Endline evaluation consultant for Social and Financial Education for Peacebuilding     

Company: Aflatoun International

Locatio n: Honduras

P eriod: October to December 2026

Consultancy fee: 3,000 euros including VAT

Closing date: 23 October 2026

Background information

Aflatoun International

Aflatoun International is a non-profit organisation that offers social and financial education to children and young people worldwide, empowering them to make a positive change for a more equitable world. We work with a network of 300+ organisations in more than 100 countries, transforming the lives of more than 10.5 million children and young people.

The program

Aflatoun's Social and Financial Education for Peace program integrates social and financial education to empower children and young people as peacebuilders. Intended program outputs include effectiveness in developing critical thinking, fostering citizenship participation, and contributing to sustainable economic transformation in conflict-affected areas.

The project aims to empower young educators and youth organizations in Latin America, the Middle East and North Africa (MENA), and Africa with essential life skills, emphasizing financial literacy and conflict resolution, to actively contribute to peacebuilding initiatives within their communities. Through targeted training programs, curriculum development, and peer-to-peer learning opportunities, participants will gain comprehensive skills and knowledge to address the socio-economic challenges and conflict dynamics prevalent in their regions. By fostering partnerships with local stakeholders and advocating for policy integration, the project seeks to create a supportive ecosystem for youth empowerment and social cohesion.

The SFE for Peace Peer-to-Peer Toolkit is a practical learning curriculum that integrates social and financial education (SFE) with peacebuilding, helping young people strengthen personal, social, financial and peacebuilding competencies. It uses participatory and experiential activities covering areas such as self-awareness, communication, dialogue, conflict resolution, cooperation, responsible decision-making and young people’s role in contributing to peaceful communities.

The training follows a cascade and peer-to-peer model. Programme managers and lead facilitators are first oriented to the toolkit and its approach through an online training session. They then support the training of selected young people as peer educators, building both their understanding of the content and their facilitation skills. These peer educators subsequently facilitate the activities with other young people in their communities, enabling learning, dialogue and reflection to spread through peer-to-peer engagement.

In Honduras, the program is being implemented by Glasswing Honduras, across 14 schools in three departments: Cortés, Comayagua, and Francisco Morazán. The intervention covers three municipalities in Cortés, two municipalities in Comayagua, and Tegucigalpa in Francisco Morazán, with an overall target of reaching approximately 5,200 young people aged between 12 and 21.

Objective of the evaluation

Aflatoun International is seeking an evaluation consultant to conduct this endline evaluation, which will draw on qualitative interviews, facilitated group discussions, and a review of programme documents. The consultant will use pre- and post-programme assessment results, which was conducted by Aflatoun and Glasswing, as a secondary data source. The consultant is expected to review the available pre- and post-assessment results and triangulate them with the primary qualitative findings, rather than conduct the primary quantitative analysis of the pre- and post-intervention data.

Purpose

The purpose of the evaluation is to assess:

Programme outcomes, particularly changes in participants' knowledge, attitudes, behaviours, and peacebuilding-related competencies; and

Programme implementation, including the effectiveness of the peer education approach and the factors that supported or constrained results.

The evaluation is learning-oriented and utilisation-focused, intended to generate practical insights that inform future programming and scale-up efforts.

Objectives

Specifically, the evaluation aims to:

Assess the extent to which the programme achieved its intended outcomes in participants' knowledge, attitudes, behaviours, and peacebuilding competencies, drawing on qualitative findings alongside pre-post assessment results.

Examine the effectiveness of the peer education approach as a delivery model, including its strengths and limitations.

Identify the contextual, design, and implementation factors that supported or constrained programme results.

Generate actionable, evidence-based recommendations to inform the design and scale-up of future programming.

Evaluation Questions

Whether and to what extent did participants demonstrate changes in knowledge, attitudes, behaviours, and skills related to peacebuilding, social cohesion, conflict resolution, and financial literacy?

Whether and to what extent did the programme ensure engagement and support the learning of participants of all genders and social backgrounds?

What characteristics of the programme and its implementation explain the (absence of) changes?

Specifically, to what extent did the peer education approach enable participants’ engagement and learning? What were the limitations of this approach?

To what extent was the programme content relevant and appropriate to the needs and cultural, economic, and political context of participants and communities?

What lessons and recommendations emerge from the programme, and to what extent are observed outcomes likely to be sustained and potentially scaled?

Data Collection Methods

Primary Qualitative Data

The consultant will collect qualitative data through a combination of:

Key Informant Interviews (KIIs) with programme staff, peer educators, participants, community leaders, and other relevant stakeholders;

Focus Group Discussions (FGDs) with programme participants and peer educators;

Participatory reflection sessions or informal group discussions where contextually appropriate.

These methods will explore:

Perceived changes in knowledge, attitudes, behaviours, relationships, and peacebuilding competencies;

Experiences of programme participation;

Perceived pathways of change;

Implementation strengths, challenges, and lessons learned.

Document Review

The evaluator will review relevant project documentation, including:

Project proposals and logical frameworks;

Progress and narrative reports;

Monitoring data;

Training materials and curriculum resources;

Relevant contextual or background documentation.

Sampling Approach

The evaluation will use purposive sampling to ensure representation of key stakeholder groups and diversity of perspectives. The final sampling strategy will be agreed during the inception phase. In-person interviews and focus group discussions are preferred; however, where security, accessibility, or logistical constraints limit physical access, remote or hybrid approaches may be used.

The indicative sample sizes for primary data collection are presented in the table below. In-person data collection will be conducted in Cortés and Comayagua, while interviews in Tegucigalpa and Chamelecón will be conducted remotely (e.g. phone or online interviews), with no FGDs planned in these areas. Interviews will include implementation partner staff, Aflatoun staff, school staff, peer educators and trainers. The final number and distribution of interviews and FGDs will be agreed during the inception phase, taking into account logistical feasibility, budget and security considerations.

Sampling Approarch

Department / area, Sites, Interviews, FGDs with peer educators, FGDs with participants, Modality

Cortés 4, 4–6, 4, 4, In-person

Comayagua 2, 2–3, 2, 2, In-person

Tegucigalpa 2, 2, — — Remote

Chamelecón 1, 2, — — Remote

Total 9, 10–13