+252 615 213 230 Wadajir District, Mogadishu. info@kaabejobs.so

Tender for Provision of classroom furniture to ECW Supported Schools in Puntland State of Somalia./

  • Location:
  • Salary:
    negotiable
  • Job type:
    Contract
  • Posted:
    3 months ago
  • Category:
    Tenders
  • Deadline:
    May 16, 2020
  • Job Level:

Job Description

Tender for Provision of classroom furniture to ECW Supported Schools in Puntland

State of Somalia

Introduction

Tender for Provision of classroom furniture to ECW Supported

Schools in Puntland State of Somalia.

 

Somali Institute for Development Research and Analysis (SIDRA) was conceived by a

group of intellectuals, opinion former, research professionals and practitioners with the

aim of creating new ways of thinking about and solving the range of complex challenges

that face Somalia – from socio-economic development, governance reforms to climate

change since 2015. SIDRA since 2015 has been a fully registered and licensed nongovernmental research and policy support organization within Puntland State and Federal Government of Somalia.

The institute serves a broad mix of public, private, and civil society organizations. We

have established a flexible structure that quickly brings together the right team and

experience to effectively address all research and policy analysis needs of our clients. The

quality of our people gives us the capacity to fulfill our objectives. We therefore

continually identify people with exceptional skills and invest in nurturing their skills and

competencies. This diversity of background, expertise, discipline and gender ensures that

we are a credible and efficient change facility. Besides research programs SIDRA works

on education, democracy and the rule of law, employment, health and energy and

environment as well as gender equity and equality. The United Nations (UN) Convention

on the Rights of the Child underpins SIDRA’s work and approach.

 

SIDRA Institute has more than 5 years of experience in successfully managing

institutional grants. Gender Policy in Education in Emergency is one the areas that

works in partnership to deliver child-focused programming in Puntland to ensure

Gender mainstreaming in Ministry of Education and Higher Education (MoEHE) Policy

documents and legal frameworks. Our headquarters is in Garowe and our researches and

other development programs cover the whole country.

 

Background of the Project

The Puntland State of Somalia as a Federal Member State is in the midst of momentous

political, social, and economic transformation since its leaders declared the territory an

autonomous region in 1998. The region has managed to maintain relative peace and

security in recent years, which has enabled it to establish political and administrative

institutions, basic social services, an active civil society, and a growing private enterprise

community. In addition, much progress has been made in the education sector in the last

few years. Despite these improvements, however, educational provision, participation,

and completion in Puntland are among the lowest in the world. The GER for primary and

secondary education as per the Ministry of Education and Higher Education(MoEHE)

2016/2017 EMIS stands at 58.2%(Girls: 54.4%; Boys:64.0%) and 16.3%( Girls; 12.7%; Boys:

19.7%) respectively.

 

Research and practice of acute and protracted crisis highlight how education can protect

vulnerable children and youth by providing them with an appropriate environment

within which to nurture their learning and psychosocial well-being. a) Many students

succeed academically despite adverse economic conditions, homelessness and transitory

situations, conflict-affected settings, social exclusion, and other overwhelming risks.

Although the social and economic environment of a learner is a significant predictor of

academic results, additional success factors are determined by the positive school and life

outcomes of children and youth living in adverse contexts. These include individual

factors (e.g., hope, purpose, social competence, problem-solving, and autonomy), b)

environmental factors such as care, support systems, high expectations and opportunities

for meaningful participation in school, family, and the community also goes a long way

in determining the resilience of the community and the children, c) and institutional

factors such as relevant policies, programs and resources for access with safety, learning

with socio-emotional well-being, and productive and social transformation skills.

To address the existed challenges, consortium comprising of Save the Children, CARE

and SIDRA was formed to implementing the three-year ECW-funded Education

facilitated Multi-Year Resilience Program to achieve improved learning and wellbeing of

children affected by emergencies in drought-affected areas in Puntland and build

resilience of affected population through increased access to quality, inclusive, genderresponsive, child-friendly and sustainable education to the delivery of effective primary

Education (PE) including special needs, Secondary Education (SE), Accelerated Basic

Education (ABE), Technical Vocational Education & Training (TVET, Non Formal

Education (NFE), education services addressing the populations priority needs., thus,

MYRP consortium in close coordination with MOEHE is planning to undertake baseline

three-year Multi-Year Resilience Programme (MYRP)to serve as a mapping and needs

assessment for selected targets.

 

Multi-Year Resilience Program (MYRP) Outcomes

Schools and learning spaces are safe and inclusive environments that promote the

protection and well-being of learners improve their resilience and ensure their ability to

learn and develop their full potential and finally achieve the below-mentioned outcomes:

Outcome 1: Increased equitable access to education for all crisis-af ected children and youth,

including children and youth with disabilities.

Outcome 2: Learning outcomes for crisis-af ected children and youth are improved.

Outcome 3: Safe and protective learning environments are provided for crisis-af ected children.

Outcome 4: Increased continuity of education is ensured for crisis-af ected children and youth.

Outcome 5: Education management systems are strengthened.

Outcome 6: Improved gender equity and equality in education access and attainment by taking

af irmative action’s and increasing girls’ enrollment.

NB: This particular procurement falls under outcome 2 (Learning outcomes for Crisisaffected children are youth are improved and output 2.2. (Quality of the learning

environment improved).

 

OBJECTIVES.

The main objective of this Activity is the procurement of designing and making of School

furniture (Student Chair and Student Table) for ECW supported schools to improve

quality of education. The specific objective is significantly increase students’ achievement

by improving the quality of the learning environment through the provision of quality

and comfortable chairs and tables with the students which in turn enables them to

enhance quality of education.

SIDRA invites interested individual suppliers/companies/bidders who meet the above

criteria to the following to procurement@sidrainstitute.org

(mailto:procurement@sidrainstitute.org) by 16 May 2020.

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