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

• Country: Suriname
• Summary: Goods, Works, Services and Consulting Services to Be Undertaken to Improve the Quality of Education in Suriname
• SRT Ref No: 76406940
• Deadline: 16 Jan 2023
• Financier: INTER-AMERICAN DEVELOPMENT BANK (IDB)
• Purchaser Ownership: Government
• Tender Value: Refer Document
• Notice Type: Tender
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• Description:
• 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