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REPUBLIC OF CÔTE D'IVOIRE

Union, Discipline, Labor

MINISTRY OF NATIONAL EDUCATION, TECHNICAL EDUCATION AND VOCATIONAL

TRAINING

Terms of Reference (ToR)

FINAL EVALUATION OF THE FIRST PHASE AND BASELINE EVALUATION OF THE SECOND PHASE OF"SUPPORT FOR THE INTEGRATED SUSTAINABILITY PROGRAM FOR SCHOOL

CANTEENS" IN ȇΖΖ.

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Summary

1. Introduction ...................................................................................... 4

2. Reason for evaluation ........................................................................ 4

2.1. Logic ................................................................................................................................... 4

2.2 Goals................................................................................................................................... 5

2.3 Stakeholders and users ................................................................................................. 5

3. Context and subject of the evaluation ................................................ 9

3.1. Context .............................................................................................................................. 9

3.2. Subject of the evaluation ............................................................................................. 13

4. Evaluation approach ........................................................................ 16

4.1. Scope ................................................................................................................................ 16

4.2. Evaluation criteria and questions .............................................................................. 16

4.3. Data available ................................................................................................................. 17

4.4. Methodology .................................................................................................................. 17

4.5. Quality assurance and quality assessment ............................................................. 19

5. Phases and expected products.......................................................... 20

6. Organization of the Evaluation ..........................................................21

6.1. Conduct of the Evaluation ........................................................................................... 21

6.2. Team composition and skills ...................................................................................... 21

7. Security considerations .................................................................... 22

8. Ethics .............................................................................................. 23

9. Roles and Responsibilities of Stakeholders ........................................ 23

10. Communication and budget ............................................................. 25

10.1. Communication ............................................................................................................. 25

10.2. Budget .............................................................................................................................. 25

Annex 1: Mapping of the McGovern-Dole school canteen program ........... 26 Annex 2: Evaluation schedule ................................................................. 27 Annex 3: Key characteristics of the operation ......................................... 28 Annex 4: Members of the internal evaluation committee ........................ 30 Annex 5: Members of the Evaluation Reference Group (ERG) .................... 31 Annex 6: Evaluation criteria and questions ............................................. 33 Annex 7: MGD Program Results Framework ............................................ 37

Annex 8: Bibliography ............................................................................ 44

Annex 9: List of deliverables ................................................................... 45

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Annex 10: Some results achieved in 2020 ................................................ 46 Annex 11: Communication and Learning Plan ..................................... 48 Annex 12: Program Results Framework (Phase 1) .................................... 55 Annex 13: Program Results Framework (Phase 2) .................................... 58 Annex 14: Abbreviations ........................................................................ 63

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1. Introduction

1. These Terms of Reference (TOR) relate to two concurrent evaluations: the final evaluation

of the first phase of $ 35 million (September 2015- June 2021) of US government support (through McGovern-Dole funding) to the integrated program of sustainability of school canteens in Côte d'Ivoire and the baseline evaluation of the second phase (2021- 2025) of this support funded up to $25 million. The McGovern- Ȋ ȋ program in Côte d'Ivoire is a school feeding and literacy program implemented in seven regions in the West, North and North-East from September 2015 to June 2021 for its first phase. The second phase will cover the same area and the same schools. It aims to improve the achievements of the program and facilitate a gradual handover of the program to the government of Côte d'Ivoire. It is a program that aims to support the country's national goals to improve schooling, retention, primary education, relevant skills, food security, nutrition, and school health. This evaluation is an activity evaluation (school canteens) commissioned by the WFP country office in Côte d'Ivoire in accordance with the evaluation plan submitted to the donor. The evaluation mission will take place from May 2021 to April 2022 all phases included. This will involve, on the one hand, the final evaluation of the 2015-2021 phase and, on the other hand, the baseline evaluation of the second phase covering the period from 2021 to 2026.

2. These ToRs were prepared by the evaluation committee comprising the WFP country

office in Côte d'Ivoire, the Ministry of National Education of Technical Education and Vocational Training (DCS, DPFC, DAENF, DAPS-COGES, DSPS), the Ministry of Agriculture and Rural Development, the Ministry of Health and Public Hygiene (PNN), the NGO AVSI and with the support of the WFP regional office on the basis of a documentary review and the standard template specific to WFP's TOR.

3. The purposes of the TORs are:

(a) to provide key information on this evaluation to key stakeholders. b) to inform and frame the evaluation team on the objectives and expectations of this evaluation.

4. The ToRs are based on the WFP Evaluation Policy and the USDA Monitoring and

Evaluation Policy. This evaluation should therefore follow and meet the requirements described in these policies.

2. Reason for evaluation

2.1. Logic

5. Within the framework of the McGovern-Dole program financing agreement, three types

of evaluation are commonly planned during the lifetime of the program: a baseline evaluation before the start of the program in order to establish baseline values of the program indicators, a mid-term and a final evaluation in order to assess respectively the performance of the program at mid-course and at the end of the program.

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6. Thus, at the end of the implementation of the first phase of the McGovern-Dole program,

the organization of a final evaluation is fully justified. In addition, as a prelude to the launch of the second phase of the same program, the establishment of a baseline situation is also necessary. In addition, the impact analysis to be conducted as part of the final evaluation (phase I) will be crucial to shed lights on the progress made and will serve as a baseline study for phase II while highlighting gender related issues through a cross-sectional approach. The results of these two evaluations will be used to better understand the success factors and the constraints in the implementation of the previous program with the aim to maximize the success for the second phase through the lessons that will be learned. There will therefore be a link and complementarity between these 2 phases. In order to comply with deadlines, to mitigate the risks of exposure to the coronavirus disease and to optimize the operational capacities of the Country Office, the final and the baseline evaluations will be conducted simultaneously but with separate deliverables in terms of reporting. In these ToRs, the term "evaluation" will be used to refer to both combined evaluations.

2.2 Goals

7. WFP's evaluations serve two mutually reinforcing objectives: accountability and learning.

Accountability- The evaluation will allow reporting to the national authorities of Côte d'Ivoire, donors, and partners, on the performance and results of the school feeding program supported by the McGovern-Dole funding. The evaluation of the impact of phase I will be key for accountabilityȇ the current phase. The appraisal of the programȇ achievements should include the perspectives of the different groups of beneficiaries during data collection. Learning -The evaluation will analyze the significant results achieved (within the current program) along with their determinants, draw lessons and good practices that will be widely disseminated within the organization to inform operational and strategic decisions. According to the McGovern-Dole learning agenda, a collective effort to generate knowledge on the impact of school feeding programs will improve their design and operationalization and ultimately achieve significant results on improving education, nutrition, and the sustainability of these programs. Therefore, while still being sensitive to the objective of accountability, this evaluation will pay a particular attention to the learning and evidence generation needs. Specifically, the final evaluation will assess the results achieved within the current program and take stock of the level of implementation of the recommendations formulated during the mid- term evaluation. As for the baseline evaluation for the next ȇphase it will provide the baseline values of the program indicators and thus set the seeds for the implementation of the performance monitoring system during the program life cycle.

2.3 Stakeholders and users

8. A number of stakeholders, both internal and external, have a particular interest in the

results of the evaluation and some of them will need to play an active role during the evaluation process. The latter will provide their contributions throughout this process. Table 1 below provides an overview of the main stakeholders of this evaluation, their

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roles, and interests in this exercise. This table should be further developed by the evaluation team as part of the inception phase.

9. Accountability to affected populations is linked to WFP's commitments to include

beneficiaries as important participants in WFP's work. As such, WFP is committed to mainstream gender equality and women empowerment issues during the evaluation process, through the participation and consultation of women, men, boys, and girls from different age groups.

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Table 1: Preliminary stakeholder analysis

Stakeholders Interest in the evaluation and likely uses of the evaluation report

Internal stakeholders

WFP Country

Office (CO Côte

d'Ivoire) Responsible for national-level planning and implementation of operations, the Country Office has a vested interest in evaluation and an interest in learning lessons from experience to inform decision-making. It is also called upon to report internally and to its beneficiaries and partners on the performance and results of its operations.

WFP Regional

Bureau (RB -

Dakar)

Responsible for both supervision of country offices, guidance and technical support; RB management is interested in independent/ impartial reporting of operational performance as well as learning from evaluation results to apply this learning to other country offices.

WFP Headquarters

(Rome) WFP is interested in lessons learned from evaluations, particularly with regards to WFP strategies, policies, thematic areas, or modalities most relevant to programs.

WFP Office of

Evaluation (OEV)

The mission of the OEV is to ensure that decentralized evaluations produce quality, credible and useful evaluations that consider the provisions on impartiality as well as the roles and responsibilities of the various decentralized evaluation stakeholders defined in the evaluation policy.

WFP Board of

Directors

WFP's governing body has a particular interest in being informed about the effectiveness of WFP operations. This evaluation will not be presented to the Executive Board, but its findings can feed into WFP's annual summaries and learning processes as a whole, as well as facilitate resource mobilization from donors.

External stakeholders

Beneficiaries Beneficiaries of food assistance and of the literacy component have active participation in determining whether assistance is appropriate and effective. As such, the level of participation in the evaluation of women, men, boys, and girls from different groups will be determined and their considerations taken into account.

Government

(Ministry of

National

Education,

Technical

Education and

The Government has a vested interest in whether WFP's activities in the country are aligned with its priorities, harmonized with those of other partners and meet expected results. Issues related to capacity building, procurement and sustainability will be particularly analyzed. The Government is also awaiting the contribution of this program to the

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Vocational

Training)

achievement of the education component of the PND (National

Development Plan).

Ministry of

Agriculture and

Rural Development

The Ministry of Agriculture and Rural Development (MINADER) has given its agreement to entrust the implementation of the program to WFP Côte d'Ivoire. Through the National Rural Development Support Agency (ANADER), MINADER also provides technical assistance to agricultural groups mobilized around ȇcanteens. The results of the evaluation will allow MINADER to assess the results achieved.

United Nations

Country Team

(UNCT) The harmonized action of the UNCT should contribute to the achievement of the government's development objectives. It therefore has an interest in ensuring that WFP operations contribute effectively to the concerted efforts of the United Nations. Various agencies are also direct partners of WFP in terms of policies and activities.

The steering

committee The steering committee is a political body set up and chaired by the Ministry of National Education, Technical Education and Vocational Training. It is made up of the various operational partners of the program. The results of the evaluation will allow this committee to make informed decisions.

The technical

committee The technical committee is the technical body of the program. It is made up of technicians from the various operational partners of the program. The results of the evaluation will enable this committee to make informed decisions and improve the implementation of the program.

The School

Canteens

Department (DCS)

The DCS is a governmental institution in charge of the implementation of the school canteen program. The DCS has an interest in knowing whether the school feeding program supported by the McGovern-Dole is aligned with its priorities, harmonized with its actions and is responding to the results expected as part of the national school feeding policy and strategy.

Association of

Volunteers for

International

Service (AVSI)

AVSI is WFP's partner for the implementation of the literacy component in this program. The results of the evaluation will be critical to inform implementation modalities, strategic directions and future partnerships.

USDA (McGovern-

Dole) McGovern-Dole funds provide financial and in-kind support for the school canteen and literacy program. USDA has an interest in knowing whether their funds have been spent efficiently and strategies and programs. This evaluation is funded by the USDA.

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10. The main users of this evaluation will be:

The WFP country office in Côte d'Ivoire and its partners in decision-making, particularly with regards to the implementation and / or design of the school feeding program, country strategy and partnerships. Given the core functions of the Regional Office (RO), the RO is expected to use the results of the evaluation to provide strategic guidance, support, and monitoring to programs. WFP HQ may use evaluations for organizational learning and accountability. OEV may use the results of the evaluation as appropriate to feed into the evaluation syntheses as well as for the annual reports to the Board of Directors. The Government (Ministry of National Education of Technical Education and Vocational Training) may use the results of this evaluation to improve its educational sector policy and strategy. The ȊDirection des Cantines Scolairesȋ (DCS) may use the results of this evaluation to improve the implementation of its national school feeding program. The NGO AVSI may use the results of this evaluation to improve its decision- making and the implementation of its literacy program. USDA may find this evaluation crucial for program accountability and for organizational learning.

3. Context and subject of the evaluation

3.1. Context

11. Despite the adoption of the strategic plan for the acceleration of girls' education (PSAEF)

in Côte d'Ivoire, some challenges remain to be met. The primary completion rate increased overall from 63.9% to 80.5% between 2014 and 2019. Among girls, this rate rose from 58.8% in 2014 to 79.80% in 2019: this proportion is slightly below the national average (80.5%). Among boys, this rate increased from 68.5% in 2014 to 81.2% in 2018 (Sources: The 2018-2019 statistical yearbooks of the DSPS, MENETFP). The Zero Hunger Strategic Review identified the following challenges that will need to be addressed to achieve SDG 2 in Côte d'Ivoire: Access to food. The lack of data disaggregated by sex and age makes it difficult to pinpoint the respective issues of women and men, or girls and boys, in terms of food accessibility. Various issues arise: lack of coherence of programs in favor of food security; lack of recognition of the role of small producers in food security when formulating trade and budgetary policies; and insufficient collection, analysis and use of data to identify vulnerable people. Nutrition. There are many sectors - including agriculture and social protection - that could contribute to the achievement of nutrition outcomes through nutrition-sensitive initiatives, but this potential remains untapped. However, several obstacles are hampering progress: siloed actions by ministries working on interrelated issues such as food security, nutrition, health and education; low scale of food fortification initiatives;

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insufficient scope of communication initiatives aimed at changing ȇ behavior on issues relating to dietary diversity, hygiene and food safety; and lack of attention to adolescent girls. Social protection. The resources invested in social protection taking into account the gender issue are insufficient. Coverage of the national school meals program and safety net programs is limited, and synergies between safety net programs are weak. Other obstacles include the challenges of implementing a strategy to extend safety nets to rural populations and the need for more inclusive and equitable safety net policies, including for school meals. The objectives of SDG 17 aim to improve North-South and South-South cooperation, by supporting national plans intended to achieve all the targets. Humanitarian and migration issues have long been the subject of litigation between Côte d'Ivoire, Mali, and Burkina Faso. Social tensions and the increase due to jihadist interventions in the Sahel could constitute real challenges.

12. With a population estimated at nearly 23 million inhabitants in 2015, Côte d'Ivoire is a

West African country whose economy is supported by a dynamic agricultural sector, mainly based on the coffee-cocoa duo (on average 40% of GDP). The McGovern-Dole Program (MGD) supported by the United States Government (USDA), targets some of the most vulnerable areas of the country with high rates of food insecurity and malnutrition. Although the food insecurity rate for these 7 regions is 10% (below the national food insecurity rate which is 11%), there are pronounced disparities between the regions: Bafing (15.7%), Tchologo (4.2%), Poro (14.7%), Gontougo (9.1%), Cavally (9%), Bagoue (13.8%), Boukani (12.6%). Source: SAVA August 2018). Indeed, according to MICS 2016, approximately 21.6% of children under five suffer from chronic malnutrition. The North (29.6%) and the North-West (27.7%) regions are the most affected. The national prevalence of acute malnutrition is 6%. Severe forms of acute malnutrition are more frequent in the northern regions (6.6%). Anemia remains a worrying public health concern in Côte d'Ivoire. It affects 75% of children under 5; 54% of women of childbearing age, and 29% of men from age 15 to 49. (Multisectoral Nutrition Plan 2016-2020).

13. The various socio-political crises that have followed one another have had negative

effects and have led to the deterioration of the living conditions of the populations despite the adoption and implementation of various economic and financial programs with a poverty rate of 46, 3% in 2015 (ENV2015). In addition to these, the COVID-19 health crisis has had a much more serious impact on the public life and the economy. Countries and especially those with low incomes have been affected by this pandemic: the formal and informal sectors and household incomes were affected. The immediate effects of the crisis will include market volatility which will hamper the access of vulnerable groups to a diverse diet.

14. Since the end of the post-electoral crisis of 2010, the economic recovery of Côte d'Ivoire

has been notable, the country is experiencing one of the highest growth rates in Sub-

Saharan Africa.

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The Ivorian economy recorded real GDP growth rates of 8.0% in 2016, 7.7% in 2017, 7.4% in 2018 and projected at 6.9% in 2019 and 3.6% in 2020 due to the adverse effects of the COVID-19 health crisis on the economy. On the Good Governance Index, Côte d'Ivoire went from the 44th place in 2012 to the 22nd place in 2018 and the 18th place in 20201. Regarding the Corruption Perception Index (CPI), the country went from the 130th place in 2012 (out of 174 countries ranked) to the 105th place (out of 180 countries ranked in

2018)2. Côte d'Ivoire has made great progress in maintaining economic growth above 7%

(SDG target), education, drinking water and electrification: the proportion of population with access to an improved water source increased from 61% in 2008, to 78.4% in 2015, then to 82% in 2017 and 84% in 2019. The rate of electricity access has witnessed a continuous increase in the coverage rate, which rose from 34% in 2011 to 94% in 20203. This improvement, which is the result of the recent economic recovery, has affected both rural and urban areas. Nevertheless, poverty remains predominantly a rural phenomenon, which results in inequalities of access to essential services and in gender disparities and which feeds cleavages between income groups but also between urban and rural populations.

15. As soon as it gained independence, Côte d'Ivoire has set a rate of 100% as a target for

primary schooling. Also, it set education as a priority by allocating more than 40% of the national budget to this sector. However, several factors have played against this commitment, among which the thorny issue of midday hunger that many children early faced because their schools were located several miles away from their parental houses. An adequate and fine-tune response to this serious issue required the design and implementation of a social policy centered on school canteens.

16. Therefore, the State engaged in 1989, with the support of the WFP a vast school feeding

program. The School Feeding Program had experienced a promising development which resulted in the establishment of more than 5,500 school canteens across the country since 2012-2013 for the provision of a hot meal to nearly one million children. This accounts for a canteen coverage rate of around 50%. The mismatch between the resources allocated and the demand for school canteens has led to a drop in the level of service performance, in particular a decrease in the number of ȇ and days of hot meals provided to children. Thus, to fill this gap, communities were asked to support school canteens. From 1998, the school canteen program has integrated a component on sustainability through the development of agricultural group capacities to support school canteens.

17. These groups formed of a very large majority of female volunteers, engage in income-

generating activities, mainly in the agricultural and livestock sectors and cede part of their production to the canteen, thus largely contributing to feeding the children alongside the other partners. That was the approach foreseen by the PIPCS to perpetuate the school canteens with the support of the communities.

1 Ibrahim Index of African Governance 2020 (IIAG)

2 2019 report by the NGO Transparency International on the Corruption Perceptions Index (CPI)

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