Tender Description

Title of the AssignmentScreening and Assessment of Children with Disabilities in Primary SchoolsObjectiveTo screen and assess children with general and severe disabilities generating disaggregated data to inform future inclusive education programming.Target LocationsBanadir, Galmudug, Hirshabelle, Jubbaland, and Southwest StatesTarget GroupsChildren with general disabilities currently enrolled in primary schools, and children with severe disabilities (visual, hearing and multiple disabilities) in special needs schoolsAssignment Duration60 calendar daysImplementing AuthorityMinistry of Education, Culture and Higher Education (MoECHE)Supervising DepartmentsInclusive Education Department under the Basic Education Directorate

1. Background

In Somalia, children with disabilities continue to face systemic barriers to education. Many are enrolled in schools without ever being properly screened or assessed, leaving their needs invisible to teachers and policy makers. As a result, they often struggle in classrooms ill- equipped to support them — and are greater risk of dropping out. Girls with severe disabilities are particularly marginalized, facing multiple layers of discrimination and exclusion. 

Limited child-level data on functional limitations remains a major obstacle to achieving Somalia’s inclusive education goals. Without screening and assessment, schools are unable to plan support services, education officers cannot monitor progress, and investments in disability inclusion risk being poorly targeted. This gap undermines the broader objectives outlined in the Education Sector Strategic Plan (ESSP 2022–2026) and the National Transformation Plan (NTP 2025–2029) — both of which prioritize inclusive education as a key reform pillar.

To address this, the Ministry of Education, Culture and Higher Education (MoECHE) is leading a coordinated national initiative to screen and assess children with disabilities in schools. The exercise will be implemented across FMS namely Galmudug, Jubbaland, Southwest and Hirshabelle and Banadir Regional Administration. The initiative will target two key groups:

• Children with general disabilities already enrolled in primary schools; and
• Children enrolled children with severe disabilities, with a particular focus on girls in designated special needs schools.

This activity is not a standalone event — it forms a critical part of MoECHE’s broader efforts to institutionalize inclusive education and to build national systems capable of identifying and responding to diverse learning needs. The data generated will directly inform future investments in assistive devices, classroom adaptations, inclusive teacher training, and EMIS strengthening. The assignment is carried out under the full leadership of MoECHE, with financial support from the Global Partnership for Education (GPE), ensuring that implementation is aligned with national strategies, safeguarded against fragmentation, and centered on the rights and dignity of all learners.

1. Objectives of the Assignment

2.1 Overall Objective

To identify and assess children with disabilities across Somalia’s primary schools in order to generate reliable data on their functional limitations and support needs, which will inform future inclusive education interventions, including the provision of assistive devices.

1. Specific Objectives

• To identify and screen children with general disabilities currently enrolled in primary schools, as well as children with severe and multiple disabilities with a particular focus on girls.
• To conduct individual functional assessments using standardized and context-appropriate tools, led by qualified specialists (e.g., physiotherapists, audiologists, special educators), to determine the learning and support needs of each child.
• To document disability data disaggregated by type, severity, gender, and location, to support evidence-based planning and service delivery across all regions.
• To provide recommendations for suitable assistive devices, learning accommodations, and inclusive practices based on each child's assessed needs, to guide future procurement and programming.
• To strengthen the capacity of MoECHE and Federal Member State education actors in disability identification, assessment, and inclusive data management.
• To establish a baseline for monitoring inclusion-related indicators within the broader education system and future programming.

1. Scope of Work

The consulting firm will be responsible for designing and implementing a comprehensive screening and assessment exercise targeting: 

• Children with general disabilities in primary schools 
• Children with severe disabilities with focus on girls.

 

The exercise will be conducted in 274 supported primary schools and 40 special need schools across four FMS namely Galmudug, Jubaland, Southwest and Hirshabelle and Banadir Regional Administration in close collaboration with MoECHE, Federal Member State and Grant Agents.  

1. Methodology

The consultancy firm is expected to:

4.1. Planning and Inception

• Engage with MoECHE and key partners to validate the approach and methodology.
• Develop a detailed inception report, including work plan, assessment tools, and timelines.
• Finalize selection of target schools and coordination structures.
• Develop screening and assessment tools aligned with the Somali context and global best practices.

4.2. Training and Deployment

• Train screening teams and enumerators on the use of disability screening tools, ethical protocols, and child safeguarding.
• Ensure teams understand the specific considerations for assessing both general and severe disabilities.
• Build capacity of school personnel on inclusive practices and child-centered assessment.

4.3. School-Based Screening and Assessment

• Conduct a comprehensive screening in 274 GPE supported primary schools.
• Conduct screening in 40 special schools with severe disabilities (visual, hearing or multiple disorders) will be attending.
• Carry out individual assessments to determine functional limitations, support needs, and potential device recommendations for each child.
• Use inclusive, gender-sensitive, and ethical methods throughout the process.

4.4. Data Collection, Analysis and Reporting

• Document disability data disaggregated by sex, type, severity, and school location.
• Develop individual-level recommendation forms with disability type and device for each assessed child.
• Analyze trends and gaps across states and school types.
• Produce a comprehensive report with findings, recommendations, and school-by-school breakdowns to inform the upcoming assistive device procurement phase

3.5 Monitoring, Follow-up, and Maintenance:

• Develop a robust monitoring and evaluation plan to track the utilization, impact, and functionality of the provided devices.

5. Key Deliverables

The consultancy firm is expected to provide the following deliverables over the course of the assignment, in alignment with MoECHE’s inclusive education priorities and quality assurance processes:

5.1 Inception Report

• Detailed work plan, timeline, and methodology.
• Draft screening and assessment tools adapted to the Somali context.
• Risk mitigation plan, including child safeguarding protocols.

5.2 Training Materials and Reports

• Training manuals and tools used for the capacity building of enumerators and medical staff.
• Pre- and post-training evaluation results.
• Attendance records and lists of trained personnel disaggregated by region and role.

5.3 Screening and Assessment Tools

• Final, validated tools (including disability screening forms, functional assessment templates, and recommendation forms).
• Tools must be linguistically appropriate, inclusive, and usable across all Federal Member States.

5.4 Screening and Assessment Data

• Disaggregated database of all children screened (by sex, age, school, location, disability type and severity).
• Individual child profiles with functional limitations and support are clearly documented.
• Assessment summaries to support planning for assistive device procurement.

5.5 Preliminary and Final Reports

• Comprehensive preliminary findings brief for MoECHE, FMS MOEs, and partners.
• Final report including:
  • Executive summary.
  • Methodology and coverage.
  • Key findings and trends.
  • Recommendations by region and disability category.
  • Annexes with raw data summaries, assessment forms, and list of children with disabilities and recommended devices in excel.

5.6 Presentation of Findings

• PowerPoint slide deck summarizing key findings and recommendations.

6. Qualifications and Experience

To successfully implement this assignment, the consultancy firm must demonstrate strong technical expertise, proven experience in disability screening and assessment, and a deep understanding of SNE education and social context.

Required Qualifications

• Institutional and Consultants’ Experience
  • Minimum of 5 years of consultants’ experience conducting disability-inclusive programming, assessments, or education support in Somalia or similar fragile contexts.
  • Proven track record in conducting child disability screening and functional assessments at scale.
  • Experience in working with government institutions, especially Ministries of Education, and in aligning deliverables with national policy frameworks.
• Technical Competencies
  • Demonstrated expertise in:
    • Disability psychometric and functional screening tools.
    • Inclusive education methodologies.
    • Early identification of learning, mobility, hearing, and visual impairments.
    • Child-centered and gender-responsive assessment practices.
    • Capacity to design or adapt screening tools suitable for Somalia’s linguistic and cultural context.
• Human Resources
  • A multidisciplinary team including:
    • Disability specialists (e.g., special educators, inclusive education experts);
    • Medical/technical professionals (e.g., audiologists, optometrists, physiotherapists);
    • Data analysts and education program managers.
    • Trainers with experience building local capacity at MoE and school levels.
  • All team members must demonstrate understanding of child protection, inclusive education, and ethical data collection.
  • Language proficiency in both Somali and English is required for those involved in field-level data collection, training, and reporting.
• Safeguarding and Compliance
• Familiarity with international standards and Somalia’s national frameworks on child safeguarding, gender equality, and protection from sexual exploitation and abuse (PSEA).
• Clear policies and training in place for all staff working with children or vulnerable populations.
• Legal and Administrative
• Valid company registration with the Federal Ministry of Commerce.
• Valid tax compliance certificate issued by the Federal Ministry of Finance.
• Ability to operate legally in all five Federal Member States and the Banadir Region.

1. Duration and Payment Terms

Assignment Duration

The consultancy assignment is expected to be completed within a maximum of 60 calendar days, including planning, training, field implementation, data analysis, and final reporting.

The anticipated implementation period is from October to December 2025, with the actual start date to be confirmed upon contract signing. A detailed work plan with specific milestones and deliverable dates will be agreed upon during the inception phase.

Payment Terms

Payment will be made based on the successful completion and approval of deliverables, according to the following indicative schedule:

MilestoneDeliverable% of Total Payment1Submission and approval of the inception report, tools, and work plan20%2Submission of raw screening data and preliminary analysis40%4Submission and approval of the final report and all deliverables40%

1. Application Requirements and Evaluation Criteria

7.1. Application Requirements

Interested consultancy firms are invited to submit a comprehensive proposal that includes the following components:

A. Technical Proposal including work plan & Cover Letter

• Understanding of the assignment and alignment with TOR objectives;
• Detailed methodology and tools for screening and assessment;
• Work plan and timeline;
• Profiles and CVs of proposed team members, highlighting relevant qualifications and experience;

B. Financial Proposal

• Detailed and itemized budget in USD, covering all costs related to the assignment including professional and associated fees.

C. Supporting Documentation

• Valid company registration certificate from the Federal Ministry of Commerce;
• Valid tax compliance certificate from the Federal Ministry of Finance;
• Proof of previous experience (minimum three similar assignments, with reference contacts of each similar assignment from previous clients);
• At least one sample report from a previous disability assessment or related work.

1. Evaluation Criteria

Proposals will be evaluated using the following criteria and weights:

Evaluation ComponentSub-CriteriaWeight

1. Technical Proposal

 60%1.1 Methodology & Technical Approach:Clarity, feasibility, sound technical understanding of the assignment and relevance of the proposed methodology to the TOR for screening and assessment20%1.2 Team Qualifications:Relevant education, technical expertise, and field experience of the proposed personnel15%1.3 Organizational Capacity:Firm’s experience with similar assignments, preferably in Somalia or similar contexts15%1.4 Safeguarding and Inclusion:Integration of child protection, gender sensitivity, and disability-inclusive practices10%

1. Financial Proposal

Cost-effectiveness, clarity of budget, and value for money, including updated bank statement25%

1. Past Performance and Samples

At least one relevant past assignment and a minimum of three references from previous clients.15%

1. Legal Compliance

Valid registration/ license and tax certificate (Pass/Fail)Pass/Fail

 

The firm that scores 60 marks and above will be considered for the technical assessment.

Skills Required

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