Request for Proposals for FNESC Evaluation

Transcription

1 Request for Proposals for FNESC Evaluation Proposal Deadline: July 15, 2009 Evaluation of the First Nations Education Steering Committee Society (FNESC) Statement of Work 1. Purpose of Evaluation: The purpose of the evaluation is to provide to First Nations, FNESC Board Members and staff, and funding agencies assurance that FNESC s organizational structure and financial management practices support the effective and efficient realization of FNESC s mandate. This statement of work is for the second evaluation, as it was a recommendation in the original evaluation that took place in 2003 to conduct one every five years. 2. Background The FNESC is committed to supporting First Nations in their efforts to promote quality education for First Nations learners. FNESC is directed by First Nations and works at the provincial level to provide services in the areas of research, communications, information dissemination, and networking. FNESC works to collect and share up-to-date information about available programs, government policies and initiatives, and local, provincial, and national education issues that affect First Nations learners in BC. FNESC organized in May 1992 at a Provincial Conference of First Nations education technicians. Participants at the conference felt there was a need for an organized, informed First Nations voice and presence at the provincial and national level. A group of 16 volunteers was enlisted to serve as the first ad hoc provincial committee. The committee received $100, over a couple of years to provide opportunities for First Nations to gather together to discuss strategies for improving the success of First Nations learners in BC. The committee operated without full time staff until December 1993 at which time FNESC hired a full time Coordinator.

2 FNESC conducted community sessions to determine what First Nations communities wanted from a provincial body and found that First Nations were comfortable with the following role and activities: I. Communication (newsletter, policy updates, etc.) II. Liaison for First Nations with government and other agencies. III. Coordination of information sharing, to enable First Nations to do more with less money for education, as education demands increase while funding diminishes. IV. Coordination of Provincial Conferences, Regional Workshops and Information workshops, to increase communication and support amongst First Nations communities. V. Research on broad topics to support First Nations education initiatives (Aboriginal Language programs, legal aspects of control and jurisdiction, Best Practices in First Nations education, gathering data regarding First Nations education for the use of First Nations educators). This includes the work of the various subcommittees VI. Some policy discussions, with explicit direction from, consultation and communication with, First Nations communities themselves. VII. Provide a forum for a united First Nations voice. VIII. Serve as a clearinghouse for information resources and models for First Nations education activities IX. Administrative and technical support to ensure First Nations control and administration of First Nations education programs. X. Support for First Nations involved in the treaty process. In February 1995, the Federal and Provincial Governments agreed to fund a two-year process through which FNESC and First Nations would determine processes by which to achieve the mandate that was given to the FNESC: To facilitate discussion about education matters affecting First Nations in BC by disseminating information and soliciting input from First Nations. A plan was presented to the Department of Indian Affairs and Northern Development (DIAND) on behalf of the Federal Government, and to the Ministry of Education (MoEd.) on behalf of the Provincial Government. The plan was approved and ongoing core funding was provided to support the provincial First Nations education organization. Consultation with First Nations continued through the communications strategy, which included annual community regional sessions, newsletters, annual provincial conferences, and regular communication by mail and by fax.

3 In 1999 First Nations asked FNESC to incorporate to become a stand alone body that would be directly accountable to First Nations but would be able to independently receive and administer funding. FNESC then incorporated as a Society. The name was not changed even though being called a Steering Committee suggested a short-term role or a much more diminished role than the emerging one FNESC was undertaking. First Nations were already very familiar with FNESC and the Board did not want to lose that identity. Currently, there are approximately 83 members of the FNESC Board of Directors. Membership on FNESC is determined by First Nations, with each First Nation eligible to appoint one member to the Board. The budget for the organization has grown to approximately $26 million annually and the staff has grown to 30 full time persons. An organizational chart is attached to this RFP for reference. An initial formal evaluation of FNESC was completed in July 2003, and as part of that evaluation it was recommended that an organizational evaluation be conducted every five years. FNESC currently has administrative agreements with two affiliated organizations to provide administrative and technical support to their board and committee. More information regarding the activities of FNESC and the affiliated organizations, the First Nations Schools Association (FNSA) and the Indigenous and Adult and Higher Learning Association is available on the following websites: or Both, IAHLA and FNSA would like to conduct organizational evaluations of their own outside this process, however using the same contractor. Separate statements of work for those evaluations would be made available upon the selection of a successful contractor. 3. Scope of the Evaluation The timeframe for the conduct of the evaluation is two months. As such, the conduct of the evaluation will mostly involve a review of relevant documents and administrative files, and interviews with key stakeholders (an initial list of key stakeholders is provided as Appendix A). 4. Issues The evaluation will address the basic issues of relevance, success and cost-effectiveness. The contractor will be asked to review the evaluation questions proposed below and discuss potential modifications with the Project Team (representatives from FNESC) as required. Relevance: Does FNESC serve a continuing, ongoing need?

4 Is FNESC still needed to implement current programming and services? To what extent is the mandate of FNESC still relevant? Should the mandate be changed in anyway? Success: To what extent has FNESC informed First Nations regarding its programs and services? How is this transfer of knowledge performed? Are there gaps in information that should be filled? To what extent have FNESC activities led to improvements in the quality of education provided to First Nations learners and to their increased success? How was this accomplished? To what extent has FNESC been able to influence policy and legislation to improve the quality of education for First Nations learners and the accountability of education systems? To what extent have the recommendations stemming from community regional sessions and other input opportunities for First Nations been implemented? To what extent have the concerns of First Nations been heard by FNESC and acted upon? Has FNESC prepared and provided reports on its activities in an ongoing and effective manner? Is FNESC transparent regarding activities, expenditures, and results? To what extent do the stakeholders judge the programs and services of FNESC to be satisfactory? (Factors may include: perceived adequacy of information dissemination, accessibility of programs and services, quality and quantity of products and services, timeliness of program in responding to client needs, satisfaction of clients with the delivery mechanism, and stakeholder overall assessment of the efficacy or utility of the programs and services in achieving the desired outcomes.) Organizational Structure Does the FNESC organizational structure support the delivery of services to meet the needs of BC First Nations and First Nations schools? Does the organization manage its human resources properly? Is the organizational structure functioning at peak capacity with appropriate efficiencies and effectiveness? How well does the organization anticipate and respond to change? Financial Management Practices Do financial controls exist and function at the regional level ensuring: Financial transactions, records and reports are complete, accurate, and authorized? Assets are adequately protected? Does management actively monitor and control costs?

5 Are the organization s financial records, financial management control, and information systems sound and in accordance with applicable financial policies and procedures? Does the organization have a history of conducting its operation within approved budgets and revenues? Administrative Agreements Does FNESC meet the obligations contained in the Administrative Agreements with each affiliated organization? Are the affiliated organizations satisfied with the quality of service they receive from FNESC? Has the support from FNESC in the areas of political support and advocacy been delivered? Are the costs for services fair, considering what services they are receiving? What areas could FNESC improve to provide improved services to the affiliated organizations? Follow up on Recommendations made in the 2003 Evaluation Finding ways to more effectively communicate with and engage the participation of northern, remote and small First Nations; Establishing a planning cycle that includes a vision statement, strategic plan andoperational work plans; Revising the personnel policies to ensure compliance with the requirements of the Canada Labour Code and more effectively defines the terms and conditions of the employment relationship between FNESC and its employees; Establishing a succession plan that safeguards the board from the planned or unplanned departure of its senior manager; and, Developing and implementing a board policy agenda that establishes the results that the board expects FNESC to achieve; defines the roles and responsibilities of the board; prescribes the limits of staff; and, delegates operational authority. 5. Scope of Work

6 The contractor shall: 1. Hold an initial meeting with the client to obtain background information, discuss the purpose of the study and clarify expectations. 2. Review background material to enhance his/her understanding of FNESC and of the relevant associated organizations. 3. Suggest modifications to the draft evaluation questions presented in this Statement of Work, as needed. 4. Prepare a draft interview guide to be reviewed by the Project Team. Revise the guide as needed based on the PT s feedback. 5. Conduct interviews with relevant stakeholders (as identified in Appendix A) 6. Review relevant documentation in order to address some or all of the evaluation questions. 7. Prepare a draft report for the FNESC Executive s review and the PT. 8. Revise and finalize the draft report based on the FNESC Executive and PT s feedback. 6. Deliverables 1. Revised list of evaluation questions (if needed). 2. Draft and final interview guide. 3. Draft report. 4. Final report. Deliverables must be created in either Microsoft Word with a complete evaluation provided in both Word and a pdf. format. Conversion from other software will not be accepted. In addition, graphics must be contained within the Microsoft Office suite of programs and must be saved as separate documents to facilitate translation as the final report will be published on the FNESC website. 7. Timeframe Initial meeting with FNESC Executive and PT the week of July 27, 2009 Draft report August 27, 2009 Final report September 27, Cost The available budget for this evaluation is between $35,000 $40,000 and will be influenced by the need for travel.

7 Please send Proposals to: Mary Sasakamoose FNESC Executive Director Park Royal South West Vancouver, BC V7T 1A2 Fax:

8 Appendix A Key Stakeholders FNESC Board of Directors (sample out of 83). The recommendation here would be to interview the FNESC Executive plus one representative from each region as designated by the FNSA regional map. FNESC would emphasize the need to include the views of the northern communities. BC First Nations (sample) BC First Nations schools (sample) First Nations Schools Association Board of Directors (sample out of 10) Indian Studies Support Program Committee (sample of 8) First Nations Summit Representatives Grand Chief Edward John Dan Smith Grand Chief Doug Kelly BC Region Assembly of First Nations Vice-Chief Shawn Atleo Union of BC Indian Chiefs Debbie Abbott BC INAC Officials Jeff Loucks Regional Director General Bill Zaharoff Director, IGA Tanja Dyck Manager, IGA Ted Adnitt Director of Funding Services Headquarters INAC Officials Kathleen Keenan Barbara Caverhill Director General Director Ministry of Education James Gorman Deputy Minister

9 Trish Rosborough Director, Aboriginal Education Enhancements Branch Education Partner Groups BC School Trustees Association Gordan Swan BC Teachers Federation Marjorie Dumont BC Principals and Vice Principals Gail Bedard BC College of Teachers Laura Bickerton BC School Superintendents Assoc. Wendy Lee FNESC Staff (sample)