eC2: Lighting Africa, Nigeria – Consumer Education: Above the Line Phase 4

Deadline: 30-May-2019 at 11:59:59 PM (Eastern Time – Washington D.C.)Solar-street-lights-in-Guinea1

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.
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Assessment of engagements in financial services for basic service delivery (solar, water and education)

Deadline:  18-Apr-2019 at 11:59:59 PM (Eastern Time – Washington D.C.) World Bank building

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.

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Our children’s planet: What does their education have to do with climate change?

Our world is very different than our grandparent’s. In 1950, there were about 2.5 billion 1_dshzzz8-5ywxq6sjduincwpeople; 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.

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eC2: Forced Displacement and Education: Building the Evidence for What Works

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 untitledaccess 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?

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Tackling gender inequality through investments in health equity

Still today, in almost all societies around the world, women are less well-off than men.democratic-republic-congo_final_edit_0029.jpg 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. The world would be 20% better off if women were paid the same as men. 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.

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eC2: DEVELOPMENT OF TRAINING MANUAL AND E-LEARNING SYSTEM FOR GOVERNMENT PERFORMANCE MANAGEMENT SYSTEM

Deadline: 28-Nov-2018 at 11:59:59 PM (Eastern Time – Washington D.C.)Financial Education

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.

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4 education trends countries everywhere should know about

Recently, we reached out to education experts around the world to hear what they 1*GbKJhx3WvZlagJ7f_7ZEfQconsidered 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.

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Investing in People to Build Human Capital

Scientific and technological advances are transforming lives: they are even helping investing-in-people2poorer countries close the gap with rich countries in life expectancy. But, poorer countries still face tremendous challenges, as almost a quarter of children under five are malnourished, and 60 percent of primary school students are failing to achieve even a rudimentary education. In fact, more than 260 million children and youth in poorer countries are receiving no education at all.

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Investing in People to Build Human Capital

Scientific and technological advances are transforming lives: they are even helping investing-in-people2poorer countries close the gap with rich countries in life expectancy. But, poorer countries still face tremendous challenges, as almost a quarter of children under five are malnourished, and 60 percent of primary school students are failing to achieve even a rudimentary education. In fact, more than 260 million children and youth in poorer countries are receiving no education at all.

There is a moral case to be made, of course, for investing in the health and education of all people.  But there is an economic one as well: to be ready to compete and thrive in a rapidly changing environment. “Human capital” – the potential of individuals – is going to be the most important long-term investment any country can make for its people’s future prosperity and quality of life.

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Missed Opportunities: The High Cost of Not Educating Girls

Globally 89% of girls complete primary education, but only 77% complete lower cost_girl_educationsecondary education, which in most countries is 9 years of schooling. In low income countries, the numbers drop to below 2/3 for primary education, and only 1/3 for lower secondary school.

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