Job Description
CONTEXT Jesuit Refugee Service (JRS) is a ministry of the Society of Jesus, acting as an international non-governmental organization with a mission to accompany, serve, and advocate for the rights of refugees and forcibly displaced people. The organization was founded in 1980 and has a presence in 58 countries. In Uganda, JRS operates in two locations, Kampala and Adjumani in the West Nile Region, offering services encompassing basic needs, education, mental health & psychosocial support, livelihoods, socio-economic integration, pastoral care, peacebuilding, and reconciliation. BACKGROUND As part of its Strategic Framework 2019-2023, Jesuit Refugee Service (JRS) prioritized reducing the gap between primary and secondary school enrollment, especially for girls. The JRS Global Education Initiative reflected this priority through its focus on promoting secondary education for those most in need. Guided by JRS’s Gender-Responsive Education Framework, GRE projects have implemented interventions across several domains including financial and in-kind support, Menstrual Hygiene and Hygiene (MHH) support, teacher training, community engagement, and alternative education pathways for young mothers and vulnerable youth over the last 6 years. The GRE initiative in Adjumani built on the findings of a comprehensive gender analysis conducted in 2020, which validated both supply- and demand-side barriers to girls' secondary education. These findings informed the design of interventions that are context-specific, culturally sensitive, and rooted in both global best practices and local realities. The projects not only aimed to improve girls’ access to and completion of secondary education but also sought to influence broader gender norms and promote community ownership of gender equality in education. As the GRE project reaches maturity, JRS seeks to conduct an independent impact assessment to evaluate the effectiveness, relevance, efficiency, impact, and sustainability of the interventions implemented in Adjumani and Obongi. This evaluation will provide evidence-based insights to inform future programming, policy engagement, and strategic planning for gender-responsive education in Adjumani and other locations where JRS works. SCOPE OF WORK AND METHODOLOGY SCOPE The assessment will cover all major activities implemented under the GRE project between 2020 and 2024 focusing on selected secondary schools in Adjumani and Obongi refugee settlements. The GRE Impact Evaluation work will cover assessing the relevancy, effectiveness, sustainability, transparency, impact of the project activities and how the communities served have been impacted by the GRE projects. The work will also include determining the lessons learnt by the various project actors and stakeholders in terms of factors responsible for project successes and failures so far; evaluation of risks and threats to the implementation and achieving the set outcomes and impact; and how the successes will inform the implementation and management of future projects. It will target key stakeholders including learners, teachers, School Management Committees (SMCs), Parent-Teacher Associations (PTAs), and relevant local authorities. OBJECTIVES OF THE EVALUATION To assess the extent to which the GRE project design and interventions were appropriate and responsive to the specific gender-related educational needs and priorities of refugee and host community girls, as identified in the 2020 gender analysis. To determine the extent to which the GRE project achieved its intended outcomes, particularly in improving girls’ access to, retention in, and completion of secondary education, and any failures or setbacks. To examine the broader and long-term intended or unintended changes resulting from the GRE project on gender equality in education and community attitudes toward girls’ education and girls’ rights more in general. To evaluate the extent of institutional ownership, local capacity-building, and integration of gender-responsive approaches into existing education systems. To identify new and/or enduring barriers, challenges and opportunities for scaling up or replicating successful GRE strategies in Adjumani and other refugee-hosting districts. METHODOLOGY The working methodology should be suggested by the consulting team and must integrate gender-responsive, participatory, and inclusive approaches. It should actively engage key stakeholders across the education ecosystem of Adjumani and Obongi District , including learners especially adolescent girls, teachers, parents, School Management Committees (SMCs), and local leaders to ensure diverse perspectives and lived experiences are captured. The methodology should be designed to uncover both structural and social gender barriers, promote stakeholder ownership, and generate practical, context-driven insights to strengthen JRS’s Gender Responsive Education programming and outcomes. EXPERIENCE , COMPETENCIES AND SKILLS-SET REQUIRED OF THE CONSULTANT(S) Subject Matter Expertise: The consultant should possess in-depth knowledge of gender-responsive education programming, particularly the barriers and enablers affecting girls’access to, retention in, and completion of secondary education in displacement or low-resource settings. Familiarity with culturally sensitive approaches, community-based gender interventions, and inclusive education strategies in humanitarian contexts is essential. Research and Analytical Skills: The consultant should be proficient in qualitative and quantitative research methods, including survey design, data collection, and data analysis, and have the ability to interpret and synthesize complex data to generate meaningful insights and recommendations. Gender related evaluation Proficiency: Have demonstrable experience in conducting gender analyses or impact assessments in humanitarian or development contexts, with a strong understanding of gender dynamics in education, protection, or livelihoods. Must be proficient in applying gender-sensitive frameworks and tools to assess both supply- and demand-side barriers, and able to generate actionable, context-specific recommendations that promote gender equality and social inclusion. Stakeholder Engagement : Should have strong interpersonal skills to effectively communicate, build and maintain relationships with diverse stakeholders, including refugees, host community members, local authorities, NGOs, and other relevant parties throughout the analysis process. Cultural Sensitivity and Empathy : Demonstrate a deep understanding of gender roles, norms, and power dynamics within refugee and host communities, including how these affect girls' and boys' educational experiences differently. Must possess empathy, cultural competence, and interpersonal skills necessary to engage respectfully and effectively with diverse stakeholders especially adolescent girls, parents, teachers, and community leaders in a multicultural and often gender-inequitable environment. Project Management : Have the ability to develop and adhere to a detailed work plan, ensuring timely completion of tasks and milestones. They also be able to manage resources, logistics, and documentation related to the market analysis. Report Writing and Presentation Skills: Possess proficiency in preparing clear, concise, and well-structured reports that effectively communicate findings, insights, and recommendations. And capability to present findings to diverse audiences in a clear and engaging manner. Ethical Considerations : Knowledge of and commitment to ethical research practices, including informed consent, data privacy, and confidentiality, especially when working with vulnerable populations. Language Skills : Proficiency in relevant languages spoken by refugees in the Adjumani and Obongi district (Ma’di, Dinka, Arabic), or the ability to work with interpreters as needed. Previous Experience : Previous successful experience in conducting similar impact evaluations, especially in refugee or humanitarian settings, is a valuable asset. Statutory Compliance: The consultant(s) must demonstrate compliance with statutory obligations to operate and carry out this task. DURATION AND DELIVERABLES The impact evaluation is expected to begin in September 2025 and completion including the submission of the final report should be done before the end of October 2025. Activity Timeline Outputs Submission of Applications Deadline 27th August 2025 by 5pm - Narrative Proposal, Financial Proposal, Contracting process 8th to 19th September 2025 - Inception report, Final tools, Work plan, Contract signed, Delivering the assignment (field work plus reporting) 22th to 30th September 2025 , Data collected, First draft report, Disseminating the report to JRS team 3rd October 2025- Dissemination Session held 10th October 2025 Final report KEY DELIVERABLES Inception report demonstrating the consultant’s understanding of the assignment. Gender-sensitive data collection tools. A final evaluation report (max. 30 pages excluding annexes) that summarizes the findings, conclusions, and recommendations of the evaluation. Core values and ethics: Commitment to JRS’s mission, vision, and values; ability to convey with enthusiasm JRS’s role in accompanying and serving forcibly displaced people and to advocate for their right to protection and a life of dignity. High integrity, honesty, and confidentiality; ability to deal tactfully and discreetly with people, situations, and information. Acceptance of diversity and inclusion as a core value. Available Budget for Consultancy Budget range for the assignment is 3500- 4000 EUROS
How to Apply
SUBMISSION - Interested applicants should submit a Technical and Financial proposal, demonstrating a clear understanding of the assignment, methodology, and related experience. - Applications should be sent online to Jesuit Refugee Service Adjumani office at
[email protected] Note: JRS has a Global Safeguarding (CS) Policy Framework in place and expects all staff to read, sign, and adhere to it.
Deadline for submission: 27th August 2025
Subject: Gender-Responsive Education (GRE) Impact Evaluation