Public tenders for primary-education in United Kingdom

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Primary education services

North Lincolnshire Council | Published February 15, 2017  -  Deadline March 17, 2017
cpvs
80100000

North Lincolnshire council is inviting tenders for the provision of Bikeability and Bikeability Plus to a specified number of young people and adults as described in the accompanying documents. The successful tenderer will be responsible for delivering this service within North Lincolnshire, liaising closely with North Lincolnshire councils Road Safety Team.

Through this tender process the council is looking to supplement its' own cycling training scheme with the use of external contractors in order to enable a greater number of people to take part in cycling training.

Further information is available to download from the Tender documents available to download at http://www.yortender.co.uk The deadline for the submission of tenders is 12:00 noon 17.3.2017.

Primary education services

Luton Borough Council | Published March 3, 2017
cpvs
80100000

Luton Borough Council (LBC) is committed to ensuring that all young people receive an education which provides them with a plausible route to adulthood. LBC recognises that for some young people this requires education to be provided outside of the mainstream system. To meet the needs of these young people LBC uses a range of alternative provisions to provide individualised and bespoke provision maps.

Framework tender for providers of alternative education.

LBC follows the statutory guidance for alternative provision.

LBC will offer places in alternative provisions who meet the threshold of standards.

It is not an expectation that a provider of alternative provision is a registered school but all providers must adhere to the statutory guidance.

Primary education services

Cheshire East Borough Council | Published March 1, 2017  -  Deadline March 24, 2017
cpvs
80100000, 80000000

Cheshire East Council are looking for a Provider or Providers to provide full day care nurseries in Children's Centres on primary school sites for children aged 0-5 years.

We are also looking for mobile providers of Crèche Services that will offer a reliable and consistent service within each Children's Centre or Family centre, preferably using the same workers for each sequence of crèches, so that the children can build relationships with their carers and parents can feel at ease, knowing their children are on site.

The Tender will be divided into Seven (7) Lots and suppliers are able to bid for any or all Lots.

Operate Children's Centre Nursery in Crewe, delivering full daycare services.

The daycare must be available from 8:00 to 18:00 hours (minimum), Monday to Friday (minimum) of 51 weeks (minimum) of the year.

The minimum number of places to be made available will be determined by the size of the registrable space. Average occupancy rates of at least 75 % should be maintained over the academic year.

Operate Children's Centre Nurseries in Crewe across the sites outlined in Lots 1, 2 and 3, delivering full day care services.

The daycare must be available from 8:00 to 18:00 hours (minimum), Monday to Friday (minimum) of 51 weeks (minimum) of the year.

The minimum number of places to be made available will be determined by the size of the registrable space. Average occupancy rates of at least 75 % should be maintained at each nursery over the academic year.

We are looking for mobile providers that will offer a reliable and consistent service within each Children's Centre or Family centre, preferably using the same workers for each sequence of crèches, so that the children can build relationships with their carers and parents can feel at ease, knowing their children are on site.

For this Lot we require crèche workers across the south locality and we will consider those providers who wish to work with individual children's centres local to themselves or a group of centres. Crèches can be required to operate between 2 to 4 hours either as a single event or part of a series, for example to facilitate childcare for parents attending a 12 week course, 1 session a week.

We are looking for mobile providers that will offer a reliable and consistent service within each Children's Centre or Family centre, preferably using the same workers for each sequence of crèches, so that the children can build relationships with their carers and parents can feel at ease, knowing their children are on site.

For this Lot we require crèche workers across the north locality and we will consider those providers who wish to work with individual children's centres local to themselves or a group of centres. Crèches can be required to operate between 2 to 4 hours either as a single event or part of a series, for example to facilitate childcare for parents attending a 12 week course, 1 session a week.

Operate Crèche Services across the areas outlined in Lots 5 and 6.

Study on Preparation of National Strategy for Mother Tongue and English Language Education Development for Ministry of Education

BC Ethiopia | Published February 14, 2017  -  Deadline March 6, 2017
cpvs

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 mother tongue and 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 mother tongue and English languages education in multi-lingual, multi-ethnic and multicultural countries such as Ethiopia.

Primary education services

Luton Borough Council | Published March 30, 2017  -  Deadline April 28, 2017
cpvs
80100000

Luton Borough Council is committed to ensuring that all young people receive an education which provides them with a plausible route to adulthood. LBC recognises that for some young people this requires education to be provided outside of the mainstream system. To meet the needs of these young people LC uses a range of alternative provisions to provide individualised and bespoke provision maps.

Luton Borough Council follows the statutory guidance for alternative provision which it defines as:

Education arranged by local authorities for pupils who, because of exclusion, illness or other reasons, would not otherwise receive suitable education; education arranged by schools for pupils on a fixed period exclusion; and pupils being directed by schools to off-site provision to improve their behaviour.’’ (Alternative Provision Statutory Guidance for local authorities January 2013, DfE).

The service offers places in alternative provisions who meet the threshold of standards outlined in a Luton Borough Council specification. It is not an expectation that a provider of alternative provision is a registered school but all providers must adhere to the statutory guidance.

Primary education services

Cheshire East Borough Council | Published January 19, 2017
Winner
Cheshire and Wirral Partnership NHS Foundation Trust
cpvs
80100000, 85312300

Cheshire East Borough Council has committed on a non-contractually binding basis to procure Phase two of the Emotionally Healthy Schools Programme; Lot 1 — Tools for Schools and Lot 2 — Mental Health Link Programme. The emotional health and well-being of young people is central to delivering Cheshire EastCouncils Outcome 5 identified in the three year plan — people live well for longer — care services focus on prevention early intervention, physical and mental wellbeing. The Children and Young People's Plan alsoidentifies young people's emotional health and wellbeing as a priority and the intention to make Cheshire East a good place to be young. Phase 2 of Emotionally Healthy Schools is also aligned to the Health Promotions and Illness Prevention outcomes for children and young people in the Public Health Outcomes Framework.

Lot 1 — Tools for Schools has been awarded to Visyon Limited and Lot 2 — Mental Health Links has been awarded to Cheshire and Wirral Partnership NHS Foundation Trust.

Phase 2 of Emotionally Healthy Schools Programme shall start in January 2017 and has a number of components:

1) Access to specialist mental health advice (single point of access) and a brokerage model to support professionals working with Children and Young people (CYPMH Link Programme).

2) Access to tools piloted through phase 1 and support to professionals to implement.

3) Education specialist Leadership.

4) Systems and processes to identify and support children and young people in the different Thrive groups.

5) Development of ‘Getting Advice’ quadrant including on-line platform.

The Provider shall deliver component 2: Access to Tools.

The provider will be required to deliver component 1- CYPMH Link Programme within the Emotionally Healthy Schools Programme. The provider will be required to have an excellent understanding of all services delivered by mental health providers across Cheshire East, in order to develop the required links and pathways between schools and mental health services and general practice. The provider will be responsible for the marketing and communications activity associated with the operation of the programme. 9.1.2017 — 8.1.2018 with option to extend to 8.1.2019.

Primary education services

Welsh Government | Published January 7, 2017
Winner
Alphaplus Consultancy Ltd
cpvs
80100000, 80200000, 72212190, 48190000, 80000000

The provision of a full set of paper English and Welsh Reading and Numeracy (procedural and reasoning) tests for use in April/May 2018; Reading and Numeracy (reasoning) tests for use in April/May 2019; and numeracy (reasoning) tests only for use in April/May 2020.

Online Adaptive Reading and Numeracy tests will replace the current Wales National Tests and will be phased in from the 2018/19 academic year, starting with numeracy (procedural), and continuing with English and Welsh reading in 2019/20, and numeracy (reasoning) in 2020/21.

To cover the interim period, we wish to procure a full set of paper English and Welsh Reading and Numeracy (procedural and reasoning) tests for use in April/May 2018; Reading and Numeracy (reasoning) tests for use in April/May 2019; and numeracy (reasoning) tests only for use in April/May 2020.

The current National Tests are paper-based tests sat by all learners in years 2-9 in maintained schools in Wales. They are based on the expectation statements set out in the National Literacy and Numeracy Framework (LNF). The new tests need to be compatible with previous years' tests in terms of design and content, to ensure consistency for learners and continuity of data runs and reporting for schools and parents before the move to online tests takes place.

The contractor will be responsible for the development and trialling of the tests; organisation of design, printing and delivery arrangements; establishing a bilingual test ordering system for schools, including a help-desk; direct liaison with a modified test agency; and analysis of raw scores from the tests and production of look-up tables based on the analysis.

This notice will be published bilingually and potential suppliers will have the opportunity to submit their tender response in either Welsh or in English. National bilingual notice reference:

The Welsh Government is keen to put in place tests which provide part of the rich evidence needed to inform learners' next steps. We believe this is best achieved through online adaptive tests because of the greater accessibility and personalisation they offer and because of the immediate and enhanced feedback they provide.

Based on recommended development time, we aim to introduce national online adaptive tests from the 2018/19 school year as part of a phased implementation programme. The first test to be introduced will be the Numeracy (Procedural) test; the second in 2019/20 will be English and Welsh Reading tests; and the third in 2020/21 will be the Numeracy (Reasoning) test.

The tests will be based on the expectation statements set out in the National Literacy and Numeracy Framework (LNF). They will be integrated with the Welsh Government HWB/HWB+ (http://hwb.wales.gov.uk/) and delivered via this interface. They must also be compatible with in-schools recording/Management Information Systems (MIS).

Because of the nature of the data the contractor will hold, they will implement stringent security arrangements, be at least AA compliant and meet government standards for accessibility and usability.

This notice will be published bilingually and potential suppliers will have the opportunity to submit their tender response in either Welsh or in English. National bilingual notice reference:

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

BC Ethiopia | Published November 26, 2016  -  Deadline December 10, 2016
cpvs

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.

National Consultancy: Organizational Capacity Assessment of Oromia Regional Education Bureau

BC Ethiopia | Published November 26, 2016  -  Deadline December 6, 2016
cpvs

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.

Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published November 15, 2016
Winner
Mott MacDonald T/A Cambridge Education
cpvs
75211200

1 DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2 The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for second phase design which is a key activity of the 1st phase. 3 The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Primary education services

Welsh Government | Published September 23, 2016  -  Deadline October 24, 2016
cpvs
80100000, 80200000, 72212190, 48190000, 80000000

The Welsh Government is keen to put in place tests which provide part of the rich evidence needed to inform learners' next steps. We believe this is best achieved through online adaptive tests because of the greater accessibility and personalisation they offer and because of the immediate and enhanced feedback they provide.

Primary education services

Caerphilly County Borough Council | Published September 22, 2016
Winner
The Consortium
cpvs
80100000

Provision of Educational and Curriculum Aids for Schools and Educational Establishments.

Primary education services

Cheshire East Borough Council | Published November 15, 2016  -  Deadline December 7, 2016
cpvs
80100000, 85323000

Cheshire East Borough Council has committed on a non-contractually binding basis to procure Phase two of the Emotionally Healthy Schools Programme; Lot 1 — Tools for Schools and Lot 2 — Mental Health Link Programme. The emotional health and well-being of young people is central to delivering Cheshire East Councils Outcome 5 identified in the three year plan — people live well for longer — care services focus on prevention early intervention, physical and mental wellbeing. The Children and Young People's Plan also identifies young people's emotional health and wellbeing as a priority and the intention to make Cheshire East a good place to be young. Phase 2 of Emotionally Healthy Schools is also aligned to the Health Promotions and Illness Prevention outcomes for children and young people in the Public Health Outcomes Framework. This Programme aims to acknowledge the vital role played by schools in promoting the emotional wellbeing of their pupils, and seeks to strengthen this relationship.

Phase 2 of Emotionally Healthy Schools Programme shall start in January 2017 and has a number of components:

1) Access to specialist mental health advice (single point of access) and a brokerage model to support professionals working with Children and Young people (CYPMH Link Programme)

2) Access to tools piloted through phase 1 and support to professionals to implement

3) Education specialist Leadership

4) Systems and processes to identify and support children and young people in the different Thrive groups

5) Development of ‘Getting Advice’ quadrant including on-line platform

The Provider shall deliver component 2: Access to Tools.

The provider will be required to deliver component 1- CYPMH Link Programme within the Emotionally Healthy Schools Programme. The provider will be required to have an excellent understanding of all services delivered by mental health providers across Cheshire East, in order to develop the required links and pathways between schools and mental health services and general practice. The provider will be responsible for the marketing and communications activity associated with the operation of the programme.

Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published June 9, 2016
cpvs
75211200

1. DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2. The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for 2nd phase design which is a key activity of the 1st phase. 3. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Primary education services

Suffolk County Council | Published May 20, 2016
cpvs
80100000, 80340000, 80000000

Primary education services

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
cpvs

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.

Primary education services

The City of Bradford Metropolitan District Council | Published May 12, 2016
cpvs

Primary education services

DFID 7590 Sierra Leone Secondary Education Improvement Programme (SSEIP)

 | Published June 7, 2016  -  Deadline July 18, 2016
cpvs
75211000

Actual CPV code is ‘75211200 Foreign Economic-Aid Related Services’. DFID Sierra Leone is implementing a programme of support to the education sector – the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next five years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. The programme is being delivered in the context of Sierra Leone’s recovery from Ebola. The initial 15 months of the programme will support the President’s Recovery Priorities in which education is one of five priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President’s Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the second phase, though this remains very much an issue for second phase design which is a key activity of the first phase. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a five year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Sierra Leone Secondary Education Improvement Programme (SSEIP)

Procurement | Published June 9, 2016  -  Deadline July 18, 2016
cpvs
75211200

1. DFID Sierra Leone is implementing a programme of support to the education sector — the Sierra Leone Secondary Education Improvement Programme (SSEIP) over the next 5 years, 2016/17 to 2020/21. The SSEIP seeks to support the Ministry of Education, Science and Technology (MEST) to improve learning outcomes for boys and girls at upper primary and secondary level and to increase the enrolment, retention and well-being of girls in school. The rationale for the programme is clearly set out in the Business Case. 2. The programme is being delivered in the context of Sierra Leone's recovery from Ebola. The initial 15 months of the programme will support the President's Recovery Priorities in which education is 1 of 5 priority sectors. These Recovery Priorities build Priorities build on the successes of the initial 9 month recovery programme which saw the re-opening of schools after their closure during the state of emergency from August 2014 to April 2015. Beyond the President's Recovery Priorities, which end in June 2017, SSEIP remains open and flexible to respond to the newly emerging priorities of the Government of Sierra Leone (GoSL), noting that a general election is due towards the end of 2017. These ToRs concern mainly the initial period from now until June 2017, reflecting the focus in the Business Case. Some indications are given of how the scope of work may be extended in the 2nd phase, though this remains very much an issue for 2nd phase design which is a key activity of the 1st phase. 3. The SSEIP is part of a wider commitment of support by DFID to assist the recovery and further development of Sierra Leone. SSEIP is the largest single externally funded programme to the education sector. Other major support comes from the Global Partnership for Education (GPE), supervised by the World Bank, with a focus on primary education. The European Union (EU) is in the final stages of design of a 5 year programme covering primary, secondary and skills development. UNICEF, who has a strong presence, chairs the Education Donor Group. DFID has played a leading role in the early recovery in Sierra Leone, including in the education sector.

Primary education services

The City of Bradford Metropolitan District Council | Published February 9, 2016  -  Deadline March 16, 2016
cpvs

Primary education services