JOB DETAILS:
Social Impact (SI) is a global development management consulting firm. We provide monitoring, evaluation, strategic planning, and capacity-building services to advance development effectiveness. We work across all development sectors including democracy and governance, health and education, environment, and economic growth. Since 1997 we have worked in over 100 countries for clients such as US government agencies, bilateral donors, multilateral development banks, foundations, and nonprofits.

Project Description:
On January 19, 2023, USAID/Tanzania awarded International Business Initiatives (IBI) and SI a four-year contract for the Tanzania Monitoring, Evaluation, Learning and Adaptation (T-MELA) Activity. This activity is to assist the USAID/Tanzania Mission with strategy- and activity-level performance monitoring, evaluation, and learning. This activity will also provide data gathering and verification, data visualization (including Geographic Information Systems), data quality assessments, impact and performance evaluations, assessments, organizational learning, and collaboration among USAID’s implementing partners and DO teams. The MEL Support Platform will also implement a capacity-building agenda for the mission, developing a baseline of M&E knowledge within the mission and tailoring a curriculum to provide skills development to mission staff. USAID/Tanzania has commissioned SI to conduct a mid-term evaluation of the Jifunze Uelewe Activity.

Background of Jifunze Uelewe Activity
Jifunze Uelewe (JU) is USAID/Tanzania’s flagship foundational learning activity. JU aims to improve student outcomes in literacy, numeracy, and social and emotional skills. With a TEC of $38 million, JU is being implemented at scale in 5 regions (Iringa, Morogoro, Mtwara, Ruvuma, and the two islands of Zanzibar. In each target region, JU works with all pre-primary and primary (Grades 1- 4) classrooms, collaborating closely with all education system actors to build capacity for the sustainability of interventions. JU fully aligns with GoT’s curriculum and policy reforms and several of the approaches/materials/models developed under JU in partnership with GoT, have been adopted by GoT for national implementation.

JU works at the national, district, and ward levels to build the capacity of GoT education sector actors such as Tanzania Institute of Education (TIE), Zanzibar Institute of Education (ZIE), MoEST, Z/MoEVT, and PORALG. This means (1) working with key stakeholders on teacher guides, student materials, and teacher training; (2) building school-based and virtual coaching and mentoring support for teachers through teacher continuous professional development (TCPD); and (3) collecting data for evidence-based decision making. JU also mobilizes parents to partner with schools to contribute to a healthy learning environment for learners.

As JU is halfway through implementation, it is an opportune time to take stock and analyze what is working or not working within its 3 objectives:
• Improve teachers’ literacy, numeracy, and social-emotional instruction.
• Strengthen local and regional ability to sustain and increase improved learning.
• Increase community support for safe and inclusive education in and out of school.

Purpose and use of Lishe Endelevu Endline:
Overall evaluation questions and sub-questions
1. To what extent is JU making progress toward improving the learning outcomes (literacy, numeracy, and social-emotional skills) of its target beneficiaries?
o Based on current reading and math scores, which subtasks have seen the greatest improvements, and which have seen the fewest improvements? Why?

o What variances in learning outcomes, if any, exist amongst the following sub-groups: x, y, z*. What factors are influencing these variances in learning outcomes
o How has the project's strategy for incentivizing and monitoring influenced teacher attendance patterns, and what are the predominant reasons for any reported absences across regions and demographic groupings?
2. To what extent are teachers implementing JU's social and emotional learning (SEL) and well-being approaches?
3. How well do the teaching and learning materials align with the training and curriculum?
4. How and to what extent are School Information System (SIS) users utilizing SIS?
o What incentives, barriers, or challenges are encouraging or discouraging SIS use?
5. To what extent are government officials, school administrators, teachers, and PTPs implementing JU initiatives as intended?
o How are teachers incorporating the phonics-based teaching approach with students, and how do students utilize the books provided by JU? What challenges are encountered in both contexts?

o Describe the nature and frequency of TCPD, and how WEOs are adopting their new role of coach/mentor. What challenges are faced in these areas?
o How often do teachers access Teaching and Learning Materials during JU training, and in what ways are PTPs contributing to enhancing learning?
o Across the board, what common challenges, such as time constraints, resource limitations, or lack of interest, are reported by stakeholders in implementing JU initiatives?
6. What are the factors that influence the sustainability of JU interventions?

The results will primarily be used by USAID/Tanzania, and the GoT (MOEST, PORALG). Donor partners such as FCDO, Swedish SIDA, UNICEF, Global Partnership of Education, and the Canadian High Commission will also benefit from the results.

The Mid-term evaluation results will be used as a tool to bring USAID/Tanzania, MOEST, PORALG, and donor partners together to discuss what the program has achieved in its first half of life; changes or adaptations that could improve the project’s performance for the remainder of the activity; and ways for MOEST, PORALG, and other donor partners to work together to scale up the program or specific components nationally. USAID/OCE also plans to use the findings to inform its recommendations for subsequent activity design and evaluation (this should not be mentioned with Jifunze Uelewe implementers and stakeholders as it could be procurement sensitive).

Position Description:
SI is seeking a Data Analyst/Survey Consultant (local) to support the Team Lead in conducting the Jifunze Uelewe Mid-term evaluation.

The Data Analyst/Survey Consultant shall be an English and Kiswahili speaker with strong data analysis and survey management experience in the education sector (EGRA and EGMA). She/he will support the TL in survey management and data analysis at all stages of the evaluation including survey programming and analysis of all the EGRA and EGMA indicators. She/he will support TL in generating all key deliverables including a Design Report, Draft Evaluation Report, Final Evaluation Report, and other key knowledge products. The Data Analyst/Survey Consultant will support the TL in managing the firm on the survey management. The Analyst will work under the guidance of the TL and Senior Assessment and Evaluation Specialist in Tanzania and SI’s Project Director in Washington DC.
*This is a local position, and only Tanzanian applicants will be considered*

Responsibilities:
The Data Analyst/Survey Consultant will:
• Work collaboratively with the Team Lead, T-MELA’s Chief of Party, and Senior Assessment and Evaluation Specialist.
• Survey design and planning: Collaborate with the project team to design and plan the mid-term evaluation survey, including developing evaluation objectives, analysis plan, sampling strategies, questionnaire design, and data collection methods.
• Questionnaire programming: Program questionnaires using digital data collection platforms (e.g., Nfield, Survey123, SurveyCTO, ODK, Kobo Toolbox) and ensure that they are user-friendly, culturally appropriate, and align with the project's objectives.
• Training and capacity building: Support the train and support local data collection teams, including enumerators and supervisors, on data collection methodologies, digital data collection tools, and ethical considerations.
• Monitoring data collection: Monitor the data collection process to ensure quality, troubleshoot any issues that arise during fieldwork, and provide ongoing support and guidance to the local data collection team.
• Data management: Oversee and support the local firm in data management activities, including data storage, cleaning, validation, and quality assurance processes.
• Data analysis: Conduct quantitative data analysis using statistical software (e.g., STATA, SPSS, R, SAS) to identify key findings and trends, and interpret results in the context of the project objectives.
• Reporting and presentation: Develop comprehensive analytical reports, presentations, and policy briefs based on survey findings, and present results to project stakeholders, including donors, government officials, and other relevant parties.
• Ethical considerations: Ensure that all data collection activities adhere to ethical guidelines and respect the rights and dignity of the participants.
• Collaboration: Work closely with project team members and the contracted local firm to ensure that data collection and analysis activities are well-coordinated and aligned with the project's goals.
• Project management: Manage tasks and timelines effectively, ensuring that deliverables are completed on time and within budget.
• Adaptability: Be prepared to travel within Tanzania and adapt to fieldwork conditions as needed, while maintaining open lines of communication with the project team and stakeholders.

Qualifications and skills:
The Data Analyst/Survey Consultant must have/hold:
• A master’s degree or higher in Statistics, Data Science, Education, Economics, Social Sciences, or a related field. A PhD is an added advantage.
• At least 7-10 years of experience in data analysis, survey design, and implementation, preferably in the public health or nutrition sectors.
• Strong skills in quantitative data analysis and visualization using statistical software such as STATA, SPSS, R, or SAS.
• Proficiency in programming questionnaires using digital data collection platforms, such as SurveyCTO, Nfield, Survey123, ODK, or Kobo Toolbox, for implementation in the field.
• Demonstrated experience in designing and implementing household surveys, preferably in the nutrition, public health, or development sector.
• Proven track record in data quality assurance, data cleaning, and data validation processes.
• Familiarity with monitoring and evaluation (M&E) frameworks and indicators related to nutrition programs.
• Familiarity with the local context, culture, and nutrition-related issues in Tanzania.
• Fluency in English and Swahili, both written and spoken, is essential. Additional local language skills are an asset.
• Strong written and verbal communication skills, with the ability to present complex information to diverse audiences.
• Ability to work effectively in a multi-disciplinary and culturally diverse team.
• Willingness and ability to travel within Tanzania and adapt to fieldwork conditions as needed.
• Experience in preparing high-quality analytical reports, presentations, and policy briefs based on survey findings and data analysis.
• Familiarity with ethical considerations in research and data collection, particularly as they pertain to vulnerable populations and nutrition interventions.
• Strong organizational and project management skills, with the ability to manage multiple tasks, meet deadlines, and prioritize effectively.

Level of Effort (LOE)
Up to 50 days. Only actual time spent is billable.

Expected timeline: September 2023– May 2024