Term of Reference Development of E-Learning Materials to

Term of Reference
Development of E-Learning Materials to Support PKH Transition Families
1.
BACKGROUND AND RATIONALE
Indonesia has implemented the Program Keluarga Harapan (PKH) conditional cash transfer (CCT) program
since 20071. PKH was implemented in 2007 for 290,642 beneficiaries from 7 provinces, 55 districts, 337
sub-districts, and 4,306 villages. At the end of 2013, PKH reached 2.4 million very poor households,
covering approximately 12 million individuals, and by the end of 2014 it is expected to reach 3.2 million
families covering an estimated 15 million individuals.
Following 6 years of the initial PKH program implementation, UP-PKH, with support from TNP2K,
conducted a recertification of PKH 2007 beneficiaries to determine which households would graduate
from the program, meaning they would no longer receive PKH, and which households were still eligible
to receive support (namely transition households) based on PKH eligibility requirements and beneficiaries’
economic status. The results of PKH recertification show that around 80% of the 2007 PKH beneficiaries
are still eligible households, while only 20 % are assessed as ‘graduating’ households.
This low graduation rate confirms similar evidence from other international studies, that a cash transfer
program providing consumption support cannot by itself graduate poor families out of poverty. However,
findings from the BRAC/CGAP graduation pilots have shown that a cash transfer stipend linked with an
asset transfer, technical skills training, savings and regular life skills coaching can alleviate poverty for
poorest households, and the majority of those households can maintain their improved economic status
after the period of support is completed. Evidence from the Graduation Approach pilots tested by CGAP
and the Ford Foundation in 10 sites from 8 countries (Ethiopia, Ghana, Haiti, Honduras, India, Pakistan,
Peru, and Yemen) between 2006 – 2014 shows 75% and 98% of participants (total 5,376 participants) at
6 of the 10 Graduation Pilot had met locally determined criteria for graduation into sustainable
livelihoods, including indicators of improved nutrition, increased assets, and enhanced social capital.2
Based on the recertification data of PKH beneficiary 2007, several studies have been initiated to support
PKH beneficiaries to move out of poverty and into a sustainable livelihoods. TNP2K is researching the
various combinations of social protection, livelihood development, and financial inclusion programs, as
well as the development of Individual family Development Session (IFDS), for transition families to be able
to graduate within the additional 3 years they continue to receive PKH. TNP2K is developing Individual
Family Development Session (IFDS) to provide tailored life skills for individual PKH beneficiaries, in
addition to improving the coaching and mentoring skills of PKH facilitators.
Adult learning courses that are integrated with life skills have been shown to produce better results in a
shorter time3. International experience, such as the Fundacion Capital, has developed e-learning
1
PKH conditions are based on attendance at health care centres for basic health services, and their childrens’
enrolment and presence at school.
2
Montesquiou, Sheldon, et.al., From Extreme Poverty to Sustainable Livelihoods: A Technical Guide to the
Graduation Approach. 2014, p 28-29.
3
ASPBAE. (2012) The Power of Literacy: Women’s Journeys in India, Indonesia, Philippines and Papua New Guinea
ISBN No. 81-278-0050-3 © 2012, Asia South Pacific Association for Basic and Adult Education (ASPBAE)
materials able to be delivered through low cost tablets or mobile phones, in order to improve financial
literacy. The learning materials are tailored to the individual learning needs of beneficiaries in order to: 4
1. Guarantee the quality and consistency of the content while providing flexible distance learning
methods that minimize dependence on the personal knowledge and training abilities of a
program facilitator;
2. Enable participants to learn at their own pace, choose what they need to learn and when to
do their learning, and be able to repeat any training modules as often as needed until they
consider they have understood the content sufficiently and mastered the skill;
3. Contribute to closing digital gap and empowers family who have never access to technology,
by involving other family members in the training, including children, thereby creating a
spillover effect;
4. Reduce costs in order to achieve results at scale and update and expand training content
available;
5. Provide accurate evaluation of learning, including individual’s progress as well as aggregated
learning results.
2.
ACTIVITY OBJECTIVES
The development of an IFDS e-learning system aims to strengthen the individual capacity and knowledge
of transitioning households relevant to their individual circumstance and needs. A sample of PKH
transition households will be supported through e-learning modules to increase their self-confidence and
improve their skills and knowledge in areas where they identify they have short-comings.
To increase the capacity of PKH facilitators to provide coaching and mentoring support, an e-coaching online training course will also be developed for facilitators to undertake over a set period of time, that also
requires facilitators to pass knowledge, attitude and practice tests for each topic5.
3.
SCOPE
The selected agency will be responsible to design a series of e-learning materials which will be accessible
through low-cost tablets as well as mobile phones. The agency is also responsible to provide e-training
modules for PKH facilitators, along with monitoring tools of the learning experience.
Development of multi-media learning modules able to be accessed via an android tablet or mobile phone
will be designed to promote self-paced learning that PKH families can access at times convenient to their
daily tasks. The e-learning material will include various types of media that deliver text, audio, images,
animation, games and video. The material will incorporate adult learning principles and learning styles.
The learning content for PKH transition families will include literacy and numeracy skills, financial
education (to endorse a savings habit), household budgeting, nutrition and hygiene, livelihood
development, and self-confidence and motivational materials, including inspirational examples of poor
women who have empowered themselves and are successfully involved in productive activities.
4
5
Ibid.
Ibid.
4.
OUTPUTS/DELIVERABLES
Outputs / Deliverables
Prototype of e-learning modules (for low-cost tablet)
4 modules comprise of:
• Financial education (to endorse a savings habit),
household budgeting,
• Nutrition and hygiene,
• Education, and
• Child protection and family welfare
Prototype of e-coaching training modules for facilitator
Indicative Due Date
End of February 2015
(4 months)
Prototype of e-learning modules (for mobile phone)
End of December
2014
End of February 2015
E-learning monitoring tools
Fully-tested e-learning system
End of February 2015
End of April 2015
5.
REPORTS/TOOLS
A work plan and report will be prepared by the selected agency, under the guidance of TNP2K’s Cluster 1,
and submitted to the Poverty Reduction Support Facility (PRSF). A monthly progress report will be
submitted to PRSF updating the progress, challenges, and issues in each month. A financial report will be
prepared by PRSF’s finance manager.
6.
QUALITY ASSURANCE
Under the guidance and supervision of the TNP2K’s Cluster 1, the selected agency will be responsible for
ensuring that systematic quality assurance procedures are in place to ensure usability, user-friendliness
of the materials, as well as prevent errors or inaccurate information relating to the socialisation materials.
7.
KEY PERSONNEL/SKILLS REQUIRED
The selected company should allocate key personnel with the following skills and qualifications:
Position
Unit
Qualification
Experience
Application Developer
1
Bachelor’s/Master
5 years’ experience in
(preferred) degree in IT or application
development
related studies
and MIS related experience.
Module
Developer/Education
1
Bachelor’s/Master
5 years’ experience in
Specialist
(preferred) degree in designing
training
and
education or related education modules, and
studies
other relevant materials.
Community
1
Bachelor/Master
5 years’ experience in
Empowerment/Development/BCC
(preferred) degree in community
development
Specialist
social
science, work and behaviour change
communication or related communication (BCC).
studies
8.
No.
TIMELINE FOR ACTIVITY
Activities
Duration (in
parallel)
Inputs / Responsibilities
1.
2.
3.
4.
5.
Development of 4 interactive and effective elearning modules on topics specified by TNP2K
capable of being delivered on a low cost tablet.
Design process of the e-coaching training modules
for PKH Facilitators according to content
specifications provided by TNP2K.
Development of modified set of e-learning
modules on topics specified by TNP2K capable of
being delivered on a mobile phone.
Development of a learning monitoring system that
monitors individual progress and aggregates
learning results from all users, transferring results
from each module to a centralized learning
monitoring system.
Fully tested e-learning system, both system and
user testing completed, ready for piloting.
4 months
Selected agency
2 months
Selected agency
2 months
Selected agency
3 months
Selected agency
3 months
Selected agency
9.
ADDRESSING CROSS-CUTTING ISSUES
Cross-Cutting Issues How these Activities Address Cross-Cutting Issues
Gender
Designing activities will take account of gender factors and examine any disparities
and differing conditions between genders. This will be taken into account during
the conception, implementation and dissemination.
Disability
Child Protection
The main recipients for the e-learning materials are women (PKH Beneficiaries)
with low levels of education and literacy. In addition, these e-learning modules
are designed to support peer-to-peer coaching as “the best trainers and coaches
are often the peers who have experienced similar situations and teaches through
examples and it is possible to be succeed despite local difficulties”. Therefore, the
materials in these modules will include inspirational videos featuring the success
stories of females developing their own productive activities.
The PKH-Disability Study will inform the need for e-learning materials for IFDS.
The e-learning materials will include the child protection and family welfare
module.
10.
RISK MANAGEMENT
Anticipated Risks
Impact on
Programme
The e-learning
Poor accessibility
modules
to e-learning
experience series
materials, and
of technical
decreasing
problems (less
motivation of
compatible to
users.
different types of
browser or
L
C
R
Possible
Moderate
High
Options for Reducing Risks
•
Develop and consult
technical check list for
functionality e-learning
materials.
•
Robust quality assurance
process to ensure successful
trial of the e-learning
materials.
resolutions, which
hinder its full use).
Inadequate
training need
analysis result in
the e-learning
content considered
too difficult to
understand by
users (PKH
households and
facilitators)
E-learning modules
is less friendly for
users
11.
Less-effective
learning
experience by PKH
households and
facilitators.
Possible
Moderate
High
Users might be
demotivated to
access the elearning materials.
Possible
Minor
Moderate
Robust training need assessment
to inform the design and
development e-learning
materials.
The design and development
process of the e-learning
materials will consider aspects
of general design, instructional
design, assessment, navigation,
and content.
ESTIMATED BUDGET RANGE
AUD $ 240,000-260,000
12.
SELECTION CRITERIA AND WEIGHTING
Criteria
Criteria
Number
Technical Criteria
1
Company experience:
• Demonstrated experience and expertise in developing elearning modules capable of being delivered on low-cost
android tablets and mobile phones for low literacy groups
2
Knowledge of context, topics, and issues related to expected
deliverables:
• Demonstrated knowledge of adult learning principles, learning
styles and flexible learning pathways in e-learning systems;
• Knowledge of advantages and disadvantages, and experience
using various e-learning software packages to develop learning
modules.
3
CV and experience of key personnel:
• Key personnel have solid drafting experience, sound
understanding of adult learning principles, learning styles and
flexible learning pathways in e-learning systems
4
Effective creation and production of materials:
• Clear and sensible work plan showing ability to produce the full
range of outputs within the period specified.
Financial Criteria
5
Value for money
Weighting (%)
30
20
10
10
30

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