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Key Responsibilities:
INDIVIDUAL CONSULTANT TERMS OF REFERENCE
Development of the National Catalogue of School Feeding Models
Project: KeMSA- Tuimarishe Lishe Bora Shuleni
1. Background
World Vision Kenya (WVK) is implementing a systems-strengthening initiative aimed at coordinating national efforts to implement regenerative school meal programmes in Kenya to improve the health and educational outcomes of its vulnerable children. The initiative focuses on enhancing multi-sectoral coordination, strengthening evidence generation and learning, and supporting policy engagement to expand sustainable access to nutritious, locally sourced school meals across the country.
Although there is growing recognition of school feeding as a vital intervention for education, nutrition, and child wellbeing, the sector remains fragmented, with many actors implementing different models without a consolidated evidence base. Existing approaches differ substantially in:
1. Delivery mechanisms (centralized vs homegrown models)
2. Financing (government, donor, community-supported)
3. Governance structures (school-led, NGO-led)
4. Sustainability and scalability
Tuimarishe Lishe Bora Shuleni aims to fill this gap by creating credible, comparative, and policy-relevant evidence through the development of a national catalogue of school feeding models. This will support:
5. Evidence-based policy dialogue
6. Improved financing decisions
7. Scaling of cost-effective and sustainable models
2. Justification
Past experience from World Vision Kenya, government stakeholders, and national school feeding programmes shows that school meal initiatives often operate in isolation, leading to duplication, fragmented approaches, and inefficiencies. There is limited comparative analysis of the different implementation models currently in use, which restricts informed decision-making for scaling up. At the same time, policy and financing discussions frequently occur without sufficient evidence, and successful or promising models are rarely documented in a structured manner that allows for replication or adaptation across counties.
This assignment is therefore crucial in generating structured evidence on what works, where it works, and why; enhancing coordination among government, civil society, and development partners; and supporting Kenya’s ambition to expand sustainable school feeding to reach 10 million learners nationwide.
3. Purpose of the Study
To systematically gather, analyze, and share evidence on existing school feeding models across the country, enabling policymakers, program implementers, and stakeholders to make informed decisions on scaling, financing, and sustaining effective approaches to school feeding.
4. Study Objectives
Specific Objectives
Document the landscape of school feeding models by mapping their geographic distribution, design features, and implementation structures across counties. Analyze performance and value by examining the cost-effectiveness, financing mechanisms, and nutrition outcomes of each identified model to determine what works and why. Enable evidence-based comparison by conducting a rigorous comparative analysis that highlights strengths, gaps, and transferability of models across different contexts. Produce an actionable reference tool in the form of a comprehensive catalogue with detailed model profiles and contextualized recommendations for adoption or adaptation. Ensure stakeholder ownership and validation by engaging county and national level stakeholders in reviewing findings to strengthen credibility, relevance, and buy-in. Maximize reach and utility of findings by disseminating outputs through multiple channels including reports, policy briefs, and digital platforms to inform policy, programming, and investment decisions.
5. Study Questions
The following key questions will guide the study:
Mapping
What types of school feeding models exist in Kenya (e.g., homegrown, donor-supported)? What are their geographic and institutional distributions?
Sourcing of food ingredients
How is food procured (local farmers, aggregators, centralized kitchens, private suppliers)?
Implementation and Governance
How are the models structured and implemented? What governance and accountability mechanisms are in place? What risks are most common (supply disruption, funding gaps, community resistance)? & what mitigation strategies exist? How do models perform under shocks (drought, inflation, political transition)?
Financing
What are the financing mechanisms and cost structures? What is the cost per child/meal across models?
Effectiveness and Outcomes
What outcomes are associated with each model (attendance, retention, nutrition)? Which models demonstrate stronger results and why?
Sustainability and Scalability
Which models are most sustainable (financially, socially, environmentally)? What conditions enable successful scale-up? How reliable are supply chains across seasons and shocks?
Equity & Inclusion
Which populations are reached or excluded? How do models address gender, vulnerability, and marginalization?
Standards in place to ensure quality
What quality, safety, and fortification standards are used?
Age Specific needs
How do meals address age-specific needs (ECD vs primary)?
Cooking technologies
What cooking technologies are used (firewood, LPG, electricity, any other)?
Student Participation
How is student participation tracked?
6. Study Methodology
This study will adopt a mixed-methods research approach to systematically document and analyze school feeding models operating in Kenya. The methodology will combine both quantitative and qualitative data collection and analysis to build a comprehensive evidence base for the development of the national catalogue of school feeding models.
The approach will emphasize comparative analysis, triangulation of evidence, and stakeholder participation to ensure credibility and policy relevance of the findings.
6.1 Study Design
The study will employ a cross-sectional analytical study design with embedded comparative case studies of selected school feeding models.
The design will include three major components:
National Mapping Exercise: Identification and classification of school feeding models currently operating in Kenya. Model Documentation and Profiling: Detailed documentation of the operational characteristics of selected models. Comparative Model Analysis: Assessment of models based on efficiency, sustainability, scalability, and effectiveness.
The study will use a systems analysis lens, examining how school feeding models interact with broader systems such as: education systems, food supply chains, agriculture and local markets, community participation structures, and governance and policy frameworks
6.2 Study Population
The study will involve several categories of stakeholders involved in school feeding programmes in Kenya, including the Ministry of Education and Agriculture at both county and national levels. Other stakeholders will include the National Treasury, members of the National School Meals Coalition, and Civil Society Organizations involved in school feeding.
6.3 Sampling Approach
The consultant will employ a combination of purposive and snowball sampling methods to ensure that schools implementing specific school feeding models are effectively targeted. At the national level, the researcher will interview all identified school feeding model owners. At the county level, the researcher will interview the County Directors of Education, or representatives from the Ministry of Education, across all 47 counties to establish the status of school feeding programmes.
Furthermore, schools implementing specific school feeding models will be clustered, after which a simple random sampling technique will be applied to select participating schools. Within the selected schools, key informant interviews (KIIs) will be conducted with head teachers, members of School Boards of Management (BOMs), Parent Associations, and community leaders.
Schools will also be selected to ensure representation across geographic diversity, including Arid and Semi-Arid Lands (ASAL) and non-Arid and Semi-Arid Lands areas, as well as urban and rural settings.
6.4 Data Collection Methods
Data collection will combine both primary and secondary sources. A desk review of government policies, research studies, programme reports, policy briefs, and donor or NGO documentation will provide a foundation for mapping school feeding models and guiding tool development. Primary data will be gathered through semi-structured Key Informant Interviews (KIIs) with school feeding model owners, government officials, programme implementers, CSOs, development partners, and school and community leaders to generate detailed insights on implementation structures, financing, governance, and operational experiences. Field visits and observations in selected schools will assess practical aspects such as meal preparation, food sourcing, infrastructure, and community participation, using structured checklists. Selected models will also be documented as case studies to highlight implementation approaches, governance, financing, operational processes, and key lessons learned.
6.5 Data Analysis Methods
The consultant will use both quantitative and qualitative analysis methods. Quantitative data will be analyzed using descriptive statistics to assess costs (such as cost per meal and per child), programme coverage, and model performance. Qualitative data from interviews and discussions will be examined through thematic analysis to identify implementation patterns, enabling factors, challenges, stakeholder perspectives, and sustainability issues.
In addition, a comparative framework will be applied to evaluate school feeding models based on effectiveness, efficiency, sustainability, scalability, and equity. Findings from multiple sources; desk reviews, interviews, field observations, and case studies will be triangulated to improve the validity, reliability, and overall credibility of the analysis.
6.6 Data Quality Assurance
To ensure high data quality, key control measures, including pre-testing data collection tools, using standardized interview guides, real-time monitoring (where digital tools are used), and conducting data cleaning and verification will be required when developing the school meals catalogue. Additionally, analysis and draft reports will undergo peer review to enhance accuracy and rigor.
7. Deliverables and description
Inception Report: Detailed methodology, sampling, tools, workplan
Data Collection Tools: Finalized and approved tools
Draft Report: Model profiles, analysis, preliminary findings
Validation Workshop Report: Stakeholder inputs and revisions
Final Catalogue: Comprehensive, high-quality report
Policy Brief on School meal: Decision-maker focused summary
8. Governance Structure
The consultant will work under a structured governance framework that includes oversight provided by the Project Coordinator (Tuimarishe Lishe Bora Shuleni), the WVK DMEAL Lead, and the RAM Director. Technical support will be offered by sector leads across Education, Advocacy, Nutrition, and Livelihoods to ensure multidisciplinary input. Overaly, WVUS technical team will provide technical support to the Kenya School Meals Catalogue Development process.
Quality assurance will be maintained through key review mechanisms, including an inception review meeting, a draft report review workshop, and a final validation workshop to ensure accuracy, relevance, and stakeholder alignment.
9. Ethical Considerations
Informed consent will be obtained from all participants prior to their involvement, and strict child safeguarding protocols will be adhered to at all times. The study will fully comply with the Kenya Data Protection Act (2019) as well as World Vision safeguarding and data protection policies. In addition, all data collected will be handled with strict confidentiality and anonymised to ensure the privacy and protection of participants’ identities.
10. Duration
The exercise is expected to take at most 35 days to complete. This includes desk reviews and field-based data collection. Below are some of the expected milestones and prospective dates.
8. Contracting and inception (2 days) - 15-16 June 2026
9. Tool Review, Design & Orientation (3 days) - 17-19 June 2026
10. Field Data Collection in 47 counties (20 days) - 22 June – 17 July 2026
11. Data Analysis & Report Drafting (5 days) - 20 - 24 July 2026
12. Presentation & Validations Workshops ( 2 days) - 27 – 28 July 2026
13. Final Report Reviews (3 days) - 29 – 31 July 2026
14. Final report submission (1 day) - 4 August 2026
Note: WVK will cater for transport and logistical support during field level data collection where we have WVK presence.
11. Required Qualifications and Experience
11.1 Academic Qualifications (Mandatory)
Advanced university degree (Master’s level or higher) in one or more of the following fields:
15. Development Economics
16. Statistics
17. Monitoring and Evaluation
18. Food Security and Livelihoods
19. Education Planning or Education Policy
20. Social Sciences, Public Policy, or International Development
A PhD will be an added advantage.
11.2 General Professional Experience
Minimum of 5–10 years of progressive experience in:
21. Similar assessments and baseline survey, with strong qualitative and quantitative analysis
22. School feeding or social protection programmes
23. Nutrition-sensitive programming
24. Evidence generation for policy and programme design
Demonstrated experience of working in Kenya and familiarity with: the 47 counties within Kenya, Kiswahili national language and English official language.
25. National and County Government systems
26. Devolved governance structures
27. Education, Nutrition, health, and social protection sectors
11.3 Application Requirements
Interested applicants must submit the following:
28. Technical Proposal: Outlining Understanding of the assignment and proposed methodology, proposed work plan and schedule of activities.
29. Financial Proposal: Daily consultancy rate and total cost (inclusive of taxes)
30. Curriculum Vitae: relevant experience and qualifications.
31. Profile of similar/related works e.g. national level or county level surveys
32. Availability Declaration: confirming ability to commence by the proposed date.