TERMS OF REFERENCE FOR THE CONSULTANT TO SUPPORT ASSESSEMENT AND REFERRAL OF CWDs

Summary

Name of the project	Realizing Inclusive and Safe Education (RISE)
Implementing organization	Chance for Childhood
Donor organization	SCOTISH GOVERNMENT
Location of the project	Northern Province, Gakenke, Gicumbi and Burera districts and all 57 Model schools.
Period of the project	From April 2024 to March 2029 (5years)

 1.About Chance for Childhood

 We are child centred international non-governmental organization supporting children and young people in Africa who face inequalities such as lack of access to education and safe spaces, providing them with the tools and skills they need to build their own futures. 

We don’t work alone. Together with partners, supporters, children, and their communities, we protect, educate, and create lasting change for every child threatened by violence, neglect and conflict. 

We believe that no child should have to fight for a safe, happy childhood. We exist to ensure that every child in Africa can thrive from their early years through to adulthood.

Our interventions in Africa are in Rwanda, Uganda, Kenya, Ghana, and the Democratic Republic of Congo (DRC).

2. Project background

Project Overview

The Realising Inclusive and Safe Education or RISE is a 5-year, multi-country project funded by the Scottish Government.  In Malawi, Rwanda and Zambia, RISE will strengthen government support for children with disabilities and ensure these children are able to access a safe and quality education.

RISE will facilitate the Ministry of Education to coordinate the different institutions and actors of Special Needs and Inclusive Education in Rwanda in order to reinforce the Special Needs and Inclusive Education technical working group, which gathers actors in inclusive education on a quarterly basis to share learning, updates and experiences in the sector. The objective is to ensure that the Ministry of Education have appropriate information on how to ensure an inclusive education culture is embedded in the education system in Rwanda. RISE will also strengthen the Education Unit at the District level in Burera, Gakenke and Gicumbi Districts through a Joint Action Development forum, the platform where all the education actors will meet on quarterly basis to share updates from each district, and how to better serve the community. The feedback from these forum will be taken forward to the Ministry of Education, and the same information will be shared across different Ministries and the Rwanda Governance Board, a regulatory body of all the actors/NGOs in Rwanda to inform registration and/or renewal of the registrations of actors.

Objectives

The key objectives of the RISE project that contribute to a more equitable and inclusive education system that prioritizes safety, well-being, and equal access to quality education for all students, fostering a positive learning experience for everyone involved including learners with disabilities and other special educational needs include but not limited the following:

• Increase accessible enrolment through disability screening, assessment and referral services
• Equip educators with the knowledge, skills, and tools to deliver inclusive and safe education effectively.
• Foster collaboration among families, communities, government entities, and civil society organizations to support inclusive and safe education.  

Expected Project Outcomes

• Outcome 1: Accessible enrolment through disability screening, assessment and referral service
• Outcome 2: School staff include Inclusive Education in the day-to-day operations of the school, including classroom practice
• Outcome 3: Community and school staff are oriented to the safety and wellbeing of Children/Learners with Disabilities

Sustainability and Long-Term Impact

The project will lay the foundation for a sustainable, inclusive and safe education model by:

• Enabling accessible enrolment through disability screening, assessment and referral services for children with disabilities and other special educational needs
• Building the capacity of school staff to include Inclusive Education in the day-to-day operations of the school, including classroom inclusive pedagogical principles and practices
• Encouraging community and school staff to be oriented to the safety and wellbeing of Children/Learners with Disabilities and other special educational needs

The ultimate goal is to foster a more inclusive, equitable society by ensuring that every child, regardless of their disabilities, has the opportunity to enrol school, learn and progress up to his/her full potentials.

Key Activities of the project for this Outcome 1: Accessible enrolment through disability screening, assessment and referral service

The project will work to exemplify the screening and assessment of children with disabilities and/or special educational needs in mainstream school settings, using the Disability Detect screening app and screening tools that were designed by Chance for Childhood and validated by the Government of Rwanda and its stakeholders. Several organisations have been working towards inclusive education in Rwanda, and most were using different tools to identify children with disabilities using a medical approach, which risks leaving gaps when it comes to identification and assessment of children with disabilities in schools. The Ministry of Education, in partnership with UNICEF Rwanda, have been working to design another approach of identification and assessment of CWDs in schools, but this process is taking time to develop and is not expected to be ready to use in the near future. In the inclusive education policy designed by the Ministry of Education (2018), it was highlighted that there is a gap in in the assessment of CWDs in schools, but different actors have used the approach of using a multi-disciplinary team to carry out screening and assessment which was found to be resource heavy and unsustainable. 

RISE will build the capacity of schools to be able to conduct screening to identify CWDs and their needs and design the individual education plan (IEP) while they make referrals for those other children whose needs can’t be assessed by the teachers.

Assessment at school level, using the multidisciplinary team

• Project assessment team: RISE will use speech and language therapists, physiotherapists, teachers of the D/deaf, and special needs education teachers to conduct school-based assessments following the initial screening carried out by classroom teachers.
• Provide assistive devices with learners in need, based on their assessments.
• For those learners that need more support, the school-based assessment teams will refer the learners and their families to respective district hospitals.

Assessment at hospital level

• Collaborate with districts and the respective district hospitals to monitor referrals and provide financial support to help those children get treated and/or provided with any assistive devices they need.

3. About the Assignment

3.1 Assessment of children with disabilities and SEN

In order to conduct actual detailed assessment of children identified of having disabilities and other special educational needs, chance for childhood would like to hire a competent and experienced consultant to facilitate and guide the whole process including assessment tools review and validation, training of multidisciplinary teams, guiding assessment data collection, analysis and interpretation, writing and present a comprehensive report. The assessment will take place in three districts of northern province where RISE project operate, namely Gakenke, Gicumbi and Burera. More specifically at 20 schools/assessment sites which collect CWDs and SEN from 57 model schools.

The consultant will be primarily responsible for the following key roles and tasks:

• Guide and support the entire process of assessment, tools review and adaptation, data collection, entry and analysis
• Provide technical guidance to MDT(expert advice on assessment approaches for various types of disabilities e.g., cognitive, sensory, physical and other special educational needs).
• Facilitate one day workshop to train MDT members on how to apply assessment tools consistently and ethically
• Supervision & Quality Assurance (Oversee the assessment process to ensure adherence to standards and child protection protocols)
• Support the MDT in synthesizing assessment results into meaningful profiles and Guide interpretation to inform appropriate referrals and individualized education plans (IEPs)
• Compile assessment findings into clear, actionable reports and provide recommendations for interventions, support services, and appropriate classroom accommodations.
• Presentation of assessment results and dissemination.
• Establish a feedback loop for continuous improvement

3.2. Objectives

General Objective:
To support the RISE project staff and formed multidisciplinary teams to conduct detailed assessments of CWD/SEN identified through initial screening, and to provide individualized plans, referrals, and assistive devices to support inclusive learning.

Specific Objectives of the assessment:

• Assess physical, sensory, developmental, cognitive and any other special educational needs of identified and screened children.
• Classify disabilities and SEN based on national and international standards.
• Develop Individual Education Plans (IEPs) for each assessed learner in need.
• Refer complex cases for in-depth medical and psychological assessment and interventions.
• Recommend and support the provision of appropriate assistive devices.

• Generate data to inform inclusive education planning at both decentralized and central levels.

3.3. Engaged stakeholders

Effective stakeholder engagement is a cornerstone in this inclusive education assessment initiative. The process will bring together a diverse range of actors from government ministries, education institutions, and development partners to civil society, parents, and health professionals whereby each will be contributing unique expertise and support. This collaborative approach ensures that assessments are holistic, rights-based, and responsive to the diverse needs of learners with disabilities and special educational needs. Through clearly defined roles and coordinated efforts, stakeholders will be working collectively to uphold inclusive education standards, promote equitable access, and ensure sustainable impact at both national and community levels. The table below summarizes the specific stakeholders and key responsibilities to perform.

Stakeholder	Role & Responsibilities
Ministry of Education (MINEDUC)	Define inclusive education policy and standards Ensure legal compliance on consent, data protection, and safeguarding Lead national coordination (e.g., SNIE Technical Working Group)
Rwanda Education Board (REB)	Will play a key role of coordination, supervision, and provision of guidelines for the activities related to the assessment Provide technical support and quality assurance during assessments
National Examination & School Inspection Authority (NESA)	Monitor adherence to assessment standards and protocols Conduct school inspections to validate equitable assessment implementation.
Chance for Childhood (CfC)	Overall coordination: planning, resource provision (tools, AT), training Deploy and supervise teams, ensuring compliance and safeguarding
District Education Offices (DDE/DEO)	Host kickoff events and manage coordination with schools Allocate venues and manage local logistics for assessments
School Leadership (Head Teachers/DoS)	Mobilize learners & caregivers, secure venues Support onsite coordination with CfC-RISE and district teams
Inclusive Education Focal Teachers (IEFT)	Identify learners via Disability Detect App Liaise with families, support data integration, and monitor IEP implementation
Classroom Teachers	Share classroom insights and support learners during assessments Implement and adapt IEPs in daily teaching practices
Multidisciplinary Team (MDT)	Conduct structured evaluations with UDL principles Include core (PTs, OTs, Ophthalmic Clinical Officers, S&L, IE Specialist) and rotating medical specialists. Identify AT and medical needs and manage onward referrals.
District & Specialized Health Institutions	Perform deep diagnostic assessments Take precise measurements for AT specifications and produce medical reports
Parents/Caregivers & Learners	Provide informed consent, background information Participate in assessments, share perspectives
Health Centers/ Community Health Workers	Serve as liaison to promote participation and ensure equitable access. Support community outreach and triage home visits
Hired Consultant & MEAL Team	Guide and support the entire process of assessment, tools review and adaptation, data collection, entry and analysis Provide technical guidance to MDT (expert advice on assessment approaches for various types of disabilities, e.g., cognitive, sensory, physical). Facilitate one day workshop to train MDT members on how to apply assessment tools consistently and ethically Supervision & Quality Assurance (Oversee the assessment process to ensure adherence to standards and child protection protocols) Support the MDT in synthesizing assessment results into meaningful profiles and Guide interpretation to inform appropriate referrals and individualized education plans (IEPs) Compile assessment findings into clear, actionable reports and provide recommendations for interventions, support services, and appropriate classroom accommodations. Presentation of assessment results and dissemination. Compile data, conduct MEAL, and case study documentation Establish a feedback loop for continuous improvement
CSOs & Disability Advocacy Groups (e.g., NCPD, IZU)	Lead community sensitization and stigma reduction efforts Validate AT recommendations and reinforce referral linkages.

3.4. Methodology

To respond to the above-mentioned deliverables, the consultant shall propose the methodologies to deliver high quality product. Mainly, the consultant will provide technical guidance to the MDT, case-based discussions, and expert-led sessions focused on various disabilities. A one-day interactive workshop using role-plays, job aids, and pre/post assessments will ensure ethical and consistent tool application. Supervision will involve field checklists, real-time support mechanisms. The consultant will also facilitate the synthesis of assessment results through standardized profile templates, interpretation workshops, and referral. Findings will be compiled into clear, action-oriented reports complemented by stakeholder presentations, visual summaries, and digital dissemination.

The methodology has to be comprehensive and detailed from the planning to the reporting phase.

Planning phase:

The consultant has to make sure that everyone who will be assigned anything in the assessment exercise clearly understands the tool and can be able to use them. This has to be done through a comprehensive training of the team for an effective assessment and a workshop with the MDT and stakeholders will ensure tools are contextually appropriate and accessible on tablets.

In addition to the trainings, the tools have to be programmed in CfC Kobo account for authentic data recording and safety. This will avoid room for errors which mostly occur with post assessment data entries. The MDT together with CfC RISE Staff have to be thoroughly trained about using the tablets and Kobo toolbox in particular. This is purposely for effective data entry and reporting.

Execution phase

During the assessment exercise from the 20 clusters, there has to be a real time data entry in Kobo. This will ensure the authenticity of the assessment findings and inform further support to the CWDs. In addition to this, the assessment team should have enough access to internet and electricity. For this to be ensured, power banks and portable routers has to be taken during field exercise.

Analysis and Reporting phase

In collaboration with RISE MEAL Officer, the consultant will conduct a thorough analysis of the assessment data using either excel, STATA or any other statistical software of their preference. By synthesizing the collected data, the consultant identifies key trends and generates detailed learner profiles that inform the development of Individual Education Plans (IEPs). Drafting of both individual and overall assessment reports is carried out digitally, utilizing IEP management software and collaborative editing platforms to ensure secure document creation, sharing, and backup. The consultant, together with the multidisciplinary team (MDT), reviews and finalizes these reports, scheduling and conducting IEP meetings either in-person or virtually using digital scheduling tools, video conferencing applications, and digital signature solutions to streamline consent and documentation.

Finally, he/she will write a comprehensive assessment reports and present it to all RISE Project stakeholders in a dissemination workshop to ensure collective action for Inclusive Education.

3.5. Ethical consideration

The consultant is expected to conduct the assignment in a professional way, considering that CfC has zero tolerance for any misconduct against the beneficiaries including children with disabilities. Therefore, the consultant should indicate in their application how they will protect the rights of the vulnerable population. This includes CfC policy of not exposing child’s face or any other over exposure. In any case, the consultant will seek the informed consent to the participants first before any data is collected. 

3.6. Roadmap and Deliverables

The consultant shall work on specific activities and the expected deliverables are indicated by the following table:

#	Deliverable	Details	Due Date	Responsible
1	Validated Assessment Tools	Final assessment forms, IEP tool, consent forms, scoring rubrics	21st   Jul 2025 (1-day workshop)	Consultant + MDT
2	Field Assessment Report	Summary of evaluations across 20 cluster sites (Burera, Gakenke, Gicumbi)	15 Aug 2025	Consultant
3	Referral & Deep Assessment Log	List of children referred to the hospitals/specialized centers for taking measurements of ATs & deep diagnostic evaluation.	29 Aug 2025	Consultant
4	Cleaned Data Upload	All assessment and medical data entered in the central database, cleaned and validated	22 Aug 2025	Consultant + MEAL Staff
5	Data analysis	Full assessment	25 -27Aug 2025	Consultant + MEAL Staff
6	Full Assessment Report	Comprehensive report—including methodology, findings, referrals, assistive device needs, and case studies	30 Aug 2025	Consultant
7	Stakeholder Presentation	Delivery of findings and recommendations to CfC, district education/health offices, MINEDUC, REB, NESA, funders and others.	3rd September 2025	Consultant

 4. Budget and application guidelines

The total budget for this consultancy is four million and seven hundred twenty-five thousand Rwandan Francs (4,725,000 RwF) which is inclusive of all related costs including 15% withholding tax. 

Applicants are requested to provide a proposal in line with the details provided above.

5. Terms of payment

This should be discussed and agreed on during contract signing time. However, 20% of the total cost should be advanced upon signing and the remained should be paid upon completion of the assignment’s deliverables.

6. Key skills and Competence requirements

The consultant responsible for guiding the assessment process of children with disabilities under the RISE Project is expected to possess the following competencies:

• Proven experience in conducting similar assessments or consultancies, particularly in the field of disability and inclusive education.
• Strong understanding of disability-inclusive education concepts and practices, both within the Rwandan context and globally.
• In-depth knowledge of national and international frameworks, instruments, and commitments related to disability rights and inclusive education.
• Excellent skills in writing clear, comprehensive, and well-structured evaluation and assessment reports.
• Full adherence to Chance for Childhood’s core values, including compliance with child safeguarding and protection policies.
• Ability to work effectively under tight deadlines while maintaining high standards of quality, professionalism, and technical rigor.
• Outstanding organizational and time management skills.
• Flexibility and responsiveness to changing needs, priorities, and demands.
• A client-oriented approach with openness to feedback and continuous improvement.
• Strong team-building and interpersonal collaboration abilities.
• Demonstrated ability to design, adapt, or review assessment tools, and to provide training and support to enumerators and field teams.

How to Apply:

Interested individual, company or group of suitable candidates are requested to submit their application via the email: apply@chanceforchildhood.org with subject line “Assessment of children with disabilities/Realizing Inclusive and Safe Education (RISE)”, not later than the 17^th July 2025 at 5:00 pm Rwandan time.   An eligible application file must be composed by the following documents:

• A motivation letter
• A detailed CV of consultant (s)
• Technical proposal, highlighting the consultant’s experience in similar assignments and how he/she is planning to deliver the assignment’s deliverables;
• Sample of the previous work with three persons of contact as references  
• Financial proposal with detailed budget breakdown

Only shortlisted candidates will be contacted due to anticipated high volume of applications.

8. Safeguarding

Chance for Childhood promotes and upholds the principles of equal opportunities and its policies. Chance for Childhood has a zero-tolerance approach to any harm to, or exploitation of, a vulnerable adult or a child by any of our staff, representatives, or partners. Recruitment to all jobs at Chance for Childhood includes criminal record checks/police background check and the collection of relevant references. Safeguarding our beneficiaries is our top priority in everything we do.

The successful candidate will therefore need to review, agree, and sign Chance for Childhood’s Global Safeguarding Policy (CPP) prior to starting the post

9. Prevention from Sexual Exploitation and Abuse (PSEA)

The successful candidate shall not be involved in any sexual exploitation or abuse. The consultant shall ensure that he/she comply with the highest standards of moral and ethical conduct. Any incident of Sexual Exploitation and Abuse shall be reported to Chance for Childhood.

For the purposes hereof, the following definitions shall be used:

Sexual exploitation means any actual or attempted abuse of a position of vulnerability, differential power, or trust, for sexual purposes, including, but not limited to, profiting monetarily, socially or politically from the sexual exploitation of another.

Sexual abuse means the actual or threatened physical intrusion of a sexual nature, whether by force or under unequal or coercive conditions.