Job Title: Subaward Officer Organisation: World Education Duty Station: Kampala, Uganda …
USAID EMOS Learning Review Consultancy – QED Group, LLC
Job Title: EMOS Learning Review Consultancy
Organization: QED Group, LLC
Project Name: USAID Environmental Management for the Oil Sector
(EMOS) Project
(EMOS) Project
Duty Station: Kampala, Uganda
About QED:
The
QED Group, LLC is a full-service international development firm that provides
practical solutions to social problems through sound analysis, proven
management techniques, and creative implementation. We focus our efforts on two
core practice areas: Monitoring & Evaluation and Knowledge Management. We
work with U.S. agencies and overseas governments, international donors,
private-sector clients, and PVOs/NGOs in more than 80 countries around the
world. Key clients include USAID, the U.S. Department of State, the Centers for
Disease Control and Prevention, the U.S. Department of Agriculture, and the
U.S. Trade and Development Agency.
QED Group, LLC is a full-service international development firm that provides
practical solutions to social problems through sound analysis, proven
management techniques, and creative implementation. We focus our efforts on two
core practice areas: Monitoring & Evaluation and Knowledge Management. We
work with U.S. agencies and overseas governments, international donors,
private-sector clients, and PVOs/NGOs in more than 80 countries around the
world. Key clients include USAID, the U.S. Department of State, the Centers for
Disease Control and Prevention, the U.S. Department of Agriculture, and the
U.S. Trade and Development Agency.
About EMOS Learning Review:
Environmental
Management for the Oil Sector (EMOS), funded by the U.S. Agency for
International Development, was developed to assist in building capacity to
address the environmental threats emanating from development of an oil industry
in Uganda’s biodiverse Albertine Rift. The overall aim of the project is to
improve Ugandan understanding of oil and gas development and prepare the
country to address, and also prevent, damaging impacts on biodiversity and
ecosystems.
Management for the Oil Sector (EMOS), funded by the U.S. Agency for
International Development, was developed to assist in building capacity to
address the environmental threats emanating from development of an oil industry
in Uganda’s biodiverse Albertine Rift. The overall aim of the project is to
improve Ugandan understanding of oil and gas development and prepare the
country to address, and also prevent, damaging impacts on biodiversity and
ecosystems.
Through
EMOS, Tetra Tech the contractor is working toward three ultimate goals:
EMOS, Tetra Tech the contractor is working toward three ultimate goals:
- Strengthen capacity of Government of Uganda
institutions to manage the environmental impacts of the oil and gas sector - Develop academic programs to manage and
respond to the environmental impacts of the oil and gas sector - Increase knowledge of the oil and gas sector
for Ugandan civil society to participate in decision-making processes
In
April 2016, USAID/Uganda worked closely with Measuring Impact to facilitate a
3-day workshop to design a learning review for the EMOS Activity. The purpose
and process of this workshop involved (1) reviewing and updating EMOS’ results
chains that were first developed at the initiation of the Activity in 2014; (2)
using the results chains to draft specific questions for testing assumptions;
and (3) defining information needs, indicators, and units of analysis for each
learning question. From this workshop emerged a set focus questions within the
three result areas; from this initial set of questions would emerge the
learning agenda for the EMOS learning review.
April 2016, USAID/Uganda worked closely with Measuring Impact to facilitate a
3-day workshop to design a learning review for the EMOS Activity. The purpose
and process of this workshop involved (1) reviewing and updating EMOS’ results
chains that were first developed at the initiation of the Activity in 2014; (2)
using the results chains to draft specific questions for testing assumptions;
and (3) defining information needs, indicators, and units of analysis for each
learning question. From this workshop emerged a set focus questions within the
three result areas; from this initial set of questions would emerge the
learning agenda for the EMOS learning review.
Now
three months later (July 2016), USAID/Uganda Natural Resource Management team
seeks to undertake a learning review of the EMOS Activity, with specific
attention given to three identified learning questions. These questions are:
three months later (July 2016), USAID/Uganda Natural Resource Management team
seeks to undertake a learning review of the EMOS Activity, with specific
attention given to three identified learning questions. These questions are:
1. What, if any, barriers are preventing
EMOS supported academic programs from getting national accreditation?
EMOS supported academic programs from getting national accreditation?
2. To what extent (or how) are personnel
trained in TEV using those skills to develop management plans and conduct ESIAs
in the Albertine Rift?
trained in TEV using those skills to develop management plans and conduct ESIAs
in the Albertine Rift?
3. To what extent (or how) do EPI and
DLG’s access data from the National Biodiversity Data Bank, and use the data to
develop management plans?
DLG’s access data from the National Biodiversity Data Bank, and use the data to
develop management plans?
The
prioritization of these questions maps closely with discussions and decisions
made during the design of the learning review, where the particular question in
focus reflects the extent to which data and data sources are currently
available to answer the question, the question will help to address (or
accelerate) implementation and achievement of results, there are broader
implications for programming within the sector, plus key considerations for
M&E and CLA efforts by EMOS.
prioritization of these questions maps closely with discussions and decisions
made during the design of the learning review, where the particular question in
focus reflects the extent to which data and data sources are currently
available to answer the question, the question will help to address (or
accelerate) implementation and achievement of results, there are broader
implications for programming within the sector, plus key considerations for
M&E and CLA efforts by EMOS.
Purpose of the Learning Review: The purpose of this learning review is to
provide information (learning) and recommendation to USAID/Uganda’s Natural
Resource Management team and the Implementing Partner (IP) in support of
program planning and management for the remaining life of the EMOS Activity.
Additionally, addressing the questions posed will help to advance the
documentation of EMOS’ implementation experience to date, capturing contextual
shifts, collaboration experience, decisions taken, and adaptations made. The
learning review will emphasize the ‘how’ and ‘why’ around the core
focus/interest areas identified as the exercise will help to test critical
assumptions, and foster a better understanding of the Activity’ theory of
change plus the necessary and sufficient conditions required for successful
USAID programming in the oil and gas (energy) sector in Uganda.
provide information (learning) and recommendation to USAID/Uganda’s Natural
Resource Management team and the Implementing Partner (IP) in support of
program planning and management for the remaining life of the EMOS Activity.
Additionally, addressing the questions posed will help to advance the
documentation of EMOS’ implementation experience to date, capturing contextual
shifts, collaboration experience, decisions taken, and adaptations made. The
learning review will emphasize the ‘how’ and ‘why’ around the core
focus/interest areas identified as the exercise will help to test critical
assumptions, and foster a better understanding of the Activity’ theory of
change plus the necessary and sufficient conditions required for successful
USAID programming in the oil and gas (energy) sector in Uganda.
Approach and Methodology: Per the learning review design matrix,
this exercise will employ document review, key informant interviews,
site/location visits where possible and a stakeholders’ dialogue (workshop).
Use of a short survey instrument may be considered. Additional tools such as
stakeholder mapping, visual problem structuring and analysis, or data use maps
shall be incorporated as needed. The overall aim is to undertake a review and
learning approach that fosters shared issue analysis and recommendations setting
for USAID, Tetra Tech, and sector stakeholders.
this exercise will employ document review, key informant interviews,
site/location visits where possible and a stakeholders’ dialogue (workshop).
Use of a short survey instrument may be considered. Additional tools such as
stakeholder mapping, visual problem structuring and analysis, or data use maps
shall be incorporated as needed. The overall aim is to undertake a review and
learning approach that fosters shared issue analysis and recommendations setting
for USAID, Tetra Tech, and sector stakeholders.
Period of Performance and Deliverable(s): The
learning review is expected to help guide EMOS’ upcoming efforts for annual
work plan development and the refinement of its activities around capacity
development in the oil and gas sector for the next 18 months. Therefore, a
completion timeline of early September for this learning review is ideal, with
a level of effort and key milestones outlined below.
learning review is expected to help guide EMOS’ upcoming efforts for annual
work plan development and the refinement of its activities around capacity
development in the oil and gas sector for the next 18 months. Therefore, a
completion timeline of early September for this learning review is ideal, with
a level of effort and key milestones outlined below.
Illustrative Level of Effort in Days
No. Activity (Duration)
1. Desk Review* (5 Days)
2. Interviews, stakeholder meetings, and
site visits (as needed) * (10 Days)
site visits (as needed) * (10 Days)
3.
Findings presentation, report
writing and finalization (5 Days)
Findings presentation, report
writing and finalization (5 Days)
Total LOE not to exceed 20 days
*Can
happen concurrently
happen concurrently
Key Milestones
USAID/Uganda
approval of the SOW (and Consultant) by August
19, 2016
approval of the SOW (and Consultant) by August
19, 2016
Inception
Report by August 29, 2016
Report by August 29, 2016
First
draft of the report by September 14, 2016
draft of the report by September 14, 2016
Debrief/presentation by September
16, 2016
16, 2016
Final
report and completed AAR by September 23,
2016
report and completed AAR by September 23,
2016
Presentation
of the findings from this learning review shall take the form of an interactive
reflection, synthesis and discussion with the team(s) at USAID/Uganda and with
the Implementing Partner (as appropriate).
The presentation is not expected to take the form of a lecture or with
the primary use of PowerPoint slides, but should be an interactive,
collaborative working space where a reflection on the process of conducting the
learning review (i.e., getting to answers), what has been learned, as well as
the recommendations and their implications are unpacked, honed, and reviewed
for significance and coherence. This
session is anticipated to last up to 90 minutes, with 40 minutes presentation
time, 30 minutes of question and answer, and a final 20 minutes to confirm next
steps towards use of the findings and finalization. A draft report from the Learning Review shall
be circulated not later than 3 working days in advance of this session.
of the findings from this learning review shall take the form of an interactive
reflection, synthesis and discussion with the team(s) at USAID/Uganda and with
the Implementing Partner (as appropriate).
The presentation is not expected to take the form of a lecture or with
the primary use of PowerPoint slides, but should be an interactive,
collaborative working space where a reflection on the process of conducting the
learning review (i.e., getting to answers), what has been learned, as well as
the recommendations and their implications are unpacked, honed, and reviewed
for significance and coherence. This
session is anticipated to last up to 90 minutes, with 40 minutes presentation
time, 30 minutes of question and answer, and a final 20 minutes to confirm next
steps towards use of the findings and finalization. A draft report from the Learning Review shall
be circulated not later than 3 working days in advance of this session.
The
final report from the Learning Review shall not exceed 25 pages (minus annexes
of data analyses, highlights and/or synthesis of notes from interviews/group
discussions, and other ‘evidence’). A 2-page briefing document highlighting
core/critical findings, conclusions and recommendations shall be produced once
feedback on the draft final report is consolidated. This 2-page will accompany
the final full report as the main deliverable of this learning review.
final report from the Learning Review shall not exceed 25 pages (minus annexes
of data analyses, highlights and/or synthesis of notes from interviews/group
discussions, and other ‘evidence’). A 2-page briefing document highlighting
core/critical findings, conclusions and recommendations shall be produced once
feedback on the draft final report is consolidated. This 2-page will accompany
the final full report as the main deliverable of this learning review.
Quality Assurance: Quality assurance efforts as part of this
review will include rigorous documentation of interviews and the consistent use
of templates for qualitative data collection and organization. A ‘getting to
answers’ matrix’ will map out how analytical questions and triangulation
processes will guide the generation of findings from the learning review
questions. A structured framework for translating findings into conclusions and
then to recommendations will be utilized so that the logic, flow and
interpretation of evidence is clear.
review will include rigorous documentation of interviews and the consistent use
of templates for qualitative data collection and organization. A ‘getting to
answers’ matrix’ will map out how analytical questions and triangulation
processes will guide the generation of findings from the learning review
questions. A structured framework for translating findings into conclusions and
then to recommendations will be utilized so that the logic, flow and
interpretation of evidence is clear.
At
least 3 (once weekly) debriefs and synthesis moments among the learning review
team across the will take place to (1) provide a check-in moment on progress,
and (2) provide time for discussing and making any adjustments or modifications
needed in methodology, analytical approach or the execution timeline. Internal
(Learning Contract) peer review and editing support will be used to ensure
completeness and coherence, clarity, and professional packaging of the final
deliverables. A mid-point check-in and
an internal end-line debrief (at the completion of report drafting) with the
USAID Point(s) of Contact will yield active feedback and early confirmation that
learning review products are in line with expectations. Use of USAID’s standard
evaluation report checklist will guide the structure and presentation of the
final report.
least 3 (once weekly) debriefs and synthesis moments among the learning review
team across the will take place to (1) provide a check-in moment on progress,
and (2) provide time for discussing and making any adjustments or modifications
needed in methodology, analytical approach or the execution timeline. Internal
(Learning Contract) peer review and editing support will be used to ensure
completeness and coherence, clarity, and professional packaging of the final
deliverables. A mid-point check-in and
an internal end-line debrief (at the completion of report drafting) with the
USAID Point(s) of Contact will yield active feedback and early confirmation that
learning review products are in line with expectations. Use of USAID’s standard
evaluation report checklist will guide the structure and presentation of the
final report.
Target Audiences: The primary audience for wider sharing of the
lessons and recommendations include the Natural Resource/Environmental
Management team at USAID/Uganda, as well as the Program Office and various
technical teams’ Monitoring, Evaluation and Learning Specialists. Other technical offices at the Mission can
also benefit from a joint review of the methodology and approach used to
conduct this learning review.
Stakeholders/collaborators in the oil and gas sector in Uganda can make
use of the findings and recommendations in their policy development processes
and capacity building plans. USAID/Uganda implementing partners may also find
the process of conducting the learning review helpful as they develop
collaborating, learning and adapting approaches as a more formal part of their
program management efforts.
lessons and recommendations include the Natural Resource/Environmental
Management team at USAID/Uganda, as well as the Program Office and various
technical teams’ Monitoring, Evaluation and Learning Specialists. Other technical offices at the Mission can
also benefit from a joint review of the methodology and approach used to
conduct this learning review.
Stakeholders/collaborators in the oil and gas sector in Uganda can make
use of the findings and recommendations in their policy development processes
and capacity building plans. USAID/Uganda implementing partners may also find
the process of conducting the learning review helpful as they develop
collaborating, learning and adapting approaches as a more formal part of their
program management efforts.
Qualifications, Skills and Experience: A primary, single qualified Consultant is
proposed to conduct this analysis.
It is anticipated that the selected consultant shall have:
proposed to conduct this analysis.
It is anticipated that the selected consultant shall have:
- An advanced (Master’s) degree or higher in
environmental sciences, public administration or other field related to
development studies with a focus on capacity building approaches - A minimum of ten years’ proven experience
conducting program assessments, evaluations and/or action research - Proven skills in quantitative and qualitative
data collection and analysis techniques, including strong synthesis, and
writing and presentation capabilities - Possess an appreciation for and able to
incorporate a review of data quality and improving monitoring &
evaluation processes as part of assessments/evaluations/research - Proven familiarity with approaches to
constructing and reviewing theories of change, logic models and causal
pathways
How to Apply:
All
suitably qualified and interested Candidates who meet the above criteria should
send their CV, Cover letter and Bio Data Form, download
here, expressing interest to thelearningcontract.recruit@gmail.com.
Please indicate title of expertise in the subject line.
suitably qualified and interested Candidates who meet the above criteria should
send their CV, Cover letter and Bio Data Form, download
here, expressing interest to thelearningcontract.recruit@gmail.com.
Please indicate title of expertise in the subject line.
Deadline: 12th August 2016 by 5:00 PM
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