Terms of Reference of the external consultant to assess the Integration of academic performance indicators for learners with disabilities into National Education Data 

Summary 

Introduction 

The National Union of the Disability Organizations of Rwanda (NUDOR) was established as a civil society organization in September 2010 by 8 National organizations of Persons with Disabilities. Currently, NUDOR is composed of fifteen (15) National Organizations of Persons with Disabilities.

Through its interventions, NUDOR aims at achieving its vision and mission which are respectfully “a society where People with Disabilities enjoy equal human rights, opportunities and full participation as other citizens” and “to serve as a voice of member organizations to advocate for disability rights, inclusion of all aspects of life and their full and effective engagement in sustainable development programs.”

In line with the needs of persons with disabilities and their organizations, as well as the Sustainable Development Goals and the National Strategy for Transformation II (NST 2), the following are strategic objectives that will drive our work in the years to come:

• Strategic objective 1: Advocate for comprehensive inclusive and special Education to ensure equitable access for all children and adults with disabilities in Rwanda.
• Strategic objective 2: Advocate for Accessible, quality, and equitable Health Services for persons with disabilities to promote health equity and well-being for all.  
• Strategic objective 3: Advocate for increased access to skills development projects, employment opportunities, and appropriate social protection projects for persons with disabilities in Rwanda.
• Strategic objective 4: Advocate for responsive, inclusive, and equitable Laws, policies and practices that address the diverse needs, perspectives, and participation for persons with disabilities.
• Strategic objective 5: Enhance governance structures and foster organizational development initiatives to ensure strategic alignment, operational efficiency, and sustainable growth.

Following are cross thematic areas that inspired the development of our theory of change and the overall strategy: Gender equality; Community based rehabilitation; Advocacy& Diversity. 

ACTIVITY DESCRIPTION

Over the past years, the National Union of Disability Organizations in Rwanda (NUDOR) has played a significant role in advancing inclusive education across the country. Through strong advocacy, partnership with government institutions, and grassroots engagement, NUDOR has worked to ensure that children and youth with disabilities have access to quality education. Key achievements include contributions to the development and promotion of Rwanda’s Inclusive Education Policy, training teachers on inclusive pedagogy, creating peer support groups for youth with disabilities, and awareness campaigns. These efforts have contributed to increasing enrollment and participation of learners with disabilities in mainstream schools.

Despite these milestones, one persistent challenge remains: the lack of comprehensive, disaggregated data on the academic performance of learners with disabilities within national education statistics. While some data on enrollment is captured through the Education Management Information System (EMIS) and other national databases, academic outcomes such as examination results, dropout rates, and progression trends are often not disaggregated by disability. This creates a major gap in understanding how learners with disabilities are progressing and limits the ability of policymakers and education planners to make informed decisions.

To address this gap, NUDOR in collaboration with UNFPA is undertaking an activity focused on assessing the integration of academic performance indicators for learners with disabilities into national education statistics. The activity will begin with a comprehensive desk review of national data systems managed by institutions such as MINEDUC, REB, Rwanda TVET Board (RTB), NISR and others. It will also include consultations with education officials, data specialists, and representatives of Organizations of Persons with Disabilities (OPDs) to gather insights into current data collection practices and the challenges encountered. The findings will be compiled into a detailed report highlighting, gaps, good practices, and actionable recommendations for improving inclusive Data Information Knowledge and Action (DIKA)

In addition to the assessment, the activity will involve a series of sensitization Workshop targeting key stakeholders including MINEDUC, REB, Rwanda TVET Board (RTB) and NISR and OPDs. These Workshop will serve to share the findings of the assessment, raise awareness about the importance of disability-disaggregated academic data, and introduce relevant assistive technologies that can support both learning and data management. Demonstrations and experience-sharing sessions will be included to showcase how assistive devices, and digital tools can enhance learning outcomes for students with disabilities and improve the accuracy of data collection in schools.

Overall, this activity aims to strengthen the accountability and responsiveness of Rwanda’s education system by ensuring that the learning outcomes of learners with disabilities are visible, measurable, and used to inform inclusive education planning. It will contribute to building a more equitable education system where no learner is left behind, and where decisions are guided by accurate, inclusive, and meaningful data.

OBJECTIVE OF THE ASSIGNMENT

The Overall objective:

To assess the integration of academic performance indicators for learners with disabilities into national education statistics and engage key stakeholders in strengthening inclusive data systems and the use of assistive technologies for improved education planning and service delivery.

Specific Objectives:

1. To conduct a comprehensive desk review of national education data systems managed by MINEDUC, REB, RTB, NISR, and other relevant institutions to map existing disability-related academic performance indicators.
2. To engage key stakeholders including education officials, data specialists, and OPDs through consultations to identify current practices, challenges, and opportunities in disability-disaggregated data collection.
3. To analyze and synthesize findings into a detailed report highlighting existing data, gaps, good practices, priority areas for strengthening inclusive data systems and the use of assistive technologies to enhance planning and service delivery.
4. To provide actionable recommendations for improving inclusive Data, Information, Knowledge, and Action processes to enhance data collection, reporting, and use for inclusive education planning.

Results

1. A mapping of existing disability-related academic performance indicators within national education data systems (MINEDUC, REB, RTB, NISR, etc.) produced through a comprehensive desk review.
2. Insights from stakeholder consultations with education officials, data specialists, and OPDs documented, highlighting current practices, challenges, and opportunities in disability-disaggregated data collection.
3. A comprehensive assessment report developed, synthesizing findings and outlining gaps, good practices, and priority areas for strengthening inclusive data systems and the use of assistive technologies.
4. A set of actionable recommendations produced and validated through sensitization Workshop with stakeholders, complemented by a proceedings report to guide inclusive Data, Information, Knowledge, and Action processes for improved education planning

Methodology and Process

The consultancy will adopt a participatory, inclusive, and evidence-based approach, ensuring active engagement of Key stakeholders (MINEDUC, NISR, REB, RTB, OPDs, education officials and other relevant stakeholders throughout the assignment. The process will be structured in the following phases:

4.1. Data Review and Data Mapping

• Review existing national education data systems (EMIS, NISR databases, RTB records, and the national education yearbook).
• Analyze the extent to which academic performance indicators for learners with disabilities are captured, disaggregated, and reported.
• Identify current practices, strengths, gaps, and limitations in disability-inclusive data collection and reporting.

4.2. Stakeholder Consultations

• Conduct interviews and/or focus group discussions with data managers, education officials, school administrators, and representatives of OPDs.
• Gather insights into data collection methods, challenges, and potential solutions to improve inclusion.
• Validate findings and seek input for recommendations.
•  

4.3. Report Development

• Produce a comprehensive report presenting:
• The status of disability-inclusive academic performance data.
• Key data gaps and barriers.
• Practical, context-specific recommendations for improvement.
• Share the report with key education stakeholders for feedback and finalization.

4.4. Validation workshop

• Organize and facilitate Workshop with MINEDUC, NISR, REB, RTB, OPDs and other stakeholders to present findings from the assessment and discuss their implications for inclusive education planning

4.5. Sensitization Workshop.

• Organize and facilitate a workshop to raise awareness about the importance of disability-disaggregated data in education statistics and policy making and to demonstrate relevant assistive technologies and their potential impact on learning and data collection.

Timeframe: The assignment is expected to be completed within a period of 26 days starting from 15th September 2025 to 20th October 2025.

Qualifications and Expertise:

• At least Master’s degree in Education, Educational Planning and Management, Educational Research, Special Needs Education and Social Sciences.
• Demonstrated knowledge of inclusive pedagogy, education policy analysis, and disability rights frameworks (e.g., CRPD, UPR, NST2 and national inclusive education policies).
• Familiarity with education data systems (e.g., EMIS, surveys, or administrative data platforms) and statistical tools

Requirements for this Work

Mandatory Requirements 

• A signed declaration of capability and availability to perform the assignment within the given timeframe addressed to the NUDOR Executive Secretary
• The proposal must include the consultant/firm’s registration documents (for company), or proof of individual consultancy eligibility.
• Original or a certified copy of the tax clearance certificate (if an applicant is a company)
• The cost in the financial proposal must be all taxes inclusive.

Technical requirements 

Financial requirements 

Application process 

The applicants will submit their bids (as mentioned in the requirements for this work), in one well sealed envelope with a clear description of the tender: Tender to assess the integration of academic performance indicators for learners with disabilities; containing inside 4 copies including:

• 2 copies of technical proposal 
• 2 copies of financial proposal  

These bidding documents will be submitted to the NUDOR office located at KK 37 Avenue, Kagarama, Kicukiro District not later than 8th Sept 2025 12:00 am. Late bids will not be received.