Terms of Reference for Consultancy for Conducting Comprehensive midline Assessment for Rajo Kaaba project in Banadir region Somalia

Tender descriptionTerms of ReferenceTender subject: Consultancy for Conducting Comprehensive midline Assessment for Rajo Kaabaprojectin Banadir region Somalia .Tenderreference:WARDI/Rajokabo/ContractNo-SO-MOECHE-422045-CSQCBS/midline/2026.Contracting Organization Fedral Republic of Somalia under the Ministry ofeducationculture and higher education Project title Somalia Empowering Women through Education and Skills “Rajo Kaaba” Project. Project Number SO-MOECHE-422045-CS-QCBS. Project Period March 2026 –September 2027 Project Donor World bank through the government of Somalia under the ministry of education. Implement Partner WARDI Relief and Development Initiative.1. IntroductionThe Federal Government of Somalia (FGS), through the Ministry of Education, Culture and Higher Education (MoECHE), in partnership with the World Bank, is implementing the Rajo Kaaba Project. The project aims to strengthen literacy, numeracy, socioemotional, and market-relevant vocational skills among young women and men aged 15–35 years across selected regions of Somalia.WARDI Relief and Development Initiative (WARDI), as the Program Implementing Partner (PIP) in Banadir Region, is implementing Component 1 of the project targeting 7,000 beneficiaries, including 6,000 young women and 1,000 young men, with at least 10% representation from persons with disabilities and marginalized groups.As part of the enrolment and learner placement process, WARDI intends to engage a qualified consultant/firm to conduct a comprehensive midline assessment to determine the literacy and numeracy competency levels of enrolled beneficiaries and support their placement into appropriate learning tracks under the project.2. BackgroundLiteracy and numeracy levels among women and girls in Somalia remain low, especially among internally displaced persons (IDPs), rural communities and marginalized groups. Rajo Kaaba responds with integrated literacy, numeracy, life skills and vocational training designed for young women and vulnerable youth.Buy MapsLearners are enrolled in two tracks:Group 1: learners without functional literacy and numeracy, who receive foundational education before progressing to skills training.Group 2: learners with Grade 3–4 equivalent literacy and numeracy, who enter high-intensity vocational skills training directly.The baseline assessment. The Banadir baseline report dated 06 July 2026 assessed a stratified random sample of 608 beneficiaries drawn from the verified register of 7,450 learners; it did not test all registered learners. All 608 sampled beneficiaries were interviewed. Screening allocated 436 beneficiaries to the non-formal education (NFE/Group 1) track and 172 to the TVET (Group 2) track. EGRA/EGMA literacy and numeracy assessments covered all 436 NFE beneficiaries and 141 TVET beneficiaries for benchmarking; the remaining TVET beneficiaries completed vocational profiling only. The study also used the Life Skills Baseline Questionnaire (LSBQ), Vocational Skills Profiling Assessment (VSPA), FGDs, KIIs and TVET centre mapping. The baseline report, cleaned dataset, original 608-person roster and module-level assessment records shall be the reference for midline follow-up.Why a midline now. The midline evaluation scheduled for 26 November–15 December 2026 will assess progress since the baseline and inform adjustments for the remaining implementation period. The baseline interviewed 608 beneficiaries: 436 (71.7%) were allocated to the NFE/Group 1 track and 172 (28.3%) to the TVET/Group 2 track. Following the same beneficiaries will enable comparison of available baseline and midline records, assessment of learning and skills development, and documentation of retention, dropout and progression between tracks. During inception, WARDI shall provide updated, dated monitoring records confirming enrolment, active participation, training completion and cohorts completed by track. These implementation figures shall be verified and distinguished from the ba