Background

Background and Context

As in other countries, Violence against Women and Girls is a significant problem in China (ACWF, 2011; Gao, Wang, & An, 2011; UNFPA, 2013). From a historical perspective, Confucian teachings led to a patriarchal society that limited the rights of women and treated them as second-class citizens. In 1949, Communism ushered in a new society for China with an emphasis on uniting the women and men under the auspice of gender equality. However, given the deep rooted cultural and traditional practices, Mao Zedong’s famous proclamation that “women hold up half of the sky” did not lead to full gender equality under Communism or to full respect for women (Indiana University Northwest, 2014). Although women’s status has continued to improve through education and employment opportunities, challenges remain the lack of equal respect and appreciation of women and girls in China’s patriarchal culture.

In traditional Chinese society, domestic violence (DV) is socially accepted and expected to be tolerated by women. This has been exacerbated by the lack of an open space to speak out on the issue of domestic violence (DV), as it is largely seen as a private or personal matter, not a societal concern.

Research on violence against women is still nascent in China, with a few studies providing non-generalizable data. The 2010 Third Wave Survey on the Social Status of Women in China conducted by the National Bureau of Statistics and the All-China Women’s Federation (ACWF) found that 24.7% of the sampled women encountered some form of violence during their marriage such as physical and verbal abuse, forced sex, financial control, and restrictions on personal freedom. Results from the study also showed that DV is more severe for women living in rural areas compared to those living in cities and towns (Song Xiuyan, 2013).

The China Law Society’s Anti-DV Network conducted a study in 2005 with 3,543 respondents from Zhejiang, Hunan, and Gansu Provinces. Findings from this study revealed that 34.7% of women experienced physical violence by their husbands and family members (Chen Mingxia, Xia Yinlan, Li Mingshun and Xue Ninglan, 2005). According to another survey carried out under the UN EVAW Trust Fund supported Joint Programme in three pilot provinces in 2011, among 1,247 respondents (612 males and 635 females), 42.2% of men confessed they had perpetrated at least one form of DV, and 43.5% women expressed they had suffered at least of one form of DV (CASS, 2012).

As part of the Study on Men and Violence in Asia and the Pacific, UNFPA China supported the research on Gender Based Violence and Masculinity among 1,017 men and 1,103 women aged 18 to 49 in a county in central China (P4P/UNFPA, 2013). Its key findings include:

• Among female respondents who were ever-partnered, 39% reported experiencing physical and/or sexual intimate partner violence (IPV). More than 52% men reported physical and/or sexual IPV perpetration, while 43% reported having perpetrated emotional abuse;
• Of men who perpetrated rape, 24% were between 15 and19 years old when they first committed rape;
• The most common motivation for rape among perpetrators was related to sexual entitlement – a belief that men have a right to sex with women regardless of consent. About 86% of men who admitted to rape gave this response.

These studies are starting to demonstrate a pattern of VAWG in China. However, there is concern that these figures might have understated the actual number of victims because many Chinese women still choose to tolerate the abuse and remain silent.

Programme Description:

UN Women China carried forward VAWG prevention efforts by working with teenage students, primarily boys and young men, in a middle/high school in China, in line with global campaign and advocacy efforts, particularly the HeForShe campaign.

Based on the knowledge learned from the Regional P4P Phase I study, particularly the research findings from China, UN Women China designed and implemented the “Beijing Royal School VAWG Prevention Project”, also known as the “Peer Leadership for Healthy Relationships Programme”, to engage the Chinese youth, particularly boys and young men by developing a ‘model practice’ to promote school based intervention to end violence against women and girls (EVAWG), targeting male adolescents aged 13-18 years. Beijing Normal University was the project’s lead implementing partner, with technical support provided by Communications University of China and Equality, an NGO. In doing so, the intervention aimed to challenge traditional and cultural norms and behaviors on gender discrimination and VAWG among students at the BRS. The model intervention will be replicated during the next phase of the programme in a broader local context to engage boys and young men in China.

Goal of the programme: Increased participation and commitment of boys and men to engage and promote mutual respect and practices to end violence against women and girls in China;

Outcome of the programme: A model intervention/practice established to effectively engage Chinese youth, particularly male adolescents aged 13-18 years, to promote EVAWG in the local context of China;

The expected outputs expected to be achieved during the three years of this programme are:

1. BRS peer educators have skills and knowledge to use peer education methods to effectively engage their peers in preventing the perpetration of VAWG among boys and men.
2. Network established between BRS and international students to debate cultural norms and exchange innovative methods to engage fellow students.
3. Social media campaigns established to widely engage boys and young men within and outside of BRS in EVAWG efforts

The building blocks of the process leading to the project Outputs and Outcome were:

1. The project trained volunteer BRS students, mainly males between the ages of 15-18, to become peer educators and engage their fellow students, between the ages of 13 to 18, in a process of questioning beliefs and initiating behavior change around VAWG and masculinity. The training process utilized youth-friendly participatory methods including storytelling, games, role plays, and group exercises, to keep the peer educators’ interest throughout the learning process. The learning process also emphasized respect and equality among peers.  The training was conducted by qualified facilitators, experienced in using peer education methods, who are hired by or employed by the implementing partner of the programme. The training was based on the localized version of the Change-Makers – A Young Activist’s Toolkit for Ending Violence against Women and Girls. The peer educator training process and its subsequent activities, such as peer discussion groups, were led by the peer educators in BRS.

2. The project engaged BRS peer educators in cross-cultural exchanges with experienced peer educators in other countries, both virtually and in person, to stimulate discussion, learning of new methods, and self-reflection. The project supported one study tour through which seven BRS student traveled to another country. While virtual communication can help share information, personal interaction is a foundation for forging real relationships and sharing deeper knowledge. The BRS peer educators were expected to develop friendships with their international peers and derive moral support from their interactions with them.

3. The BRS peer educators and other active students received training from an experienced social media practitioner in how to use social media effectively to support social causes. This project brought experienced experts to work closely with the BRS peer educators and interested students in developing their own social media activities or campaigns, designed to reach Chinese youth and engage them in questioning masculinity stereotypes and taking small actions to stop violence. These social media activities are expected to start as small-scale endeavors that reach thousands, but not necessarily millions, of youth in China with the goals of helping to support the HeForShe campaign and other global initiatives, sharing messages on masculinity and EVAW appropriate for and easily received by youth, and engaging youth in limited online and offline activities.

Duties and Responsibilities

Evaluation purpose and use

The overall purpose of this evaluation is to provide a solid assessment of the programme’s relevance, effectiveness, efficiency, impact and sustainability guided by:

• Relevance: extent to which the expected results are consistent with beneficiaries’ requirements, country-needs, global priorities, UN Women’s mandate and comparative advantage and partners’ and donors’ policies;
• Effectiveness: extent to which project outputs/outcomes were achieved, including coordination, management and institutional structure of the programme implementation;
• Efficiency: measures of the programme delivery (monitoring and indicators) and how economically resources/inputs (funds, expertise, time, etc.) are converted to results;
• Sustainability: The probability of continued long-term benefits from the programme results; and
• Impact: change/progress in mind set of peer educators other adolescents, teachers, school administrators and different stakeholders throughout the programme implementation in contributing to transformational change for gender equality and women's empowerment.

The evaluation will provide a series of recommendations and proposals for improving programme design and management structure, as well as strategic approaches, in order to inform decisions concerning other similar projects and programmes.

The evaluation will also consider:

• Relationships and coordination with stakeholders, decentralized structures and systems, and identify opportunities for improved collaboration and coordination.
• Relevance, efficiency, and sustainability of the convergence approach in line with the OECD-DAC criteria for evaluation, together with integration of human rights, gender equality and environmental sustainability in line with UN Women’s evaluation criteria.

1. Evaluation Key Questions

The consultant should be guided but not limited to the scope of the evaluation questions listed below. The consultant should raise and address any other relevant issues that may emerge during the evaluation:

Scope

The evaluation will look at the UN Women’s “Beijing Royal School VAWG Prevention Project (BRS Project)” which was implemented by Beijing Normal University under the direction of UN Women. The scope of the evaluation is limited to the programme funded by the China Women’s Development Foundation, implemented over the period of 3 years (March 16 2015 – February 28 2018) with a total budget of USD 236,341.42.

The evaluation will focus on the BRS programme’s overall programme achievements at outcome and output levels, assess the programme impact against its original design where possible; and identify key successes, lessons and experiences arising during programme implementation at the pilot site, Beijing Royal School (BRS). The evaluation will also assess the management and coordination structure of the programme and analyse its benefits and shortcomings against the achievements and impact of the programme.

The final evaluation of the programme is to be conducted externally by an independent consultants’ team, consisting of one international and one national consultant, both of whom are preferably based in Beijing. UN Women China will provide substantive support, in close consultation with Beijing Normal University who is the Responsive Party for the implementation of the programme, and the Beijing Royal School who is the pilot site and beneficiary of the programme. The evaluation will be conducted during the period of January to February 2018.

Methods, Processes and Timeframe

Methodology:

The evaluation will be based on gender and human rights principles, as defined in the UN Women Evaluation Policy. The evaluation will be conducted in accordance with UN Women evaluation guidelines and UNEG Norms, Standards, Ethical Guidelines, Code of Conduct for Evaluations and Integrating Human Rights and Gender Equality in Evaluations in the UN System.   

The evaluation will be a transparent and participatory process involving relevant UN Women stakeholders and partners at national level and the designated pilot site. These are including but not limited to: UN Women staff, researchers and social workers from Beijing Normal University and Communications University of China, students, teachers and administrators of Beijing Royal School, parents of students, and/or other young advocates influenced by the programme.

The evaluation will examine all the relevant documents of the programme, including programme document with logical framework, annual work plan, progress report by implementing partners, UN Women’s progress reports to the donor, knowledge products produced in the frameworks of the programme, informed consent forms (especially for participants aged under 18) etc.

The evaluation methodology will employ mixed methods for data collection. The evaluation will have two levels of analysis and validation of information:

• Level 1: A desk review of information sources, such as, but not limited to: programme documentation, work plans, roles and responsibilities, partnership agreements, progress reports, mission reports, technical products developed, data collected, and any important correspondence between key parties.
• Level 2: In-depth analysis of the programme both by qualitative and quantitative data collection. This will involve visits to Beijing Royal School, the pilot site where the programme has been implemented, and to Beijing Normal University, the lead implementing partner, and will employ a number of evaluation methods ranging from document reviews, interviews, focus group discussions, surveys, observations.

Evaluation process:

The evaluation will look at the progress made towards the results of the programme and communicate lessons learned and any recommendations for future programming to UN Women and partners. The entire process will take place over a period of January to February 2018, in which collection of field data should be completed over a period of 5 days from the start of data collection.

The evaluation should include the following steps:

Step 1: Desk review: Key documents, reports, policy papers

The evaluation team will attend an inception meeting where orientation on programme objectives will be offered, as well as on progress made. At this stage of the evaluation, the evaluators will have the chance to speak with UN Women staff, as well as with selected stakeholder representatives. The evaluation team will be given key programme documentation for review. The inception meeting, desk review of key programme documents (e.g. programme documentation, contracts, agreements, progress reports, mission reports, etc.), and key stakeholder interviews to understand the scope of the evaluation - will be held to inform the drafting of the inception report. This stage of the process can be home-based.

Step 2: Inception report

The draft Inception Report should be submitted, with methodology and evaluation design. The inception report will be reviewed by UN Women. The Inception Report will then be finalized based on UN Women’s feedback. The Inception Report should include final evaluation questions, identified stakeholders for interviews and discussions, and the methodology of the evaluation.

Step 3: Data collection (mixed-methods)

The evaluation consultants will conduct interviews and meetings in Beijing with UN Women, Beijing Normal University and Beijing Royal School on how stakeholders view the programme. Individual and group interviews will be conducted on only when informed consent is provided. For programme participants aged under 18, their parents must provide consent. Information and data from programme staff, documentation, surveys (pre- and post-training survey) and stakeholder interviews and group discussions are used to determine plausibility of the programme model, i.e. to the extent it is properly implemented, sufficiently developed, and activities appropriate, to reasonably predict that the programme is contributing to the stated results, with a particular emphasis on output level results. This data collection will include both in-country, face-to-face and/or virtual (telephone, video conferencing) interviews.

The evaluation consultants will conduct field visits to Beijing Royal School. A short and simple questionnaire should be complemented by focus group discussion at the field level to collect data facts and information from the implementing partners and beneficiaries for in-depth insights of the programme effectiveness efficiency and sustainability.

Step 4: Data analysis and synthesis

Collected data should be analysed, and the Analysis Framework should be clearly explained in the report and also shared during the inception phase.

Step 5: Sharing of preliminary findings

The evaluation consultants will share preliminary findings and recommendations with UN Women at the end of the field visit and interviews with stakeholders. The evaluators will draft the report and present the initial report to a group with representatives from UN Women and key stakeholders.

Step 6: Report writing

The evaluation consultantsmakes conclusions and recommendations. Conclusions and recommendations are drawn from the data. The evaluators is encouraged to guard against validity threats, such as personal bias.

Step 7: Sharing of draft report

The evaluation consultant finalizes a draft report and share the draft report to stakeholders to validate information. The report structure should follow UNEG’s evaluation report guidance. UN Women will review the report as part of quality assurance and will share it with Beijing Normal University for feedback.

Step 8: Finalization of the Report

The evaluation consultants will finalize the report. Recommendations will be drafted for Management Response.

Step 9: Dissemination of Report

UN Women will develop a dissemination and utilization plan following the finalization of the Evaluation Report.

UN Women and Beijing Normal University will be responsible for providing logistic support. Detailed itinerary will be developed in consultation with the consultant, UN Women and BNU. 

Timeframe / Work plan:

The timeframe (tentative) spread across the period of January 8 to February 20 2017.

Deliverables

The deliverables of the evaluation are as follows:

1. Inception Report: The inception report should detail the evaluators’ understanding of what is being evaluated and why, showing how each evaluation question will be answered by way of: proposed methods; proposed sources of data; and data collection procedures. The inception report should also include an evaluation matrix, proposed schedule of tasks, activities and deliverables. The inception report should also contain a description of the country visits. UN Women guidance on inception reports is available.
2. Preliminary Findings: The evaluation consultants shall share initial findings and recommendations with the UN Women programme team prior to the stakeholders’ consultation.
3. Draft Reports: Report structure should follow UNEG evaluation report guidance.
4. Review to validate data and provide feedback comments: UN Women China should make share for sharing draft report with BNU to validate data and provide feedback to the draft report at a timely manner.
5. Final Report: The final report will follow UN Women’s Report Guidance, and be submitted in hard and in soft copy in English and Chinese.

Note: All process should be guided by UNEG’s guidance on human rights and gender equality in evaluation: http://uneval.org/document/detail/1616

Management arrangement

The evaluation team will work in close collaboration and consultation with UN Women China and programme management structure as per the table below:

Competencies

Personnel / Qualifications

The evaluation consultants should consist of one international as team leader and one national consultant as team member to conduct the evaluation process and produce deliverables. The team leader will consult with the national expert on division of labour for specific tasks, but retain the overall responsibility for delivering expected deliverables and evaluation results with the support of the national expert.

Interested individual applications please submit the application, CV, with at least 3 references and financial proposal breaking down the professional fee into each deliverable adding other expenses (if any). An application with both international and national evaluators is highly desirable. Beijing based applications will be prioritized.

Required Skills and Experience

Qualifications for an international evaluator serving as the team leader:

• At least Master’s Degrees in social sciences, evaluation, development studies, gender studies, law studies, sociology, political science;
• Strategic thinking and proven expertise on gender analysis and gender based violence;
• At least 7 years’ experience in programme evaluation and proven accomplishment in undertaking evaluations, preferably on topics including gender based violence or/and violence against women, comprehensive sexuality education, k-12 education and Interantional education, including leading evaluations of multi-stakeholder programmes;
• Experience in conducing complex evaluations in the development field and with international organizations (at least 3 evaluations of which at least one as team leader);
• Knowledge in results-based programming in support of gender based violence, gender justice and human rights;
• Excellent inter-personal and communication skills;
• Excellent written and spoken English and presentational capacities;
• Spoken and presentational capacity in Chinese very strong asset;
• Extensive knowledge of qualitative and quantitative evaluation methods;
• Previous experience of working with the UN, with China experience is a distinct advantage;
• Knowledge of the gender based violence, adolescent education and comprehensive sexuality education in the context of China and preferably previous experience in school-based violence intervention programme in China an asset;
• Excellent drafting and writing skills to produce and present concise and analytical reports and communicate clearly with evaluation stakeholders;
• Excellent interpersonal and teamwork skills;
• Display of integrity, by modelling the UN's values and ethical standards; and
• Cultural, gender, religion, race, nationality and age sensitivity and adaptability are required.

Qualifications for a National evaluator serving as team member:

• At least Master’s Degrees in social sciences, evaluation, development studies, gender studies, law studies, sociology, political science;
• At least 5-year experience in participating in programme evaluations with gender-responsive evaluations is a requirement;
• Experience with programmes and/or evaluations on gender based violence, especially school bullying in the context of junior and senior high schools;
• Excellent English and Chinese drafting and writing skills to produce and present concise and analytical reports and communicate clearly with evaluation stakeholders
• Excellent understanding and commitment to UN Women’s mandate is a requirement;
• Previous experience of working with the UN is a distinct advantage;
• Previous experience of working in China is a requirement;
• Display of integrity, by modelling the UN's values and ethical standards;
• Cultural, gender, religion, race, nationality and age sensitivity and adaptability are required.