Terms of reference for Planning, Monitoring, Evaluation and Learning trainer recruitment

Training on Planning, Monitoring, Evaluation and Learning for POs Planning Monitoring and Evaluation experts.

Background and Rationale

Cheshire Ethiopia, in its role as a coordinating body, manages a network of Partner Organizations (POs) to effectively implement Liliane Foundation (LF)-funded programs through a Community-Based Rehabilitation (CBR) approach. In addition to its coordination role, Cheshire Ethiopia also serves as a referral institution for various local NGOs, offering orthopedic and social rehabilitation services to children and youth with disabilities. Since 2012, Cheshire Ethiopia has been working as a Strategic Partner Organization (SPO) for the Liliane Foundation.

Over the years, LF programs have been implemented under a clear strategic direction. In line with evolving priorities, LF has introduced a new policy framework known as Building Effective Networks (BEN). This policy aims to contribute to the establishment and strengthening of collaborative networks that can deliver co-created, holistic Multi-Annual Programs (MAPs). These programs are intended to address the root causes of exclusion of children and youth with disabilities, moving beyond service delivery to tackle systemic issues.

To support this strategic shift, a revised approach to Planning, Monitoring, Evaluation, and Learning (PMEL) has been developed. The new PMEL framework is designed to enhance strategic alignment, promote inclusion and accountability, and ensure that programs are responsive, evidence-based, and focused on long-term impact.

As part of the 2025 plan, CE Liliane Foundation program coordination team, has prioritized capacity-building training on PMEL for Planning, Monitoring and Evaluation focal persons from Partner Organizations. This training will:

• Introduce the updated PMEL approach aligned with the BEN strategy and MAP framework;
• Equip PMEL experts with practical tools and skills for planning, tracking progress, evaluating impact, and facilitating continuous learning;
• Strengthen the ability of POs to make informed decisions, adapt to changing contexts, and enhance program effectiveness and accountability.

Through this training, POs will be better positioned to contribute to an inclusive, collaborative, and impact-driven network focused on the rights and well-being of children and youth with disabilities

Overall Objective of the PMEL Training: –

Participants will understand and apply the core principles and practices of Planning, Monitoring, Evaluation, and Learning (PMEL) to design, implement, and assess inclusive projects. This will enable them to strengthen program effectiveness, ensure accountability, and promote meaningful participation and impact, especially for persons with disabilities.

Specific objectives: –

Planning:– Participants will learn how to develop clear project goals, objectives, and indicators, and how to create a logical framework to guide their work. They will also understand the importance of a theory of change in planning.

Monitoring:– Participants will learn how to establish a monitoring system to track progress towards objectives, using data collection methods and tools to assess implementation.

Evaluation: -Participants will understand different types of evaluations (summative, formative) and their purpose, as well as how to design evaluation frameworks, collect data, and analyze results.

Learning:– Participants will be able to identify lessons learned from project implementation and evaluation, and how to use this information to improve future projects.

Scope of the training: –

The training content should be designed to ensure that experts acquire knowledge and skills on the following aspects among others.

Introduction to PMEL in Disability-Inclusive Development

• What is PMEL and why is it important?
• PMEL in the context of disability inclusion and rights-based programming
• Principles of inclusive PMEL: participation, equity, and accessibility

Inclusive Planning

• Understanding the needs and priorities of persons with disabilities (PWDs)
• Developing a Theory of Change that reflects inclusion
• Setting inclusive objectives, outcomes, and SMART indicators
• Using participatory planning tools with PWDs, families, and communities

Monitoring Disability-Inclusive Projects

• What to monitor: activities, participation, accessibility, satisfaction
• Disability-disaggregated data: what it is, why it matters, and how to collect it
• Tools for inclusive monitoring (surveys, checklists, interviews)
• Simple data collection tools for local partners (e.g., paper-based, Excel, system based)

Evaluation with Inclusion Lens

• Formative vs. summative evaluations
• Including voices of persons with disabilities in evaluation
• Evaluation questions for disability-inclusion (e.g., “Was the project accessible?”)
• Community feedback mechanisms and accountability to rights-holders

Learning for Change

• Turning monitoring and evaluation findings into action
• Creating space for reflection: review meetings, learning sessions
• Capturing and sharing success stories and challenges
• Learning loops for adaptive management in disability programs

Building a Simple PMEL System

• What a basic PMEL framework looks like
• Roles and responsibilities in PMEL for partners and field teams
• Aligning with donor reporting requirements without overburdening small partners

Practical Sessions and Hands-on Learning

• Developing or reviewing your own project’s PMEL plan
• Practicing indicator design with inclusion in mind
• Mock monitoring exercises (e.g., using a checklist on site accessibility)
• Sharing experiences across partners for mutual learning

Learning outcomes/expected outcomes: –

By the end of the course, participants will be equipped with the knowledge and skills to:

• Develop comprehensive project plans: That defining goals, objectives, and indicators, as well as creating a logical framework and theory of change.
• Design effective monitoring systems: including selecting appropriate data collection methods, developing tools, and establishing clear reporting procedures.
• Understand different evaluation types, developing evaluation frameworks, and analysing data to draw conclusions.
• Learn from experience:

This involves identifying lessons learned, analyzing successes and failures, and using this information to improve future projects.

• Have exchanged experiences and learned from a diverse set of peers’ participants.

Methodology

• The proposed training techniques require practical and participatory methods with techniques suitable for adult learning. Cheshire Ethiopia will be keen on considering training methods and techniques which are practical, and applicable to the context of organization needs and ways of working.

Participants

• Training participants will be selected staffs from Cheshire Ethiopia and partner organizations Plan, Monitoring and Evaluation experts located in different regions across the country.

Place and date of the training

• The training is planned to be a three-days training that is expected to be conducted from 3-5 July, 2025. The place is planned to be at Nazareth/Adama or Bishoftu as the place is preferable for training.

 

Resource Person Requirement

• Cheshire Ethiopia planned to recruit an expert with extensive experience in Planning, Monitoring, Evaluation, and Learning (PMEL) with strong preference given to a professional with strong practical experience in the field.
• An expert with minimum qualifications include a Masters degree in economics, statistics, project management, Public Health MPH or other related disciplines.

Responsibility

Cheshire Ethiopia:- will take the responsible for Selecting and inviting participants and arrangements for them to participate. Cheshire Ethiopia will take the responsibility to prepare detail agreement document to be signed in between the recruiter and training provider.

The trainer:- will develop training material, deliver the training, and prepare report accordingly.

 

Deliverables:-

The Trainer or service provider should develop and communicate with Cheshire Ethiopia the following:-

• Technical Proposal (demonstrates how S/he understand the training TOR and how the TOR requirements will be met)
• Financial proposal/ budget (demonstrates the detailed cost of the training delivery)
• Training report (narrative) including assessment of the sessions and participant satisfaction at the end of the training.

 

Safeguarding

Cheshire Ethiopia is committed to safeguarding the communities with which we work our partners, staffs, and any others who we come into contact with. Therefore, you will also be responsible for:

• Preventing harm and abuse in all aspects of our work—protecting our people, operations, programs, and anyone who comes into contact with our services. We strive to uphold the highest standards of safety, integrity, and accountability to ensure a secure and ethical environment for all.
• Reporting all safeguarding incidents you see, hear, hear about or suspect, using our reporting mechanism.
• Complying with all safeguarding framework policies and practices

Diversity and inclusion

• Cheshire Ethiopia is dedicated to creating a diverse and inclusive environment for all its employees/consultants while extending the culture of inclusion into our work. We embrace difference and diversity of identity, experience, and thought, and actively strive for inclusiveness.