Goods, Works, Services and Consulting Services Tender - 76406940

Procurement Summary

Country: Suriname

Summary: Goods, Works, Services and Consulting Services to Be Undertaken to Improve the Quality of Education in Suriname

Deadline: 16 Jan 2023

Posting Date: 21 Dec 2022

Other Information

Notice Type: Tender

TOT Ref.No.: 76406940

Document Ref. No.:

Competition: ICB

Financier: INTER-AMERICAN DEVELOPMENT BANK (IDB)

Purchaser Ownership: Public

Tender Value: Refer Document

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Tender Details

General Procurement Notice for Goods, Works, Services and Consulting Services to Be Undertaken to Improve the Quality of Education in Suriname.
The main objective of this project is to improve the quality of Education in Suriname. This general objective

will be pursued by achieving the following specific objectives: (i) to increase the quality of teaching practices and

content in lower secondary, and early childhood education services for children with low readiness to learn and nonnative Dutch speakers; and (ii) to improve access to adequate school infrastructure for children in remote and semiurban areas in four priority districts (Wanica, Sipaliwini, Marowijne, and Coronie).

The objectives will be achieved through investments in the following components:
Component 1. Improved quality of lower secondary and early childhood education

The aim of this component is to contribute to achieve the specific objective (i) indicated in paragraph above, by

developing materials, strengthening teacher capacity and monitoring student learning at different stages of the

educational path. This component includes two sub-components:

Subcomponent 1.1. Lower secondary education curriculum. This subcomponent will redesign the lower

secondary education curriculum (grades 9, 10, 11) to improve quality by updating the contents and teaching

approaches. The resources allocated to this sub-component will finance: (i) technical assistance to update

the curriculum and develop learning materials including the creation of a local team of experts hired as

consultants to work with the Ministry of Education, Science and Culture (MOESC) staff during the

implementation of the curriculum reform; (ii) technical assistance to strengthen Suriname's teacher training

system to support the transition towards a project-based learning approach by the coaching of teachers and

principals in grades 9-11 to apply the new curriculum, and build capacity for Suriname's training institute

(CENASU) on innovative and student-centered teaching methods and in depth-training for teachers with

low qualifications; (iii) printing of textbooks and development of on-line teaching resources aligned with

the curriculum (grades 9-11); and (iv) redesigning of the national examination for grade 8 (GLO 6) and the

diagnostic test in grade 7 to transition towards a competency based assessment.

Subcomponent 1.2. Inclusive early childhood education: non-native Dutch speakers and children

with disabilities. This sub-component will: (i) scale-up the implementation of a system-wide assessment of

readiness to learn for children entering the formal education system, including: training teachers in preschool and primary levels (grades 1-4) to apply the assessment, detect early developmental delays and

develop learning plans to enhance student learning, and an awareness program for parents about early

stimulation, (ii) initiate the transition from a special education model for children with disabilities to an

inclusive one by: (a) designing a strategy and cost estimation to ensure all schools in Suriname are inclusive

schools and re-purpose or close the 33 special education schools, and strengthening the MOESC's CARE

department through hiring additional experts to properly diagnose children in the special education schools;

(b) building capacity and creating awareness in the education community to transition towards inclusive

schools (guidelines and general training for teachers and principals in regular schools, specialized training

for teachers working with children with disabilities in the current "special education schools" to become

trainers and leaders on how to create an inclusive learning environment); and (c) selecting and supporting

the first eight schools that will transition to inclusive education in Suriname; and (iii) improve the insertion

of non-Dutch speaking students in the education system by training teachers in the interior districts (Brokopondo, Sipaliwini, Marowijne) and Coronie to work in multilanguage settings and by developing

age-appropriate materials in Sranangtongo and the main native languages used in the interior districts to

support instruction (including tablets and specialized software to learn Dutch as a second language).
Component 2. Access to adequate school infrastructure.

This component will contribute to achieve the specific objective (ii) indicated in the paragraph above. This

component will support: (i) development of a new national infrastructure policy for the education system that

will define standards for school construction, integrating considerations for student-centered learning and

climate-resilient infrastructure and guidelines for the education community on how to use and maintain school

facilities and teacher housing to prevent deterioration; (ii) the construction of two new comprehensive schools

(including pre-primary, primary and secondary) on public land (owned by MOESC) in Wanica, with a cafeteria

and sports, computer and science facilities; and (iii) renovation of 10 public schools in priority districts

(Sipaliwini, Marowijne, Coronie). The design of the two new schools will be guided by sustainability, green

principles and innovation; and will include a set of measures that would guarantee compliance with the

standards required by the EDGE certification. This design will inform the development of the above-mentioned

standards for school construction in Suriname.
Component 3. Management and monitoring of the education sector.

This component aims to improve the capacity of the MOESC to achieve specific objectives (i) and (ii). This

component will finance: (i) a new Education Management Information System (EMIS) focused on student

management and learning, human resources, planning. monitoring and evaluation; (ii) improvement of

technological infrastructure, including equipment (hardware and software), and training of MOESC departments

responsible for implementing and maintaining the EMIS; (iii) technical assistance to develop new "regulatory

framework" that establishes the quality standards and requirements to increase Federation of Denomination

Institutions of Suriname' (FIBOS) accountability in the allocation of the government's subsidy; (iv) a

Denomination Schools' Quality Improvement Programto support the denomination schools in meeting the

quality requirements established in the new regulatory framework; and (v) social marketing campaigns to

communicate messages across the sector regarding the activities of components 1, 2 and 3.

Documents

 Tender Notice