Deadline: 26-Jun-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)
Burundi has over 900 health centers and more than 1,400 secondary and vocational schools, out of which the majority is not electrified. The World Bank seeks to hire the services of a firm to i) take stock of the electrification status and overall energy use of Health and Education Facilities in Burundi and ii) to design standardized solar-powered service packages to meet their current and future needs. The assignment should assess a representative share of those unelectrified facilities. A particular emphasis will be put on ways to ensure maintenance and operation of the systems, as one of the big challenges for long-term project success.
Deadline: 26-Jun-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)
In November 2018 the International Finance Corporation (IFC) and the Ministry signed a Financial Advisory Services Agreement, under which IFC will act as the lead advisor to the Ministry in structuring a PPP for designing, financing, construction and/or reconstruction, operation and maintenance of 20 (new) schools It is expected that the Government will continue delivering educational services in the new schools. The private partner will be selected through a competitive tender process. IFC intends to select an engineering/ financial consultant to advise and assist IFC in undertaking due diligence and implementing a competitive selection of a private partner to implement the Project. The private partner will be responsible for designing, financing, construction and/or reconstruction, operation and maintenance of schools and it is expected that the Ministry will deliver the educational services, including the teachers and the management of the educational process.
Deadline: 17-Jun-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)
To address both the skills gap and the gender gap, IFC, in partnership with construction
company Rhodes PNG, is exploring the possibility of establishing a technical training college for women in PNG. Rhodes PNG has identified a site located at their Napa Napa campus, outside of Port Moresby, and have indicated they are interested in donating that site for use as a womens technical training college. IFC is now at the stage of conducting a detailed market assessment which will feed into the development of a detailed business plan for the proposed training college (Womens TVET project).
The objective of this assignment is to conduct a landscape analysis and market study to assess the feasibility of the proposed Womens TVET Project. It will include an assessment of the industry demand for skills and commitment toward supporting improved supply of skilled workers; , the current training supply in PNG; as well as the challenges and opportunities for women to access more and better training, and ultimately to access jobs. This assignment also aims to raise awareness of the project and obtain initial buy-in from industry.
Outputs under this assignment will be use to canvass potential investors and inform a go/ no go decision prior to developing a full business plan
Deadline: 30-May-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)
Lighting Africa is a joint World Bank/IFC program aimed at helping 250 million people in Sub-Saharan Africa, especially rural, urban, and sub-urban consumers without electricity access to high-quality, safe and reliable lighting.
Launched in March 2015 and scheduled to end in June 2020, the Lighting Africa (Nigeria) Program has committed significant resources and worked closely with a range of key stakeholders to develop an off-grid energy market in Nigeria. The market is now in its early growth stage. As the program enters its final year, consumer education is focused on addressing the perception, knowledge and purchase barriers encountered by consumers. Accordingly, IFC is soliciting proposals from marketing communications firms to develop and implement an above-the-line consumer education program that builds on previous efforts to drive rapid consumer uptake of quality verified solar lighting products to at least 500,000 additional households in Nigeria by June 2020.
Deadline: 18-Apr-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)
The objective of the research is to assess the extent to which CGAPs efforts were successful in influencing and contributing to the development of early applications of digital payments for the delivery of services such as solar energy, education and water in developing countries. The assignment will consist of an in-depth review and assessment of the CGAPs influence in the off-grid solar energy sector, and a more limited assessment for the education and water industries. The research will include a mix of secondary and primary research.
Our world is very different than our grandparent’s. In 1950, there were about 2.5 billion people; today, there are more than 7 billion. Overall, people are healthier, wealthier, and more secure.
But this has come at a cost. The stress on our planet has been immense. Human beings have dramatically altered the climate, changed the chemistry of the oceans, and triggered mass extinctions. The impact has been so great as to define an entirely new geological era — the Anthropocene, turbo charged by a “great acceleration” of population, economic growth and natural resource consumption since the 1950s.
Deadline: 17-Dec-2018 at 11:59:59 PM (Eastern Time – Washington D.C.)
The research is expected (i) to collect evidence about promising practices in providing access to education and improving learning outcomes for the forcibly displaced and affected host communities (ii) to improve our effectiveness to facilitate the transition and uptake from humanitarian education responses to long-term solutions for sustainable access to quality education for the forcibly displaced. The TORs aims to select an agency with extensive experience in practical, empirically grounded and field-based research as well as operation in education policy preferably in forced displacement context to conduct research on
1) What is the available evidence of the impact, cost, and replicability of education interventions that facilitate the access and retention of displaced students and out of school youth?
2) How can education systems be strengthened to become inclusive and resilient to expand and deliver education services to both displaced and host children and youth?
Women are still paid less than men; they are less represented in business, politics and decision-making. Their life chances remain overwhelmingly less promising than those of men.
This inequality hurts us all.
Delaying early marriage in the developing world by just a few years would add more than $500 billion to annual global economic output by 2030.
Deadline: 28-Nov-2018 at 11:59:59 PM (Eastern Time – Washington D.C.)
The World Bank seeks to contract a consultancy firm to develop a training manual for the Government Performance Management System in Bangladesh. The training manual will be in Bangla and English. Also an e-learning platform will be developed to complement the training manual. It is desired that the interested firms have experience of working with the Government Performance Management System and development of the training systems to be used both for face to face training as well as self-administered online/ virtual training. The assignment requires for interested firms to have team members with experience in the development of training materials for the government and e-learning modules. A strong network in Bangladesh, and partnership with public sector institutions in developing the training systems would be advantageous for the qualified firms. The firms should have the capacity to identify national experts with profound understanding of the Government Performance Management System as well as the public administration system in Bangladesh.
Recently, we reached out to education experts around the world to hear what they considered the most pressing issues facing our sector today. Surprisingly, they all said that little has changed in terms of our most common challenges. What was changing, they agreed, were the innovative ways that the global community has begun tackling them.
Our discussions frequently came back to advances in neuroscience, Massive Open Online Courses (MOOCs), Blockchain, and the consequences of negative population growth — as well as the ways that these phenomena are changing and challenging the way we think about education. Some of these changes have received more attention than others, but we are convinced of their importance — and education stakeholders around the world should be paying attention.