TOR FOR END TERM EVALUATION OF SELF-PACED CHPS ELEARNING STUDY

LIVING GOODS TENDERS SEPTEMBER 2025 

FOR END TERM EVALUATION OF SELF-PACED CHPS ELEARNING STUDY

Closing date: 9 Sep 2025

1.0 Background

The eLearning study in Busia County, Kenya, was initiated to determine the extent to which the capacity of Community Health Promoters (CHPs) can be enhanced through a digital learning platform on their mobile phones. The initiative forms part of a broader effort to modernize and strengthen community health service delivery by leveraging cost efficient, affordable easily scalable approaches/platforms like digital technology for training, performance tracking, and knowledge retention. CHPs play a critical role in maternal and child health service provision, including antenatal care (ANC), postnatal care (PNC), and disease prevention such as pneumonia and diarrhea management. However, traditional in-person training models are very expensive, unsustainable and thus have shown limitations in consistency, accessibility, and cost-effectiveness. This has prompted the need to explore alternative, scalable, and sustainable training modalities that mitigate logistical barriers and ensure equitable access continuous capacity building.

The study is guided by the Monitoring, Evaluation, and Learning (MEL) Framework, which outlines six key pathways: enhanced learning and retention, improved knowledge translation, increased accessibility and cost-effectiveness, strengthened capacity of CHWs, strengthened feedback loops, and scalable and sustainable digital learning solutions. Using a Theory of Change (ToC) and Diffusion of Innovation (DoI) approach, the study seeks to understand how different groups of Community Health Promoters (CHPs) engage with the digital platform and what factors influence their adoption and sustained use. By mapping the expected outcomes and underlying assumptions, the ToC framework will guide the analysis of how key inputs such as digital training, supportive supervision, and platform usability contribute to improved CHP performance and service delivery. Additionally, the study will explore how to optimize training delivery through the Learning Management System (LMS) to improve accessibility, cost-effectiveness, knowledge retention, and service quality across diverse user groups. The evaluation will measure progress against clear indicators such as exam pass rates, course completion, ANC/PNC coverage improvements, user satisfaction, and cost-efficiency. Ultimately, the goal is to determine whether the eLearning model can serve as a viable alternative or complement to in-person training, and how it can be optimized for national scale-up within Kenya’s digital health ecosystem.

2.0 Purpose and Scope of Work

2.1 Purpose of the evaluation

The purpose of this evaluation is to assess the effectiveness, relevance, cost effectiveness and scalability of the eLearning platform introduced for Community Health Promoters (CHPs) in Busia County, Kenya. Specifically, the evaluation will assess:

1. a)The extent to which the platform has improved learning and knowledge retention, skill application, and service delivery outcomes.
2. b)The alignment of the platform’s content, usability, interface and delivery with the learning needs of CHPs, supervisors, and communities they serve.
3. c)Factors influencing adoption and usage of the platform, including the applicability of the Theory of Change (ToC) and Diffusion of Innovation (DoI). The comparative value of digital learning to traditional in-person methods.
4. d)The platform’s cost-effectiveness, operational feasibility, and potential for scale, and integration within the MoH system.
5. e)This evaluation is guided by the Monitoring, Evaluation, and Learning (MEL) Framework, baseline assessment and adheres to recognized evaluation criteria; including relevance, effectiveness, efficiency, impact, sustainability, consistency, and participation.

2.2 Scope of Work

2.2.1 Targeted Population

The evaluation focuses on:

• Community Health Promoters (CHPs) Government workers): 205 CHPs (100%) from Matayos Sub- County and 60 CHPs from Teso South Sub- County.
• Supervisors/ Peer Coaches and Trainers (Living Goods Staff): Key actors involved in planning, delivering, and monitoring digital learning content.
• Community Health Assistants (CHAs) (Government staff): Support personnel who assist CHPs with field-based learning and technical navigation of the LMS.

Role of the Consultant

The Consultant will lead all aspects of the evaluation including:

1. i)Designing and finalizing data collection tools (KII guides, FGD protocols, survey questionnaires).
2. ii)Conducting fieldwork, managing data quality, and ensuring ethical compliance.

iii)    Performing data analysis and interpretation and drafting reports in line with OECD-DAC standards.

1. iv)Presenting findings and recommendations to stakeholders and revising based on LG feedback.

Role of Living Goods (LG)

LG will provide:

1. i)Technical and logistical support during field visits.
2. ii)Access to LMS usage data, baseline and midline results, and existing documentation.

iii)    Coordination with county health officials and CHP supervisors for participant mobilization.

1. iv)Review and feedback on draft and final reports to ensure alignment with program goals and implementation realities.

3.0 Objectives

3.1 Overall objective

The purpose of this evaluation is to assess the effectiveness, relevance, cost effectiveness and scalability of the eLearning platform Community Health Promoters (CHPs) in Busia County, Kenya.

3.2 Specific Objectives

• To determine whether the eLearning initiative is appropriate, contextually relevant, and responsive to the needs of CHPs, supervisors, and the communities they serve.
• To evaluate the extent to which the eLearning platform has achieved its stated learning and service delivery outcomes as defined in the MEL Framework.
• To understand how efficiently resources were used to implement the eLearning program compared to traditional in-person training.
• To assess the broader effects of the eLearning program on CHP capacity, service delivery consistency, and community-level health indicators.
• To determine whether the eLearning platform can be sustained beyond pilot funding and integrated into existing systems.
• To analyze how different adoption behaviors (innovators, early adopters, laggards) influence the effectiveness of the eLearning platform.
• To compare the impact of eLearning with that of traditional in-person training on CHP performance and health outcomes.
• To ensure that the eLearning platform is inclusive and addresses disparities in access and learning outcomes.
• To capture insights gained during implementation and inform recommendations for future scale-up and adaptation.
• To provide actionable recommendations for optimizing the eLearning platform and supporting sustainable scale-up.

5.0 Deliverables

The expected results of the exercise are (refer to the table below):

1. a)Inception report: Including the proposed methodology, data collection tools, analysis framework, and a detailed work plan.-
2. b)Reflection meeting report
3. c)Complete datasets and syntax files used for analysis.
4. d)Complete transcriptions of qualitative data and respective audio files.
5. e)Finalize baseline report
6. f)Draft end-term report: Will be presented to LG for input and feedback. LG will give feedback within seven days of receipt of the draft report.
7. g)Final report inclusive of LG’s feedback.
8. h)Summary of findings and presentation.

How to apply

Proposal submission

All submitted proposals must strictly adhere to the guidelines and requirements outlined in the RFP. Once a bid proposal has been submitted, it is considered final and cannot be modified or amended. Therefore, it is crucial that you carefully review and comply with all RFP instructions before submitting your proposal.

Upon completion of your proposal, it is necessary to affix the signature of either yourself or a duly authorized representative of your company. This signature serves as an acknowledgement that you have thoroughly read the RFP and have prepared the proposal in accordance with the guidelines provided as well as the undertaking that the submitted proposal is a no-deviation submission as per the scope and requirements outlined in the RFP.

Proposal Format and Content

All proposals must include both technical and financial components submitted separately with the subject “End Term Evaluation for eLearning Study in Busia, Kenya”.:

• Ensure attachments of the below
• eLearning Concept note
• eLearning MEL result framework
• Baseline analysis

All RFP responses, including the final RFP must be submitted in soft copy (both Technical and Financial) to procurementglobal@livinggoods.org  no later than 9th September 2025.

Access the detailed ToR Here: https://reliefweb.int/job/4172636/terms-reference-tor-end-term-evaluation-self-paced-chps-elearning-study