Job Description

BACKGROUND AND CONTEXT

The project runs from July 2025 to September 2026, with an expected timeframe of the assessment carried out from 31st August to 4th of September 2026. Schools in Bandung continue to face both infrastructural and social challenges that can negatively affect students’ well-being and educational outcomes. Inadequate or non-inclusive WASH facilities may compromise students’ health, dignity, and attendance, particularly for children with disabilities. At the same time, schools are increasingly confronted with risks of non-physical violence, including bullying, psychological intimidation, and cyberbullying, which are often underreported or inadequately addressed. Baseline data collected in August 2025 from 390 students across the 10 target schools found that 36.92% of students had witnessed violence at school and 8.72% had personally experienced violence, underscoring the need for stronger prevention, reporting, and response mechanisms.

The expected results of this program are:

• Schools and students demonstrate measurable improvements in awareness and response to bullying, contributing to a reduction in bullying incidents and an increased sense of safety in schools. (>70% students can correctly identify bullying behaviors and reporting mechanisms, >50% students demonstrate positive bystander behavior, >30% reduction in self-reported bullying cases, >30% increase in students who feel safe at school) Through these mechanisms, children and youth are empowered to actively lead peer initiatives that promote safety, inclusion, and respect for diversity, contributing to Kota Bandung’s Zero Bullying initiative.
• Schools have safe, inclusive, and well-maintained water, sanitation, and hygiene facilities that support dignity and reduce risks of violence and exploitation. Student hygiene behavior and perceptions of safety have improved significantly, with higher toilet use and increased confidence among girls and children with disabilities.
• School-based practices on WASH, child protection, and positive discipline are institutionalized into school and district policies, ensuring sustained implementation and budget allocation. Local government, school committees, and communities collaborate effectively to monitor and maintain standards on violence prevention, MHM (Menstrual Hygiene Management), and safe-school environments.

The main outcomes of this project are:

1. Outcome 1: Improved capacities of schools (teachers & staff, students, and parents) on WASH, Child Rights, peacebuilding, positive discipline, violence awareness: prevention and response, including stress management from bullying using a gender-sensitive and inclusive approach that ensures equal participation of girls, boys, women, and men.

2. Outcome 2: Increased child/youth participation of girls and boys to promote peace and access to appropriate WASH services in schools that support their dignity and minimize risks of violence and exploitation, including cyberbullying.

3. Outcome 3: Established policy related to ending violence, WASH, Menstrual Hygiene Management (MHM), and other issues in schools and at the district level.

4. Outcome 4: Improved access to inclusive water, sanitation, and hygiene for students and communities The project is implemented through a partner organization, namely Yayasan IBU (Indonesia Bhadra Utama). They help carry out most of the activities across 4 outcomes with assistance from Save the Children’s technical advisors and program coordinator.

The program was previously implemented as a pilot in Yogyakarta for 8 months, from April to December 2024. One of the key impacts of the pilot program was an increase in awareness and knowledge of non-violence and peacebuilding among students, teachers, and parents.

Purpose, Objectives and Scope

This study is being conducted near the completion of the PEACE FOR ALL project to assess the overall outcomes, effectiveness, efficiency, coherence, sustainability, and impact of the interventions implemented throughout the project period. While the baseline study established benchmarks on school WASH conditions, peacebuilding, bullying prevention, psychosocial well being, and school safety systems at the beginning of the project, the endline evaluation study aims to measure changes and progress achieved against those baseline findings. As an endline evaluation study, this study will also assess the extent to which observed changes in student safety, bullying/violence prevention and response, and inclusive access to WASH services can reasonably be linked to the project intervention.

The primary purpose of the study is to evaluate the extent to which the project has contributed to strengthening the knowledge, attitudes, and capacities of teachers, school staff, students, and parents on WASH, child rights, peacebuilding, violence prevention and response, and stress management, as well as changes in behaviours and students’ sense of safety, use of reporting mechanisms, and access to safe and inclusive WASH facilities. The study will also assess changes in child participation in promoting peace and safe WASH practices, the establishment and implementation of policies related to violence prevention, WASH, and Menstrual Hygiene Management (MHM), and improvements in access to inclusive water, sanitation, and hygiene services in schools, including how these changes are experienced by different group of children, in particular girls, boys, and children with disabilities. Findings from the study will provide evidence of project achievements, identify remaining gaps and challenges, and generate lessons learned and recommendations to support the sustainability of safe, inclusive, and resilient learning environments.

The study has objectives primarily as follows:

• To assess the extent to which the project has contributed to the achievement of the four intended outcomes as a result of project intervention, with findings disaggregated by sex, age, disability status, and school type where relevant.
• To evaluate project intervention by measuring effectiveness, efficiency, relevance, coherence, sustainability, and impact.
• To identify lessons and/or lessons learned and/or good practices resulting from the project design, implementation, and results.

Intended Audience and Use of the Study

The findings will be used to:

• Measure the overall outcomes, relevance, effectiveness, efficiency, and sustainability of the PEACE FOR ALL Project against the baseline and project targets.
• Generate evidence for donor reporting on achievements related to peacebuilding, child participation, violence prevention, and inclusive access to WASH services.
• Document lessons learned, good practices, and challenges encountered during project implementation to inform internal learning and adaptive management.
• Generate recommendations for sustaining and strengthening project gains in safe, inclusive, and resilient learning environments beyond the project period.
• Generate recommendations to inform the design of future interventions.

The study team will be required to propose how the primary audience will be involved throughout the evaluation process and how evaluation findings will be shared with each of the different stakeholders in the table above, particularly outlining how reporting back to communities, beneficiaries and children will be conducted in an accessible and child-friendly manner with deliberate measures to ensure that girls, boys, and children with disabilities, including students from SLB, have equitable opportunities to access, understand, reflect on, and provide feedback on the evaluation findings.

STUDY METHODOLOGY

Study Design

This study is expected to employ a concurrent mixed-methods design, involving the simultaneous collection of quantitative and qualitative data, separate analyses of each dataset, and the integration of findings to provide a comprehensive understanding of the research problem. As this project includes children with disabilities, the analysis will involve a GEDSI (Gender, Disability, and Social Inclusion) lens to measure gender, disability, and social inclusion. In addition, the study will adopt child-participatory approaches to ensure that children and young people can meaningfully share their experiences, perspectives, and recommendations regarding peacebuilding, school safety, violence prevention, and WASH services. Methods will include:

• Disability-inclusive and gender responsive survey • Key informant Interview (KII)
• Focus Group Discussion (FGD)
• Child-participatory activities (e.g, participatory discussions, body mapping, photovoice, child-led school walk, or other age-appropriate methods)
• Physical WASH facilities observation checklist Quantitative data collection will include Washington Group Questionnaires (WGQ) to enable disability-disaggregate analysis.

Qualitative instruments will include probing on norms and protection pathways, students’ perceptions of safety, accessibility and usability of health and WASH facilities, and the functioning of reporting and referral mechanisms in school, including the experience of children with disabilities.

Sampling Strategy

The quantitative and qualitative components of the evaluation will engage teachers, students, and parents as primary participants. The qualitative component will also include key stakeholders such as students, teachers, headmasters/school principals, parents/school committee, and members of TPPK or similar group, and, if possible, representatives of the local government officials. For the quantitative element, this study is expected to employ stratified random sampling by school cluster, sex, grade, and disability status. The qualitative component, meanwhile, will use purposive sampling to ensure representation from relevant stakeholder groups. The number of samples will be determined by using G*Power or another valid sampling method.

Data Sources and Data Collection Methods / Tools

All primary data collected during the study must be disaggregated by gender, age, disability status, and school. Save the Children Indonesia and its partner have developed baseline tools which the consultant will use to ensure the data obtained from this endline evaluation study are comparable. Save the Children Indonesia will also provide all relevant project documents, including reports and MEAL documents. Additionally, based on the provided documents, the Consultant will develop and/or refine the comprehensive tools or instruments and qualitative guidance to support a robust analysis of equity and inclusion.

The consultant will be responsible for reviewing, adapting, and digitizing the existing tools in both Indonesian and English (for ethical review and reporting), ensuring they are contextually appropriate for trial before implementation. To collect data, the consultant/study team is expected to use the Kobo Toolbox license.

Save the Children will provide enumerators to assist with primary data collection. The consultant/study team will be required to source additional external data sources to add value to the study, such as government administrative data. The team should also indicate how data triangulation will be realised.

STUDY TEAM AND SELECTION CRITERIA

Understanding of Requirements and Experience To be considered, the study team members together must have demonstrated skills, expertise and experience in:

• Designing and conducting evaluations using mixed-method (quantitative and qualitative) design.
• Conducting studies in the field of education, particularly in relation to child protection, gender, disability and social inclusion (GEDSI), adolescent health or reproductive health, and/or Water, Sanitation, and Hygiene/WASH.
• Conducting ethical and inclusive studies involving marginalised, deprived and/or vulnerable groups in culturally appropriate and sensitive ways, in particular, those with disability. Candidate with experience in studies involving child participatory techniques is preferable.
• Managing and coordinating a range of government, non-government, community groups and academic stakeholders if necessary.
• Sound and proven experience in conducting evaluations based on OECD-DAC evaluation criteria, particularly utilisation and learning-focused evaluations.
• Extensive experience of theories of change and how they can be used to carry out evaluations.
• Strong written and verbal skills in communicating technical and/ or complex findings to non-specialist audiences (especially report writing and presentation skills).
• A track record of open, collaborative working with clients

There is a high expectation that:

• Members (or a proportion) of the study team have a track record of previously working together.
• A team leader will be appointed who has the seniority and experience in leading complex study projects, and who has the ability and standing to lead a team toward a common goal.
• The team can commit to the terms of the project and have adequate and available skilled resources to dedicate to this study over the period.
• The team has a strong track record of working flexibly to accommodate changes as the project is implemented.