Consultant for Baseline Study of School-Based Disaster Preparedness Capacity in West Java

Intro text

Application deadline:

Consultant for Baseline Study of School-Based Disaster Preparedness Capacity in West Java
 1 July - 15 September 2018
Save the Children (SC) is a leading, private child-focused non-governmental alliance of 30-member organizations that works in 120 countries throughout the world.  Save the Children has worked in Indonesia since 1976 to promote health and nutrition, education, child protection, livelihoods, and emergency preparedness and response.
Save the Children in Indonesia is changing for the better.  We have begun to build a national organisation that aims to be a strong, local, and self-sustaining voice for children in Indonesia namely Yayasan Sayangi Tunas Cilik (YSTC).  To this end, YSTC has been designated as a “Prospect Member of Save the Children” which focuses on strengthening and localizing our voice for children in strategic middle-income countries. Currently Save the Children’s programs in Indonesia is implement by YSTC. We work in eleven provinces; have staff of approximately 300 local professionals, and programming in Child Protection, Education, Health and Nutrition, Disaster Risk Reduction, and Humanitarian Response.
For further a year, Yayasan Sayangi Tunas Cilik is implementing a program aiming to increase resilience and strengthen preparedness of schools and communities in the most-prone-to-disaster-districts in West Java.  As it’s known, West Java is a province with the highest potential risk of natural disasters in Indonesia, where 98 percent are hydro meteorological disasters (floods, landslides). It also experiences frequent drought, earthquakes and volcanic activities. It is home to 17.2 million children, or 33 % of the total west Java population. Vulnerability in Java is high due to high poverty, large population, low human development index and a high unemployment rate. These characteristics exacerbate the impact of a disaster on communities since they do not have resilience to deal with disasters and to bounce back. When cross referencing the Disaster Risk Index (National Agency for Disaster Management (BNPB), 2013) and the level of poverty, there are many districts which have both a high disaster risk threat and a high level of poverty.
The responsibility for disaster management is decentralized to the district, municipal and provincial government levels, with support from BNPB and national government agencies when required. Since the gap in emergency preparedness and response is mainly at provincial and district levels. Therefore, it is important to focus preparedness interventions at district level and on the most prone districts where we have existing project. Hence, based on these factors and linking the Central Indonesia Area Strategy, Yayasan Sayangi Tunas Cilik will focus to build preparedness and resilience through Education and Child Protection in Emergency in the 3 districts of Tasikmalaya, Bandung, and West Bandung district. One of  key intervention is considering the sustainability through patnership both implementing and strategy patners.
This study will focus on baseline data collection for a set of indicators outlined in the project proposal. The activity will capture the existing condition of disaster preparedness in three districts (Tasikmalaya, West Bandung, Bandung). The baseline study report will be used as measurement to monitor the project progress against the set indicators over the course of project implementation. The findings of the baseline will also help in the effective implementation and delivery of the project’s overall objectives and activities in a systematic way.
Through deep analysis, the baseline study aims to:

  1. Analyze the existing situation Disaster Emergency Preparedness (DEP) program including education and child-protection in emergency capacities at school, district and provincial level.
  2. Identify vulnerable groups and marginalized people in school (women, men, boys, and girls) and their capacity in disaster emergency preparedness.
  3. Analyze learning behavior and method or teaching strategy among the students and teachers in the targeted areas to develop e-learning tools on comprehensive safe schools.
  4. Identify the government policy and support on gender, inclusivity and child protection aspects in disaster emergency preparedness.
  5. Provide recommendations and strategy that are able to increase meaningful participation of girls, boys, teachers and principals and school committee in terms of disaster emergency preparedness.
Project Profile
The project aims to increase resilience and strengthen preparedness of primary schools and communities in the most-prone-to-disaster-districts in West Java, namely Tasikmalaya, West Bandung and Bandung districts. The interventions will be conducted through strengthening capacity and improving preparedness plans at school as well as in communities and strengthening the capability of key district government actors in Education, Social Affairs, Religious Affairs on Education and Child Protection in emergencies. This project will also strengthen the role of BPBD at the provincial and district levels, and continue to sensitize and roll out the Child Protection Minimum Standards in Humanitarian Interventions (CPMS) to Academics/University, CSOs and youth groups. Teachers and students will be both the main beneficiaries as well as the agents of change.
Focusing project implementations is School-Based Disaster Risk Reduction Project’s intervention will be applied at  Tasikmalaya, Bandung, and West Bandung district with 2 implementing patners. The project will be implemented in 3 districts, in 1 year, it will directly support 10 primary schools, 30 peer educators, 1000 students, 2000 parents and community members, 30 school teachers, 10 school principals, 30 government staffs, 30 social workers, 30 youth volunteers.
In order to achieve its goal, there are three strategic objectives have to be achieved by this project. They are as follow:
  1. Strengthened preparedness of schools on CSS (Comprehensive Safety School) including EiE (Education in Emergency) and CPiE (Child Protection in Emergency) in 3 districts by the end of the project
  2. Strengthened strategic and implementing partnerships on Disaster Risk Management with a specific focus on Education and Child Protection in emergencies
  3. trengthened Yayasan Sayangi Tunas Cilik’s capability for humanitarian preparedness and response
Thus, referring to the Save the Children Baselines Essential Standard (2014), it says that: ‘Projects and programs establish a baseline (or other appropriate equivalent) as a comparison and planning base for monitoring and evaluations’. The information gathered (and analysed) in the baseline consists of data on indicators specifically chosen to monitor project performance on a regular basis. It also considers the anticipated use of these indicators at a later time to investigate project effects and impacts. Yayasan Sayangi Tunas Cilik will conduct the baseline in additional to have some indicating situation related to disaster preparedness capacities among the schools, strategic and implementing partners and even internal Yayasan Sayangi Tunas Cilik. It also is going to search education approach or strategy to educate or campaigning disaster related such as tools, teaching method and e-learning study behavior among the student and teachers.
Key Question and Methodology
The key questions to be answered by the consultant (all data should be disaggregated by sex, age and disability):
  • What are the top of three hazards and risks  in every targeted schools?
  • Who are the high risk targets for hazards impacted in every schools?
  • How have the hazards  affected the learning and teaching process, well-being and access to services of education boys, and girls?
  • What are the existing capacities of communities (including local CBOs), students (boys and girls), children and inclusive children (boys and girls) - including coping strategy to  facing shocks and stresses?
  • Is there any policy on coordination within the government on EIE and CPiE? If not how the coordination takes place during the emergency response?
  • Existing situation disaster emergency preparedness (DEP) program including capacity of education and child protection for children at school, and the local government at district and provincial level (Disaster Management Agency, Education Office, District of Social Affairs Office, District of Women Empowerment and Children Protection Office).
  • What are the project or activities in school relate disaster emergency preparedness in targeted schools?
  • How does capacity of schools in education and child protection?
  • What are the regulations, DEP documents, tools and resources person each district to increase capacities for disaster preparedness particularly on education and child protection (preparedness and emergency situation)?
  • Identify vulnerable groups and marginalized people in school (women, men, boys, and girls) and their capacity in disaster emergency preparedness.
  • What are the existing roles that community, students and parents play in ensuring the emergency preparedness of women, men, girls and boys? Do those groups know that community set a standard operating for their protection to disaster?
  • Are students (girls and boys), students with disability (girls and boys), participated in the emergency preparedness or development activities planning? Are their voices heard and seriously being taken into account in the every activities planning?
  • How existing knowledge, attitudes, behavior and skill students (girls and boys), students with disability (girls and boys), teachers, parents about disaster emergency preparedness? ‘
  • Who are the potential stakeholders/ actors that can be used as champions in promoting emergency preparedness among students (girls and boys) issues and engaging multi-stakeholders?
  • Analyze digital/on-line learning experience and behavior and method or strategy among the students and teachers in the targeted areas to develop e-learning tools on comprehensive safe schools.
  • Is there any available tools or IEC (Information, Education, and Communication) materials for students and teachers used to teach and learn disaster issues in targeted area? What are those materials/ facilities? How effective they use the materials/ facilities? Is there any tools or IEC materials created by the students or teachers? Are those tools or IEC materials developed by students and teachers created based on hazards, risks or needs? How they perceive or reflect about the tools, IEC materials or teaching method to increase their capacity.
  • How does students and teachers’ learning behavior and habits in digital platform. What are creative method or way to increase their interest to learn disaster topics and general topics?
  • Do they have e-learning tools? Do they have experience in using e-learning tools for teaching and learning?
  • Identify the government policy and support on gender, inclusivity and child protection aspects in disaster emergency preparedness.
  • Is there any policies including emergency or evacuation planning that have been developed and have incorporated child protection, gender, and inclusion aspects? Or is there any child or gender sensitive infrastructures built to support them during disaster?
  • Do the children/ students (girls and boys) have been involved to participate in the risk assessment conducted by the government? How do they involved? How have students (girls, and boys) participated in risk assessment so far? Is the risk assessment gender-sensitive? How to make sure that their voices are heard and their capacities are institutionalized/ formalized for child friendly decision making process?
  • Is there any policy on coordination within the government on preparedness to incorporate CP, gender and inclusivity? If not how the coordination takes place?
  • Provide recommendations and strategy that are able to increase meaningful participation of girls, boys, teachers and principals and school committee in terms of disaster emergency preparedness.
  • What are specific strategy and methods to deliver effective communication to different groups such children groups, children’s with disability, teachers, schools committee, including if any, local and childrenfriendly media and communication that should be applied to this project?
  • Identify YSTC capacity in humanitarian preparedness and response.
  • What are YSTC area strategic planning (Emergency Preparedness Plan/ EPP) in humanitarian preparedness and response?How does the area strategic plan implemented?
  • How does YSTC area staff capacity to support humanitarian preparedness and response?
Those key questions will be measured with mixed qualitative and quantitative approach through secondary and primary data collection. Gender-sensitive approach is compulsory in all stage of the studies, and gender-disaggregated FGD between children and adults  should be conducted.  Other methods that can be applied are in-depth interview, closed questionnaire, and FGDs with various stakeholders on district level, community groups, etc. Capturing the voices of children with disabilities, in particular girls and women, is compulsory. Applicants should outline in more detail the methodology, including additional proposed key questions.
The baseline study will cover 10 schools in 3 districts, Bandung, Bandung Barat, and Tasikmalaya. Those schools are:
2 primary schools, 1 secondary school, 1 special school in Bandung district
2 primary schools and 1 secondary school in Bandung Barat district
2 primary schools and 1 secondary school in Tasikmalaya district
With estimated total population of those schools is 2000 students, and about 200 teachers, and about the 2000 or same numbers of with students population is parents/ community members.
The consultant should to include the following groups for the study, and in this sense it should follow methodology design that proposed by the consultant:
  • Students (50% boys and 50% girls).
  • Students with disabilities minimum 20% totals students at school (50% boys and 50% girls).
  • Schools representatives (principals, teachers, schools committee and parents)
  • CSO/CBOs (community forums,cadres, member of youth and children forums, DRR Forums, social workers group and volunteers )
  • Local government at municipal level (head of village wherein the schools located, disaster management agency, educations offices, fires fighter agency, social office and public health centre)
  • Local government at provincial level (BPBD/disaster management agency, fires fighter agency, live and  environment agency, ministry of religious affairs offices)
Scope of Work
The consultant is a research institution/ firm. The consultant is expected to form a team for the baseline and manage the communications with the project team. Tasks and responsibilities of the consultants are as follows:
  1. detailed methodology design with clear justification, and detail budget (fee and all operational cost) required to conduct the baseline study.
  2. tools, sampling design, and sample size with clear justification as required by the methodology proposed. 
  3. Recruit, train, and manage baseline team including enumerators.
  4. Responsible and supervise field operations including logistics, permissions to conduct the research, inform consent from individual and families taking part in the study
  5. Collect, compile and analyse all data (disaggregated by sex,age, and disability), gathered and develop final report (including all findings and statistics)
  6. The consultant is responsible for data management and quality control scheme.
  7. Presentation on findings and recomendations in mini workshop or small group ; including discussion with project coordinator for implementations.
  8. Adhere to the commitment to child protection, gender equality and child participation
  9. To keep all informations provided by YSTCS  as well as findings of the baseline study confidential
The consultants is expected to produce and submits the following deliverables:
  1. Final proposal with study protocol specifying methodology, data analysis plan, and detailed work plan for baseline study.
  2. Presentation initial findings to project team and MEAL department team after field activities have been concluded (Narrative and power point version)
  3. Draft reportsin Bahasa and Englishwhich includes data analysis
  4. Submission of comprehensive final report in bahasa and english after reviewed YSTC’s  including submission of an executive summary
  5. Hardcopy and data or some valuable materials such as research instruments/ tools and script or photo as a documentations
  6. Produce position paper/ brief and infographics for advocacy purposes.
Duration and Timeline
The baseline study shall be expected to completed within 1 July - 15 September 2018 beginning immediately upon award of contract. The indicative shedule is:
No Activity June '18 July '18 August '18 September '18
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Consultant recruitment                                
2 Data collection tool development by consultant                                
3 Full proposal with fixed methodology submitted to YSTC team                                
4 Data collection tool review by YSTC team                                
5 Data collection tool finalization by consultant                                
6 Enumerator training                                
7 Data collection tool field test by consultant                                
8 Data collection in the field by consultant team                                
9 Draft report                                
10 Draft report review by YSTC team                                
11 Finalize report                                
12 Share baseline and endline finding to stakeholder                                
Ethical and Child Protection Statement
The consultant team and YSTCs staff have to adhere to YSTC  Child Protection Policy. The consultant team must follow Ethical Principles for involving human subjects in a research and obtain written/ verbal consent from the human subjects. Permission from elder must be sought if the children under 18 years are involved as subjects. Signed informed consent of each child and his/ her parents need to take after explaining purpose of the study and its usage. Training on this will be part of the training provided for the survey team.
  1. Proven as professional firm on conducting assessment and research and producing research report using qualitative and quantitative method minimum in the past 3 years
  2. Proven as professional firm that able to design qualitative and quantitative study methodology and instruments and has minimum 3 years’ experience (portfolio)
  3. Preferably researcher team in this firm has solid understanding on DRR, education and child protection in emergency issues and experienced working with children would be an advantage.
  4. Proven as professional firm on conducting learning session of organization or project
  5. Experience of working with participatory methodologies.
  6. Possess equal composition of qualified academic background, knowledge, experience and capacity to manage the baseline. Preferred with background study on sociology, geography, disaster management or relevant.
  7. Personnel in this firm has solid experience on writing documentary, story or event using popular written style.
  8. Has been involved at Save the Children’s project would be an advantage
  9. Available to meet tight deadline and budgeted fund
  10. Consultant firm located in Bandung is preferable.
Payment term:
Payment is paid 30% upon the submission of fixed methodology proposal; 55% upon satisfactory draft of baseline report; 15% upon acceptance and satisfactory of final report and all deliverables. All of cost that caused by the implementation of this activities such as transportation and hotel will be covered by the firm.
Terms and Condition
Period of Validity
The proposal shall be valid for a period of 50 days, starting from the submission date.

Notice of Non-Binding Solicitation
Save the Children reserves the right to reject any and all bids received in response to this solicitation, and is in no way bound to accept any proposal. Additionally, we reserve the right to negotiate the substance of the finalists’ proposals, as well as the option of accepting partial components of a proposal if appropriate. Quantities provided are estimates only at this time and will be subject to change.
All information provided as part of this solicitation is considered confidential. In the event that any information is inappropriately released, Save the Children will seek appropriate remedies as allowed. Proposals, discussions, and all information received in response to this solicitation will be held as strictly confidential, except where noted otherwise.
Prior to the expiration of the validity of the proposal, Save the Children shall notify in writing the successful company that submitted the highest-scoring proposal and will invite them for contract negotiations. Save the Children reserves the right to invite the second ranking company for parallel negotiations.
Right to Final Negotiations
Save The Children reserves the option to negotiate final costs and final scope of work, as well as reserves the option to limit or include third parties at Save the Children’s sole and full discretion in such negotiations.  Upon failure to reach agreement on the contents of the contract as stipulated in this document, Save the Children has the right to terminate the negotiations and invite the next best-rated company for negotiations.
All communication regarding this solicitation shall be directed to appropriate parties at Save the Children. Contacting third parties involved in the project, the review panel, or any other party may be considered a conflict of interest, and could result in proposal disqualification.
Award of a proposal does not imply acceptance of its terms and conditions. Save the Children reserves the option to negotiate on the final terms and conditions
Please submit your proposal and company profile with team member CVs via email  to : [email protected]  by the latest 21st of June 2018
Download detail Terms of Reference here
Copyright, Patent and other proprietary right
YTSCs shall be entitled to all copyrights, patents and other proprietary rights and trademarks with regards to the product or documents and other materials which bear a direct relation to or are produce or prepare or collected in consequences of or in the course of the execution of the contract. All plans, report, recommendation, estimates, documents and data compiled by the service provider under the contract shall be the property of YSTCs and shall be treated as confidential. All confidential documents shall be delivered to the relevant people within YSTCs during the project duration and upon completion.