School Mapping and Analysis Tender, Ethiopia - 25578801

Procurement Summary

Country : Ethiopia

Summary : School Mapping and Analysis

Deadline : 14 Aug 2018

Other Information

Notice Type : Tender

TOT Ref.No.: 25578801

Document Ref. No. : 1258586

Competition : ICB

Financier : World Bank (WB)

Purchaser Ownership : -

Tender Value : Refer Document

Purchaser's Detail

Purchaser : THE WORLD BANK GROUP
Gelila Woodeneh Sr. Communications Officer Africa Avenue (Bole Road) Addis Ababa Tel +(251) 115176000
Ethiopia
Email :gwoodeneh@worldbank.org

Tender Details

Expression of Interest are invited for World Bank School Mapping and Analysis.

Terms of Reference
World Bank School Mapping and Analysis
August 2018
Summary
The World Bank education team in Ethiopia seeks the professional services of a firm specializing in GIS analysis to develop school maps for Ethiopia. The school mapping exercise will serve as an input in determining where, when, and what type of schools to construct by the Federal Ministry of Education, Regional Education Bureaus, Zonal and Woreda Education offices. Hence, school construction can be based on objective measures.
The proposed analysis will utilize GIS methods using spatial (geo-referenced) and non-spatial attribute data. A census of all schools (pre-primary (O-class) up to secondary schools including private, public, and NGO) in Ethiopia will be conducted to collect location coordinates and other school-level administration data. Secondary data from previous surveys such as the Demographic and Health Surveys (DHS); Household, Income, and Consumption Expenditure (HICE); and World Banks Living Standards Measurement Surveys (LSMS) for Ethiopia will be utilized to complement the survey. Ministry of Education also has GIS data for many schools, approximately 60 to 70 percent of all public schools. While some of the data are obsolete, a selected firm may be able to make use of the available data to increase efficiency of data collection. The usage of the GIS data available in the Ministry should be approved by the Ministry.
The proposed analysis will provide a broad overview of the current school distribution, the synergy in the distribution of primary and secondary schools, and picture of the state of education resources allocation by developing and launching a spatial dataset with a graphic and visual web interface It will also identify potential channels of influence and partners for engagement to achieve equity and quality in the education sector in Ethiopia.
Purpose
The World Bank and the Ministry of Education (MoE) of Ethiopia work to ensure that the education system in the country functions effectively to improve equity and quality of education.
By using objective criteria to determine school construction and distribution in Ethiopia, the mapping exercise is expected to contribute to the following strategic goals:
i) Increase efficiency and effectiveness in the use of resources allocated for education by ensuring that future school construction takes into account the demand for schools, the existing supply of schools, the density of population, and socio-economic situation of the area;
ii) Decrease drop-outs in primary schools due to the absence of secondary schools in nearby areas;
iii) Improve enrolment rate of secondary education by identifying areas with absence or shortage of schools;
iv) Improve allocation of domestic resources to achieve pro-poor human development impacts especially in poor vulnerable areas.
Country Context
In the last decade Ethiopia has registered impressive economic growth. The average growth between 2004 and 2014 has been 10.9% with per capita real GDP growing by around 8 percent per year. This growth was largely driven by substantial public investment on infrastructure and a strong performance of the service sector that benefitted from a modest shift of labour from the agricultural sector. With a Gini of about 0.3, the country maintained one of the lowest levels of inequality. Poverty declined from 55.5 percent in 2000 to an estimated 27.2 percent in 2015 (based on the US$1.90 PPP international absolute poverty measure).
Improving access and quality of education is one of the overarching objectives of the recent five-year development plans. Throughout the recent period of rapid growth, pro-poor expenditure on health, education, agriculture, road, and food security has accounted for more than two-thirds of government expenditure. Expenditure on education accounted for more than a quarter of government expenditure. The goal of the educational sector plan was to raise the quality of education and the expansion of the education service coverage. The country has achieved significantly in this front. In the period 2009/10 to 2014/15, pre-primary education enrolment rate increased from 4.8 percent to 39 percent, while the primary education net enrolment rate (NER) has increased from 82.9 percent to 96.9 percent during the same period.
Overall, public expenditure experienced a decline relative to the size of the economy. Total government expenditure declined from around 23 percent of GDP in 2004 to around 17 percent of GDP in 2012, before increasing again to around 20 percent of GDP in 2017. In real terms, however, expenditure roughly doubled over the same period. At the same time, expenditure has been increasingly decentralized, with around half of total government expenditures allocated through regional bureaus and Woredas.
The overall decline of government expenditure as a share of GDP implies the need for increased participation of the private sector in service provision in areas such as health and education. Moreover, improving the efficiency and effectiveness of public resources expenditure is the other avenue to address gaps in service provision arising from limited public resources. This is especially imperative as in some sectors such as education there are aspects of performance, which are under par (See Table 1). Typically primary school completion rate was only 52.2% in 2015 while the MDG target for 2020 is 74%.
Table 1: Selected targets for Education for Millennium Development Goals (MDG)
Indicator 2015: Base Year MDG: Target 2020
Primary school net enrolment rate (%) 96.9 100
Primary school completion rate (%) 52.2 74
Adult education participation rate (%) 74.4 100
Share of secondary school certified teachers (%) 87.3 100
Share of primary school certified teachers (%) 71.4 95
Source: IMF (2018)
During the first GTP I (2010 2015) the gross enrolment rate of secondary education first cycle (grade 9-10) was expected to rise from 39.7 percent in 2009/10 to 62 percent by 2014/15. However, performance was less than 41%. Hence, the second GTP II (2015-2020) stressed the urgent need to enhance the coverage of general secondary education by constructing additional schools, while also making resolute efforts to improve the completion rate of primary education and thereby also of the student population promoted to join secondary education. Education-related targets that achieved encouraging results during the first GTP include the increase in gross enrolment rate from 6 percent in 2009/10 to 11.2 percent by 2014/15. Moreover, the primary education special need gross enrolment rate (GER) increased from 2.1 percent in 2009/10 to 4.4 percent by 2014/15.
Some of the critical challenges that require attention are the low completion rate of primary school students and low enrollment rate in secondary schools. One potential explanation for the low primary school completion rate witnessed in countries such as Tanzania is that parents withdraw their children from primary schools early on if there is no secondary school in nearby areas. Hence, whether there is a secondary school in nearby areas has an effect on the completion rate of primary school students. Another explanation is low completion rate of primary school education is the cost in terms of distance students have to travel to school. Students can be fatigued and forced to quit before finishing primary school. For many parents, it is prohibitively expensive to send their children to other towns where is there is school as covering rental and maintenance cost for their children can be expensive. The low enrollment rate for secondary education emanates from a shortage of secondary schools.
Scope of Work
The proposed scope of work is to establish an interactive GIS-based web interface for school mapping which can serve as a tool for Ministry of Education, Regional, Zonal, and Woreda Education Bureaus to help make school construction plans based on objective criteria. The tools will have, among others, locations of all types of schools, the distance between schools, the density of populations, and socio-economic status. Hence, the maps will have various layers and can be zoomed in and out based on various administrative units.
Based on a review of existing literature, census of all schools in the country, available data such as DHS, HICE, and LSMS, and in-country consultations with a broad range of stakeholders, the proposed work will contribute identifying gaps in spatial schools distribution and identify priority locations for future school construction and hence improve public resource allocation on education. This will also result in lower primary-school dropouts and higher secondary school enrollments. The analysis and the tool developed will identify areas where there are no schools especially poor vulnerable and remote areas and hence by guiding future construction of schools can improve access and equity. In areas where there is a high density of population and shortage of schools, the analysis will suggest construction of more schools in these are and improve quality of education by decreasing classroom sizes in schools.
Hence, such a tool will be valuable for efficient resource utilization and improved access and quality of education in the country.
Detailed Activities and Required Expertise
The activities expected to be undertaken by the selected consulting firm include but not limited to the following.
The consultant shall be in a position to collect spatial data (GPS location of all schools in the country), pictures of schools, and related school-level administrative data must have technicians who are able to use GPS properly to collect data accurately in the field.
The consultant will be responsible for day-to-day coordination, development and support of spatial data collection from all schools (in

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