Terms of Reference (ToR) for an Endline Survey:

Teaching Assistantships Project (TAP) Phase II 

1. Introduction to Inspire, Educate and Empower Rwanda (IEE Rwanda)

Inspire, Educate and Empower Rwanda (IEE), is a Not-For-Profit Education Non-Governmental
Organization (NGO) locally registered by the Rwanda Governance Board. Its vision is a world where children, regardless of their differences, are enabled to experience learning in ways that spark their curiosity and motivation to continue learning beyond school confines, and to advance their knowledge and skills throughout their lives. IEE’s mission is to create situations for lifelong learning skills through customized support to teaching and learning, ensuring that teachers are prepared and able to teach, and learners are enabled to learn, beyond confines of classroom environments. Since 2005, IEE Rwanda has been partnering with the Ministry of Education and Rwanda Basic Education Board (REB) to upgrade the quality of education in Rwandan school through various education programs and projects implemented across the country. 

2. The Teaching Assistantship Project (TAP)

IEE Rwanda, in partnership with Mastercard Foundation and Rwanda Basic Education Board (REB), is implementing the Teaching Assistantships Project (TAP) to equip Rwanda with skill-nurturing for passionate young people, with an interest in education, attracting them to join the teaching profession and support education. In this project, Teaching Assistants (TAs) are placed host schools across all 30 districts to support teaching and learning activities. It is expected that through capacity building and exposure to teaching through teaching assistantship, a young and skilled teaching force will be nurtured to contribute to the efforts to improve the quality of education in Rwanda. 

This project focuses on engaging high school leavers in six-month teaching assistantships to inspire and prepare them for careers in education, with an aim to attract high-performing high school graduates to the teaching profession and enhance the quality of the teaching workforce in Rwanda. Moreover, TAs play a critical role in enhancing the learning experience for students, supporting host schools, and facilitating effective classroom environments in their 6-month engagement with schools. The project lays an emphasis on female and male school leavers mainly in STEAM and then Humanities subjects. It aimed at achieving the following outcomes:

1. Increased entry of high performing and passionate young people, especially women, into the teaching profession 
2. Improved school leadership and teaching quality in Teaching Assistant-supported schools. 
3. Improved student learning in Teaching Assistant-supported schools. 

The project aligns with the Ministry of Education’s ambition to build a motivated and competent teaching force by inspiring young people - particularly women - to pursue teaching as a career, with an emphasis on Science, Technology, Engineering, and Mathematics (STEM).

The Teaching Assistantships Project (TAP), which is a five-year initiative, has been implemented since 2019 and has engaged 3,000 high-performing young men and women (70% female and 30% male) across 274 host schools in 30 districts of Rwanda. The number of Teaching Assistants engaged in each of the five cohorts is as follows: 

• Cohort 1 (2021/2022): 310 TAs (217F)
• Cohort 2 (2022/2023): 630 TS (441F)
• Cohort 3 (2023/2024): 895 TAs (626F)
• Cohort 4 (2024/2025): 820 TAs (574F)
• Cohort 5 (2025/2026): 345 TAs (242F)

Today, some of these have completed undergraduate studies, others are still at university while others are working in various areas. 

3. TAP endline evaluation 

The Endline Survey aims to assess the project’s overall achievements with a focus on its outcomes and long-term impact, while generating evidence to inform the potential scale-up and institutionalization of Teaching Assistantship into national civic education programs by the Ministry of Education (MINEDUC).

3.1 Project Outcome areas to be Evaluated

The Endline Survey will assess progress against the following project outcomes and indicators:

Outcome 1: Increased entry of high-performing and passionate young people, especially women, into the teaching profession

Long-Term Indicators

• Percentage of TAs who join the teaching profession as a result of their participation in the program.
• Evidence and recommendations for integrating Teaching Assistantships into national civic education programs.

Outcome 2: Improved school leadership and teaching quality in TA-supported schools

Long - Term Indicators

• Percentage of schools whose transition rates have increased due to Teaching Assistants’ support. 
• Percentage of teachers whose professionalism has improved due to the role model
  motivation.
• Percentage of students remained in school as a result of the peer influence from
  Teaching Assistants.

Outcome 3: Improved student learning in TA-supported schools

Short -Term Indicators

• Percentage increase in student literacy and numeracy outcomes in TA-supported classes.
• Percentage of students reporting increased motivation and engagement.

Medium-Term Indicator

• Percentage increase in student transition rates from upper primary to lower secondary and from lower to upper secondary levels.

4. Scope of Work and Methodology

4.1. Scope

The Endline Survey will cover the full implementation period (2021–2026) for the second phase of the Teaching Assistantships Project II and assess the project’s performance and impact on all intended beneficiaries. The assessment should employ both quantitative and qualitative methodologies to capture comprehensive data aligned with the project’s Key Performance Indicators (KPIs).

4.2. Target Population 

From 2021, the project has benefited the following number of participants: 

The consultant shall propose an evaluation methodology, including a statistically sound and gender-sensitive sampling strategy, ensuring balanced representation of STEM and Humanities streams.

4.3. Methodology

The consultant will undertake the following activities:

1. Desk Review: Examine TAP Phase II project documentation, M&E data, and relevant TAP Phase I findings.
2. Instrument Design: Develop and validate data collection tools (questionnaires, interview guides, FGD protocols) for each target group.
3. Data Collection: Conduct robust fieldwork using:
   • Surveys of a representative sample of Teaching Assistants.
   • Key Informant Interviews (KIIs) with Head Teachers, Directors of Studies, and IEE/Mastercard Foundation staff.
   • Focus Group Discussions (FGDs) with TAs and high school finalists.
   • Review of secondary data (transition rates, literacy and numeracy outcomes).

4. Data Analysis and Reporting: Conduct both descriptive and inferential analysis, aligned with project outcomes and indicators.

5. Deliverables

The selected consultant will deliver the following outputs:

1. Inception Report – Detailing methodology, sampling design, work plan, and finalized tools.
2. Presenting preliminary findings to IEE, highlighting emerging insights and challenges.
3. Draft Endline Report – Draft the endline evaluation report, taking IEE’s feedback to preliminary findings into account.
4. Presentation of Findings – Presentation to IEE, Mastercard Foundation, and other key stakeholders.
5. Final Endline Report (Hard and Soft Copies) – A high-quality, well-structured document including:

• Executive Summary
• Background to the project and research methodology
• Findings against all project outcomes and indicators
• Recommendations for institutionalizing Teaching Assistantships into national systems
• Appendices (data collection tools, datasets, references)

6. Proposed Timeline and Level of Effort

7. Consultant Qualifications

The consultant (individual or firm) must meet the following criteria:

• RDB registration certificate and a tax clearance from Rwanda Revenue Authority (for firms);
• Education: PhD in Project Management, Monitoring & Evaluation, Statistics, Education Policy, or related field. Holders of a master’s degree with at least 5 years of relevant experience can also apply.
• Experience: At least 5 years conducting large-scale endline or impact evaluations for education or youth programs in Rwanda or the East African region.
• Technical Skills: Proven expertise in mixed-methods research, data analysis (quantitative and qualitative), and outcome measurement (particularly in gender and youth development).
• Contextual Knowledge: Familiarity with the Rwandan education sector, policies (ESSP), and institutional stakeholders (MINEDUC, REB).
• Soft Outcomes Measurement: Demonstrated experience measuring constructs such as confidence, skills, values, attitudes, and agency.

8. Application Process

Interested consultants or firms should submit:

1. A technical proposal detailing understanding of the assignment, methodology, work plan, and deliverables.
2. A financial proposal outlining all costs associated with conducting the endline.
3. The CVs of the lead consultant and key team members, highlighting relevant experience.
4. At least two sample evaluation reports from similar assignments conducted in the last five years.

All applications must be submitted electronically in PDF format with the subject line:
“TAP Phase II Endline Survey Proposal”

Deadline for submission

The applications should be submitted by: 31st/03/2026

8. Contact Information

For clarifications or submission of proposals, please contact:

Inspire Educate and Empower Rwanda (IEE)

Attention: Human resource manager – Inspire Educate and Empower Rwanda

Email: iee.job.hr@gmail.com or jbayenda@iee.rw

Phone: +250 788525259