Public tenders for primary-education in United Kingdom

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Independent School Based Counselling

Cardiff Council | Published March 22, 2018
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Cardiff Council is responsible for the commissioning and delivery of an Independent School Based Counselling service for: • Registered pupils who receive secondary education at a school maintained by the authority or other schools in its area (e.g. independent schools); • Registered pupils who are in Year 6 of their primary education at a school maintained by the authority or other schools in its area • Young people in its area between the ages of 11 and 18 who are not being educated at school. It is envisaged that service delivery will comprise of both face to face and online counselling services. These may be delivered together or separately. The Council invites the providers in the market that are interested in the opportunity to inform the Authorities' procurement process and to welcome any written submissions (not exceeding 4 sides of A4 paper) detailing the following: (i) Their likely interest in bidding for such procurement and details of any similar arrangements delivered elsewhere; (ii) The potential technical and commercial options for meeting the above requirements and deliver the above; (iii) Observations of any proposed duration of contract; (iv) Other factors considered relevant or suggestions on how your organisation could add value to for the above procurement in regards to the potential requirements; (v) Any other factors considered relevant. This Prior Information Notice serves to alert the marketplace to this opportunity and enable the Council to use any gathered information to shape the proposed procurement. The Council invites interested prospective contractors to lodge an initial expression of interest for this opportunity electronically to Hayley Nash at Hayley.nash@cardiff.gov.uk. PLEASE NOTE all submissions must be submitted before or on Friday 13th April 2018. Following consideration of the expressions of interest the Council may wish to engage in further discussions with the respondents that submit a proposal. All responses received will be considered confidential and dependent on the level of such initial interest the Council may undertake some soft market testing and preliminary discussions with potential providers which may also further help to inform the subsequent Invitation to Tender documentation that will need to be produced. Participating in this exercise will not guarantee short-listing at a later stage in the procurement, and the Council reserves the right not to proceed with the procurement process. The Council will not meet any costs incurred by any party in responding to this notice. This PIN does not constitute a commitment by the Council to undertake a procurement exercise in the future. NOTE: To register your interest in this notice and obtain any additional information please visit the Sell2Wales Web Site at http://www.sell2wales.gov.wales/Search/Search_Switch.aspx?ID=79538.

PROVISION OF THE 0-19 PUBLIC HEALTH SERVICE IN SUNDERLAND

Sunderland City Council | Published July 26, 2017  -  Deadline October 3, 2017
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85000000

Sunderland City Council is commissioning the provision of an integrated Public Health service for expectant mothers, children and young people and their families in the city. The Service will be delivered using the principles of proportionate universalism. It will comprise of the following components: • Provision of antenatal reviews from 28 weeks of pregnancy. • Provision of all mandatory universal reviews as prescribed by the Healthy Child Programme at the following points: o Antenatal o New births o 6-8 weeks o 9-12 months o 2-2.5 years • Provision of a 3-4 month review. • Provision of school readiness review. • Targeted support for teenage parents via the implementation of the Family Nurse Partnership. • Provision of the National Child Measurement Programme at commencement and completion of Primary School. • Audiology Screening at commencement of primary education. • Provision of Public Health advice, information and support. • Provision of enhanced support to children and young people with higher levels of need. • Ensuring children and vulnerable adults are kept safe. • Provision of support to schools in developing a full understanding of the Health and Wellbeing needs of their Pupils.

National Consultancy: Organizational Capacity Assessment of Oromia Regional Education Bureau

BC Ethiopia | Published November 26, 2016  -  Deadline December 6, 2016
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The Government of Ethiopia’s national vision, as articulated in the Growth & Transformation Plan (GTP 2), is to transform Ethiopia within the next decade into a country where democratic rule, good governance and social justice reign. Additionally, it has a vision of becoming a lower middle-income economy by 2025 with the role of education being to produce creative citizens that will contribute to the realization of this vision. This reinforces the need to focus on educating and training a workforce that meets the needs of industries.

The Federal Ministry of Education of Ethiopia (hereinafter ‘MoE’) has made significant progress in recent years in improving access to education, particularly at the primary education level. Since 1997 a series of five year Education Sector Development Plans (ESDPs) have led to marked improvements in school enrolment rates. The Ministry of Education (MoE) recently completed its ESDP V that moves the ambitious plan through 2020.

In Ethiopia, regions are showing increased commitment to improving access to quality education for all children. This is important as children’s life chances are strongly influenced by the quality of their education.

This commitment to improve quality of education is reflected in major documents such as GTP II and ESDP V. Both plans consider the key education indicators, their targets for the next five years, and the best way these can be achieved. ESDP V, in particular, aims to increase access to general education, improve quality and internal efficiency, develop capacity to improve management, improve and increase teachers’ skills through training and increase the transition rate from primary to secondary schools.

Development partners including the UK’s Department for International Development (DFID) have provided support to the education sector for several years. One of DFID’s current programme of support to the education sector is the Quality Education Strategic Support Programme (QESSP). British Council is the managing agent for QESSP.

Quality Education Strategic Support Programme (QESSP) is designed to complement and support existing efforts by the regions to improve quality of education. A proposals linked to improving quality of education and submitted by Oromiya Regional Education Bureau is approved for funding through QESSP.

The Oromiya regional Education Bureau recognized that improving the quality of Leadership and Management from the region to woreda level, including education experts is high priority. To this end the Bureau request the advisory support to identify the challenges of education system through different approaches and to submit to the senior management of OREB for immediate solution with its priorities and recommendations to improve effective system of quality of education for the benefit of the entire regional education system.The Regional Educaiton Bureau with the support from the Quality Education Strategic Support Programme (QESSP II) is trying to improve this situation.

National Consultancy : Capacity Building on Performance Management for the Ministry of Education (MoE)

BC Ethiopia | Published November 26, 2016  -  Deadline December 10, 2016
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The Government of Ethiopia’s national vision, as articulated in the Growth & Transformation Plan (GTP 2), is to transform Ethiopia within the next decade into a country where democratic rule, good governance and social justice reign. Additionally, it has a vision of becoming a lower middle-income economy by 2025 with the role of education being to produce creative citizens that will contribute to the realization of this vision. This reinforces the need to focus on educating and training a workforce that meets the needs of industries.

The Federal Ministry of Education of Ethiopia (hereinafter ‘MoE’) has made significant progress in recent years in improving access to education, particularly at the primary education level. Since 1997 a series of five year Education Sector Development Plans (ESDPs) have led to marked improvements in school enrolment rates. The Ministry of Education (MoE recently completed its ESDP V that moves the ambitious plan through 2020.

In Ethiopia, regions are showing increased commitment to improving access to quality education for all children. This is important as children’s life chances are strongly influenced by the quality of their education.

This commitment to improve quality of education is reflected in major documents such as GTP II and ESDP V. Both plans consider the key education indicators, their targets for the next five years, and the best way these can be achieved. ESDP V, in particular, aims to increase access to general education, improve quality and internal efficiency, develop capacity to improve management, improve and increase teachers’ skills through training and increase the transition rate from primary to secondary schools.

Development partners including the UK’s Department for International Development (DFID) have provided support to the education sector for several years. One of DFID’s current programme of support to the education sector is the Quality Education Strategic Support Programme (QESSP). British Council is the managing agent for QESSP.

Currently The Quality Education Strategic Support Programme (QESSP) is working to improve the capacity of the MOE and other institutions in the education sector to implement reforms, to enhance policy dialogue and to improve the evidence generation in the education system. Improved performance management system is an essential component of capacity development by itself and also a means to achieve better performance in all sectors.

The Ministry of Education (MOE) implements its program and strategic packages aligned with the reform program and the Balanced Score Card (BSC) system to achieve sector goal in a better way. Since the implementation of BSC, the practice of aligning activities with the main goals of reform, the effort to ensure customer satisfaction, as well as enhance good governance has brought good result. However, Quality Education Strategy Support Program (QESSP) capacity assessment phase one and two; the 2015/2016 supervision of the Reform Directorate revealed that performance management is one of the areas that still needs further improvement. Limitations in planning and effectively using the BSC framework, result based monitoring and evaluation and performance reporting are among the challenges as identified by QESSP study. Furthermore, ineffective implementation of automation and kaizen are also identified as the main challenges.2.2.7. MoE in collaboration with QESSP is trying to improve this situation. One key focus area of work for QESSP is capacity building. In line with the MoE’s priority and QESSP’s commitment to support need based capacity building interventions, QESSP has agreed to provide capacity development support in the areas of planning and reporting, measuring performance, monitoring and evaluation and reporting. Thus on behalf of MoE, QESSP would like to hire a management consultant to provide capacity development support to MoE directors and experts on planning, monitoring and evaluation and reporting using the BSC system.

Trafford's Early Help Dynamic Purchasing System

Trafford Council | Published November 6, 2015  -  Deadline December 7, 2015
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32000000, 32110000

The new route for commissioning services will be via a Dynamic Purchasing System (DPS) which will be used not only by the Council but also the founding organisations of Trust Youth, Trafford. To reflect the broad range of needs going forward there will be 6 commissioning themes and providers are invited to apply to the DPS in which ever themes align with the providers’ area of service delivery. The provider will need to indicate their interest to deliver against the following commissioning themes. Please note: A provider may choose to bid for singular or multiple themes – the initial process to be awarded a place on the DPS is the same and opportunities against each of the themes will come at a later date. The 6 areas are; 0-11 years provision Provision relating to the delivery of services for babies and young children aged minus 9 months to 11 years. This provision may include early years provision leading up to the end of primary education. The focus can be on any key area for early years and children including health, physical development, behavioural and emotional development, educational services, outdoor activities and physical sports and activities. The activities can range from inclusive universal offers up to targeted and specialist and intensive provision. 2. 11-18 years provision Provision relating to the delivery of services for young people aged 11 -18 years and up to 25 years in the case of young people with disabilities. The focus may involve street based / detached youth provision health services relating to sexual health, substance misuse, physical development, behavioural and emotional development including offending, mentoring, educational services, positive diversionary activities including outdoor activities and physical sports/activities. The activities can range from inclusive universal offers up to targeted and specialist and intensive provision. 3. Complex and additional needs This includes services specifically for children and young people with disabilities ranging from learning disabilities to complex and additional needs. The services may be for individuals or families as a whole and could include the provision of short breaks such as holiday clubs, youth sessions, weekend play schemes, buddying schemes and outdoor youth groups. Some provision may be specifically for this target group and others may be inclusive provision so it is particularly important to also consider partnership working with other providers on the DPS. 4. Family Based Support Provision which addresses wider issues within the family including issues parents may require support with. This is an all-encompassing category however the focus will remain on issues that impact negatively on children and young people’s general development and ability to achieve their full potential. 5. Intergenerational Delivery Intergenerational activity will be any services where we request services to incorporate an intergenerational approach to addressing issue or where the outcomes have an impact across the generations. It would include services supporting children, youth and older adults to participate in on-going services at the same site, and where participants interact during regularly scheduled planned intergenerational activities, as well as through informal encounters. 6. Infrastructure Support This section applies to any services which support delivery. This may include volunteer support, IT support, recording and case management systems, outcome and impact measurement tools. Any type of service which does not fall into other categories of the DPS.

Consultancy Service on Preparation of National Strategy for English Language Education Development

Ethiopia | Published April 20, 2017  -  Deadline May 6, 2017
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It goes without saying that the recent phenomena related to globalization and world competitiveness have resulted in a major and multifarious transition in terms of business, education, science, and technological progress. They call for provision of quality education at all levels. To this effect, the Ministry of Education (MoE) of the Federal Democratic Republic of Ethiopia (FDRE) has made vigorous efforts in producing qualified and competitive human capital to be deployed in all fields of professional careers. This is expected to happen chiefly through education and training, which today are seen as ever more critical to fuelling the effort of becoming middle-income country. In the current Growth and Transformation Plan (GTP II) and Education Sector Development Programme (ESDP V) documents, education is stated as a major vehicle to drive the country’s economic growth and development.

If education is the key to development, then English is the key to Ethiopian education since the curriculum is delivered through the medium of English in some second cycle of primary schooling and throughout secondary and higher education. Although enrolment rates have increased dramatically over recent years, the quality of the education provided has been called into question. With the launch of the General Education Quality Improvement Programme (GEQIP) in 2008, the focus across the education spectrum was geared towards quality and therefore the role played by English as a subject as well as medium of instruction becomes central.

The idea behind teaching English starting from grade one is to allow children to experience English language in their early ages. So they will have adequate proficiency of English skills by the time they complete their eight year primary education where they may either join the broad based agricultural and informal work force or continue their general secondary education which is taught in English. Besides, the potential advantage of being proficient in English for communications and global partnerships and for improved public diplomacy and business has been well envisioned in the education and training policy.

Considering the multi-cultural, multi-ethnic and multi-linguistic realities of Ethiopia, and being well conscious of the advantages of citizens’ being multilingual for broader employment and other opportunities in the national and international labour markets, the policy has also addressed bi-and multi-lingualism in which children should have access to learn other local languages as their second and third languages and other foreign languages such as French, Arabic and so forth based on their interest.

However, there hasn’t been a comprehensive national strategic guidance hitherto to support the implementation of the policy at grass root levels. Therefore, the Ministry of Education has decided to prepare a national strategy for mother tongue and English language education development in line with the umbrella national vision of achieving a middle income economy by 2025.As a result, this strategic activity of language education development has been planned to be accomplished as part of the second Growth and Transformation Plan and ESDPV which emphasize on improved mother tongue and English languages skill proficiency of both teachers and students.

For expedited and timely completion of the English language education development national strategy, it has become necessary to undertake procurement of a competent consultancy firm experienced in the development of policy, strategy and planning of English languages education in multi-lingual, multi-ethnic and multicultural countries such as Ethiopia.

DFID 6088 Service Provider for Implementation, Management, Monitoring and Evaluation of The Kenya Essential Education Programme (KEEP)

Department for International Development | Published October 29, 2013
Winner
Adam Smith International , SE1 7SP
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75211200

Objective DFID Kenya is seeking a Service Provider (SP) to support the implementation of the Kenya Essential Education Programme (KEEP). KEEP is designed to contribute to the achievement of the Millennium Development Goals of universal primary education and gender equity in Kenya by assisting an additional 180,000 to 300,000 children to go to school by 2015 and making measureable improvements in quality and accountability. KEEP will run for three years between June 2012 and March 2015. The SP will be expected to manage contracted activities within KEEP’s overall budget of £25.2 m of which £14.8M has already been committed leaving a balance of £10.4M which includes the management fees, local tax and Fund disbursement. The SP will be expected to manage the committed funds under the subsidies for education, the school development fund, and the quality innovation fund. There is scope for the SP’s contract to go beyond March 2015 for a further period of two years subject to satisfactory performance of the SP and continued need and availability of funding. It is expected that proposals to expand some of the programme components will be developed at a decision point in March 2014. This is likely to double the overall budget of the programme to £50 million. The costs indicated are exclusive of the SP, Evaluation costs and other activities under the various components that have already began. In order to support the implementation of KEEP, the Service Provider will carry out the following tasks:- 1. Identify and support implementation of innovative activities to increase access and attendance in school; 2. Manage all KEEP activities to ensure timely and effective implementation; 3. Financial management of all KEEP funds. (except those already committed under building accountability whose management is under another Service Provider selected following a competitive bidding process) including the management and mitigation of fiduciary risks; 4. Capacity building to KEEP-supported partners as appropriate; 5. Monitor the performance of all KEEP-funded activities and take remedial action where needed to ensure timely and effective implementation and the delivery of anticipated results; 6. Regular report to DFID on programme implementation with a focus on tracking results; 7. Communications and coordination with external programmes of Development Partners and Government of Kenya (GoK); 8. Effective support as needed to an external evaluation of the overall programme. KEEP builds on the foundations of the Interim Support to Education Programme (INSTEP), launched in December 2010. The Project Memorandum for INSTEP is provided as an annex to this Terms of Reference.

Development of a delivery proposal for accelerated improvements in the quality of education across the education sector in Ethiopia

BC Ethiopia | Published June 1, 2016  -  Deadline June 23, 2016
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BRITISH COUNCIL ETHIOPIA: Invitation for Consultancy Service
Accelerated Implementations through Delivery – Ethiopia Education Sector

The British Council is the United Kingdom’s international organisation for educational opportunities and cultural relations operating in more than 110 countries and territories worldwide and has been in Ethiopia for the last 71 years.The British Council, which is one of the major partners of the Federal Ministry of Education of Ethiopia, has been involved and has made contributions to the development of the education sector in Ethiopia. Currently, through the Quality Education Strategic Support Programme (QESSP) funded by DFID,British Council is supporting the Ministry of Educations on capacity building; policy dialogue and enhancing evidence-based decision making capabilities.
The Federal Ministry of Education of Ethiopia has made significant progress in recent years in improving access to education, particularly at the primary education level. Since 1997 a series of five year Education Sector Development Plans (ESDPs) have led to marked improvements in school enrolment rates. The Ministry of Education (MoE) recently completed its ESDP V that moves the ambitious plan through 2020.

Development partners including the UK’s Department for International Development (DFID) have provided support to the education sector for several years. DFID supports the Ethiopian general education sector through its General Education Quality Improvement Programme (GEQIP) and the Quality Education Strategic Support Programme (QESSP). The Minister of Education has now registered an interest in complementing this support with delivery focused engagement to deliver accelerated progress on quality improvements and learning outcomes.
British Council Ethiopia therefore invites interested service providers to submit a tender for development of a delivery proposal for accelerated improvements in the quality of education across the education sector in Ethiopia in accordance with the Request for Proposal (RFP) Pack available from British Council’s e-Tendering portal hosted at https://in-tendhost.co.uk/britishcouncil
The following Bid Pack is available to download from the Portal:

List of Annexes forming part of the RFP
1. RFP- Request for proposal bid document
2. Terms and Conditions of Contract
3. Supplier Response
4. Pricing Approach

Requirements
It is expected that the consulting firm will designate a team leader for this assignment. Both the consulting firm and the team leader are expected to have the following essential qualifications and experience:
Consulting Firm
• The service provider should have extensive experience and a strong track record delivering similar delivery focused initiatives (for example setting up Delivery Units to facilitate government reforms).
• Ideally this will include experience implementing this type of approach in the education sector, but experience in other sectors may also be relevant.
• The service provider should be able to demonstrate experience and effectiveness of working with stakeholders at the highest levels of government.
Team Leader
The team leader will need to exhibit the following:
• Strong problem solving skills and use of a range of frameworks and tools to uncover issues and quickly develop solutions.
• Excellent interpersonal skills, communication and influencing skills, and the ability to quickly build trust and strong collaborative relationships with government officials.
• Experience in managing and leading rapid transformation in either the private or government sector, ideally with experience in the education sector.
• High level expertise in education in a developing country context.
• A high level of drive and enthusiasm for the work, and a willingness to persevere through challenges.
• Technical skills in project management, planning, data analysis, reporting, developing effective communications and understanding trends and evidence.

Instructions to service suppliers
• Proposals must be submitted via the British Council’s e-Tendering portal hosted at https://in-tendhost.co.uk/britishcouncil
• Tenders must be received by 14:00 UK time, on 24 June 2016 and be valid for 3 months. Tenders submitted after the due time and date will not be accepted
• Please contact the Contract Officer immediately if you cannot access the RFP and any of the other documents in the e-Tendering portal hosted at https://in-tendhost.co.uk/britishcouncil.