This ToR outlines a request for conducting a Third-Party Monitoring (TPM) assignment (open to qualified firms) of the project to perform impartial, objective verification of project outputs and interventions, to enable AKF (Afg) and partners to improve interventions and ensure they are progressing toward project intended outcomes and are meeting project requirements.

The Third-Party Monitoring (TPM) exercise aims to provide independent and uniform verification to monitor implementation progress to date (first year of the project), culminating in a comprehensive and actionable report for project management units to use to further improve project performance, inform adaptive management decisions, create stronger accountability and compliance standards, and strengthen grant agent confidence. TPM is especially important for the STG project, due to its large number of partners, data collection methods, types of local contexts, varying levels of field staff capacities, and high number of program interventions and compliance requirements.

1. Introduction and background

The Aga Khan Foundation Afghanistan (AKF-Afg) is the grant agent for the Global Partnership for Education (GPE) Systems Transformation Grant (STG) that is being implemented through eight local NGO partners (list of the partners refer to table 1) from November 1, 2025-March 31, 2028, across eight provinces in Afghanistan. The program aims to strengthen equitable access to quality education, improve the learning environment, and enable system-level transformation in alignment with the Afghanistan Education Sector Support Plan (AESSP).

GPE STG Outcomes

Outcome 1: Girls and boys have continued access to safe, inclusive, equitable learning environments (Aligned with AESSP Strategic Goal 1: Access to Education).

Interventions:

· Early Childhood Care and Development (ECCD) centers for 4-6-year-olds.

· Community-Based Schools (CBS) pilot for out-of-school children (ages 7-12).

· Catch-up classes for in-school children (ages 7-19).

· Remedial classes for school and out of school children in grades 4-12

Outcome 2: Improved quality of formal and non-formal education (Aligned with AESSP Strategic Goal 2: Education Quality)

Interventions:

· Equip all learning spaces with resources and learning materials, including harmonized TLMs and personal care/maintenance materials.

· Upgrade learning spaces with resources based on comprehensive needs assessments to ensure they meet the established minimum standards.

· Provide harmonized teacher professional development using standardized curriculum for teachers on pedagogy/methodology

· Co-Design Solutions with ECD and Formal School Teachers to Improve Student Learning Outcomes and Teaching Practices (Schools2030).

Outcome 3: Advanced Progress towards Afghanistan Education Sector Support Plan (AESSP) goals

Interventions:

· Conduct capacity building and monitoring visits to LNGOs to support the implementation of the STG.

· Capacity building and mentorship for Shuras on Governance, Safeguarding, and Inclusion.

· Conduct public outreach and community engagement to raise awareness on the importance of learning continuity.

· Organize Annual School, District, Provincial, and National Showcases of Teacher-Led innovations (Schools2030).

· Conduct Assessments and Feasibility Studies to Generate Evidence Supporting Effective Practices and Policy Influence for ECCD and CBS models.

2. Objectives/Scope

The key objective of this assignment is to appoint a consultancy firm/ NGO as a Third-Party Monitor (TPM) to provide independent verification services and assess whether implementing partners are complying with established operational protocols, project requirements, and quality standards.

2.1. Specific objectives

· Determine whether implementing partners comply with established operational protocols for the project including response times.

· Determine whether implementing partners are providing education services according to the grant agreement with AKF (Afg) and managing expectations of beneficiaries.

· Ensure whether the project activities are conducted using best practices and meeting standards (as per training packages and guidelines that AKF-Afg has trained partners on) by observing teachers, classroom environment, TLM, conducting focus group discussions and interviews with beneficiaries, and reviewing project reports including pre/post test scores, profiles, field visit reports, and mentoring forms.

· Verify that teachers, shuras, and students have received appropriate training, mentoring from local partners, and understand safeguarding policies and how to report safeguarding / fraud cases and feedback.

· Undertake post-distribution monitoring of Teaching and Learning Resources (TPM), and asses the TLM kit quality to determine whether the kits were delivered to the relevant beneficiaries (students, teacher, and school students) in the timely manner, address actual needs, and are relevant and appropriate for the type of beneficiary, program, and age group.

· Seek feedback from the project beneficiaries on issues and concerns.

· Develop a visualization tool (i.e. dashboard) to show information based on collected data that illustrates the effects of the programme based on the follow-up data, among other information against baseline value. Annex 2 has a monitoring framework guide. All objectives purpose is to take corrective action as appropriate and keep improving the service.

· Follow-up on recommendations and issues reported in the baseline study to understand how partners have integrated learnings from the report into their implementation of the project.

Please refer to the attached document for more information.