ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD) has floated a tender for Economic Operators to Put Themselves Forward as Candidates in Advance of a Public Procurement Operation by a Contracting Authority. The project location is France and the tender is closing on 31 May 2019. The tender notice number is , while the TOT Ref Number is 33302759. Bidders can have further information about the Tender and can request the complete Tender document by Registering on the site.

Expired Tender

Procurement Summary

Country : France

Summary : Economic Operators to Put Themselves Forward as Candidates in Advance of a Public Procurement Operation by a Contracting Authority

Deadline : 31 May 2019

Other Information

Notice Type : Tender

TOT Ref.No.: 33302759

Document Ref. No. :

Competition : ICB

Financier : ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD)

Purchaser Ownership : -

Tender Value : Refer Document

Purchaser's Detail

Purchaser : ORGANISATION FOR ECONOMIC CO-OPERATION AND DEVELOPMENT (OECD)
2, rue André Pascal 75775 Paris Cedex 16 Tel.: +33 1 45 24 82 00 Fax: +33 1 45 24 85 00
France
Email :giorgio.cerniglia@oecd.org
URL :http://www.oecd.org/

Tender Details

Expression of Interest are invited for Economic Operators to Put Themselves Forward as Candidates in Advance of a Public Procurement Operation by a Contracting Authority.

Calls for expression of interest (EOI) - in French "appels à manifestation d-intérêt" (AMI) - serve to invite economic operators to put themselves forward as candidates in advance of a public procurement operation by a contracting authority. The shortlists generated this way may be used and updated many times for different procurement procedures.

The purpose of this EOI is to provide the Organisation for Economic Co-operation and Development (OECD or the Organisation) with a list of candidates who will be invited to participate to the upcoming

Call for Tenders/Market Consultations. Applicants can be individuals, companies, cabinets or any entity authorised to perform the contract under national law, i.e. by way of inclusion in a trade or professional register or sworn declaration or certificate, membership of a specific organisation, express authorisation or entry in the VAT register.

The Call for Tenders/Market Consultations will be published on the eSourcing Portal of the OECD (https://oecd.bravosolution.com/web/en/login.html).

Calls for Tenders are open for participation to all the interested parties who will register to the Portal.

Market Consultations are accessible only by invitation.

Once they are registered on the eSourcing Portal, the candidates will be informed of any other tender launched on the Portal, and in connection with activities related to the areas of expertise that they have selected.

Potential applicants are asked to fill in and submit the standard application form. Submissions may start from the date of publication on our web site.

Title of the EOI PISA 2024

Directorate Directorate for Education and Skills (EDU)

Field of activity Intellectual Services, Education and skills, Project management and coordination, survey, data management, consultant

Publication date of the EOI 26 April 2019 Closing date for reception of EOI 31 May 2019

Address EOI responses by e-mail to: Giorgio Cerniglia

Subject of the e-mail: EOI_015_PISA2024 E-mail address: giorgio.cerniglia@oecd.org

DESCRIPTION OF REQUIREMENTS

The Directorate for Education and Skills of the OECD is publishing this Call for Expression of Interest in view of sourcing contractors for the OECD Programme for International Student Assessment (PISA) 2024. The services covering the design, development and implementation of PISA 2024 will be divided in 5 cores. The sourcing process will consists of three Calls for Tenders that are going to be launched during the second half of 2019.

1. BACKGROUND - PISA

The OECD Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries and partner countries/economies to measure how well 15-year-old students approaching the end of compulsory schooling are prepared to meet the challenges of today-s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges. This orientation reflects a change in curricular goals and objectives, which are increasingly concerned with what students can do with what they learn at school. PISA surveys take place every three years. The first survey took place in 2000. The framework of the PISA survey is published in the year of the assessment and a series of reports are published the year following the assessment (the initial reports) and are followed subsequently by a wide range of thematic and technical reports. Examples of these reports can be viewed on the OECD PISA website at: http://www.oecd.org/pisa/publications/ .The next survey will occur in 2021. For each assessment, one of reading, mathematics and science is chosen as the major domain and given greater emphasis and the framework is revised. The remaining two areas, the minor domains, are assessed less intensively. In 2000, 2009 and 2018 the major domain was reading; in 2003, 2012 and 2021 it was mathematics and in 2006 and 2015 it was science. In 2024 it will be science. PISA is an age-based survey, assessing 15-year-old students in school in grade 7 or higher. These students are approaching the end of compulsory schooling in most participating countries, and school enrolment at this level is close to universal in almost all OECD countries. In 2018, 79 countries and economies participated in the PISA Main Survey, for PISA 2021 around 90 participants are estimated. This number is expected to increase further for PISA 2024. Over the course of the project, more than 90 countries worldwide have taken part in the diverse data collection exercises. The PISA assessments take a literacy perspective, which focuses on the extent to which students can apply the knowledge and skills they have learned and practised at school when confronted with situations and challenges for which that knowledge may be relevant. That is, PISA assesses the extent to which students can use their reading skills to understand and interpret the various kinds of written material that they are likely to meet as they negotiate their daily lives; the extent to which students can use their mathematical knowledge and skills to solve various kinds of numerical and spatial challenges and problems; and the extent to which students can use their scientific knowledge and skills to understand, interpret and resolve various kinds of scientific situations and challenges. PISA also allows for the assessment of additional cross-curricular competencies. For example, in PISA 2012, an assessment of general problem-solving competencies was included, in 2015 an assessment of collaborative problem solving was included, and PISA global competence was assessed in PISA 2018 and PISA 2021 will measure student proficiency in creative thinking. The cross-curricular assessment domain for PISA 2024 will be learning in a digital world. PISA 2024 will also contain an optional assessment of foreign language proficiency. Since PISA 2015, computer-based delivery has been the main mode of administration of the PISA test. A paper-and-pencil version of the test, based on test items from previous cycles, will continue to be available for countries that do not participate in computer-based delivery and has been aligned with the outcomes of the PISA for Development initiative in the PISA 2021 cycle. PISA also uses Student Questionnaires to collect information from students on various aspects of their home, family and school background, and School Questionnaires to collect information from schools about various aspects of organisation and educational provision in schools. Additional Student Questionnaire modules, in PISA 2024 ICT familiarity, and a Parent and Teacher Questionnaire are generally offered to countries as an optional assessment. Using the data from Student, Parent, Teacher and School Questionnaires, analyses linking contextual information with student achievement can address: ? differences between countries in the relationships between student-level factors (such as gender and socio-economic background) and achievement; ? differences in the relationships between school-level factors and achievement across countries; ? differences in the proportion of variation in achievement between (rather than within) schools, and differences in this value across countries; ? differences between countries in the extent to which schools moderate or increase the effects of individual-level student factors and student achievement; ? differences in education systems and national context that are related to differences in student achievement across countries; and ? through links to previous PISA studies changes in any or all of these relationships over time. Through the collection of such information at the student and school level on a cross-nationally comparable basis, PISA adds significantly to the knowledge base that was previously available from national official statistics, such as aggregate national statistics on the educational programmes completed and the qualifications obtained by individuals.

2. DESCRIPTION OF SERVICES REQUIRED
PISA 2024 structure will be divided in Cores and potential candidates will be allowed to apply to one or
more cores. The following graph details the preliminary overall project structure of PISA 2024:

The following services are required for the PISA 2024 survey:
1. Core 1A: Test development, capacity building, implementation and quality control (incl. linguistic
quality control) (stage 2);
General areas of work under this core comprise:
a) Survey design and development of the cognitive and non-cognitive instruments (including
authoring thereof);
b) Day-to-day project management, coordination of and liaison with contractors and countries,
and survey operations, including the necessary communication processes, structures and IT
infrastructure for these interactions and appropriate training, as well as optional capacity
building support for countries;
c) Implementation, translation and data collection, protection and quality control, including thedevelopment of data analysis and scaling plans, the performance of data handling, pre analysis,
cleaning and scaling, as well as linguistic quality control, including translation support through
source versions, translation guidelines and appropriate training, and additional support for
countries regarding specific national survey or sampling designs and implementations.
2. Core 1B: Platform for authoring and delivery (stage 2);
General areas of work under this core comprise:
a) Provide authoring and delivery platform and ensure integration into remaining PISA
communications infrastructure, including the integration of translation and adaptation
wo

Documents

 Tender Notice