage and Teenage Pregnancy: These are the most frequently cited reasons for girls dropping out of school, especially from grade 6 upwards. Cultural norms often consider girls ready for marriage after puberty or traditional initiation ceremonies, which disrupts their education.
● Cultural Norms and Gender Stereotypes: Deeply ingrained traditional beliefs perpetuate the idea that a girl's place is in the home. This leads to girls being burdened with excessive domestic chores, limiting their study time and attendance.
● Inadequate School Infrastructure: This includes a lack of sufficient and safe sanitation facilities (especially for menstrual hygiene management), which contributes significantly to absenteeism and dropout rates.
● Long Distances to School: This is a significant challenge in rural areas, exposing girls to safety risks, including sexual harassment and gender-based violence, making parents reluctant to send them to school.
● Lack of Female Role Models and Teachers: The absence of educated women as visible role models in the communities and a shortage of female teachers in rural schools can negatively impact girls' aspirations and motivation to pursue higher education.
Demographic considerations for sampling
No
Province
Hard to reach districts
Accessible - significant travel time
Accessible - reasonable travel time
Notes
1.
Western
Kalabo, Lukulu, Mulobezi
Sioma, Shangombo, Sesheka
Kaoma, Mongu, Nkeyema, Luampa
Senanga
Shangombo, Lukulu and Kalabo are not easily accessible during the rainy season
2.
Central
N/A
N/A
Kabwe, Mumbwa
3.Muchinga Nakonde, Mafinga, Isoka, Kachibiya, Lavushimanda Mpika, Chinsali, Shiwangandu .The research team will be accommodated in Mpika for Kachibiya and Lavushimanda schools. This will increase travel time.
4.Luapula,Chienge,Nchelenge,Milenge,Kawambwa,Mwansabombwe,Chifunabuli,Samfya, Mwense, Chembe, Mansa, Chipili .The research team will be accommodated in Mansa for Chipili schools. This will increase travel time.
5.Northern,Chilubi, Mporokoso, Nsama ,Mbala, Mpulungu, Senga Hill,Kasama, Mungwi, Luwingu, Lupososhi, Lunte
10. Research Guidance and Safeguarding Protocols and Procedures
CAMFED has a zero-tolerance approach to abuse and exploitation and maintains clear policies and guidelines for ethical research and safeguarding protocols as part of its broader Child Protection Policy and Code of Practice in relation to children, vulnerable adults, and the wider community. Evaluation partners will be required to confirm in writing that they have reviewed our policies, will conform to them, and will be provided with additional briefings by CAMFED before undertaking this evaluation. CAMFED’s Child Protection Policy and Code of Practice will be shared with the successful candidate for signing with the contract of engagement.
The consultant will assume overall responsibility for the execution of the assignment and ensure data integrity, privacy, and confidentiality are adhered to by the entire research team. All research data is owned by CAMFED and should be treated in the strictest confidentiality, and in accordance with protocols agreed with CAMFED at the outset. All research data will be submitted to CAMFED at the end of the research and be permanently deleted from the database of the consultant/s once the final report has been signed off, and all of the assignment deliverables have been met.
11. External Consultant
We will engage a Zambian consultant/ agency to conduct this research.
They must:
· Have expertise in conducting qualitative research, especially with girls and young women, in the 5 provinces and in the majority of districts targeted for this research.
· Have at least one gender expert/ specialist in their team.
· Be conversant in the local languages Bemba, Lozi and Nyanja.
· Work with a small team of CAMA enumerators/ researchers who will form part of the overall research team.
12. Proposal and Contract Details
Proposals should be no more than five pages excluding evaluators’ CVs (with a 2-page limit per CV) and tables of relevant experience. It should include:
- Method statement and sampling framework – description of activities to deliver requested services for the baseline and endline research.
- Project’s team’s and organisation’s experience and relevant expertise
- Quality assurance and risk management
- Details of two professional referees
- Detailed budget (including all fees and fieldwork expenses)
Applicants should also submit one example of an evaluation report recently completed in Zambia or other samples of work. At least one of the reports should be relevant, or similar to, the subject of this evaluation.
Any additional costs re: accommodation and meals, incurred by the Consultants with prior approval from CAMFED, should be captured as expenses within the budget submitted and will be paid on submission of invoices.
Type of contract: The consultant/team will be offered a fixed-price contract to include all the activities and deliverables listed above. Fees will be paid based on submission of deliverables (30% on submission and sign off of the inception report; 30% on completion and sign off of the inception report and 40% on submission and sign off of final endline report). Invoices should be submitted in Pound Sterling (GBP) to CAMFED International. All members of the appointed research team will be required to sign and adhere to CAMFED’s Child Protection Policy and protocols and procedures for ethical research.
The consultant is solely responsible for taxation, National Insurance, or similar liabilities or contributions in respect of the fees. The consultant will indemnify CAMFED International against all liability for the same and any costs, claims, or expenses including interest and penalties arising out of the consultant’s failure to pay taxation, National Insurance, or similar liabilities or contributions in respect of the fees.
For the avoidance of any doubt, the consultant will not be entitled to any other fees, income, or benefits apart from the fees (and any expenses) payable in respect of the services which they may perform.
Proposals and the budget for this research must be sent by end of day on Friday 16th of January 2026 to Procurement_Zambia@camfed.org with the title “Terms of Reference for a qualitative evaluation to explore the impact of learning innovations in improving the learning experiences and outcomes of girls”.
Please note: Only full proposal submissions as outlined in section 12 above will be considered.
