Tenders Are Invited For Data Collection On Early Childhood Development Outcomes And The Quality Of Early Learning Services

Tenders are invited for Data Collection on Early Childhood Development Outcomes and the Quality of Early Learning Services The Government of Indonesia (GoI) recognizes the importance of investing in Early Childhood Education (ECE). Under the new presidency beginning in 2024, the GoI has set a vision for a Golden Indonesia 2045. A key goal is to enhance human capital competitiveness by raising the Human Capital Index from 0.56 in 2025 to 0.73 in 2045. To achieve this goal, the GoI will implement eight transformation missions between 2025 and 2029, one of which is social transformation.[1] Ensuring equitable access to quality[2] education is a key component of this of the social transformation focus. A key strategy in education transformation is the introduction of 13 years of compulsory education, which includes adding a year of pre-primary education (PPE) [3] and strengthening the PPE sector. This, along with expanding infrastructure, diversifying services, and improving subsidies, goals outlined in the National Mid-Term Development Plan 2025 - 29 (RPJMN), aims to raise the enrolment rate of 5-6-year-olds from 61% in 2024 to 80% by 2029. [4] Of Indonesias 8.8 million children aged 5-6, about 4.1 million more will need to be enrolled to meet this target.[5] The RPJMN 2025-29 underscores the need to improve the physical learning environment, with around 500,000 classrooms (16,8%) currently damaged and requiring urgent attention.[1] To support compulsory one-year pre-primary education (PPE), the plan includes expanding and rehabilitating ECD school infrastructures, as well as increasing the number of ECE centres by 2029. Strategies focus on: 1. Establishing 400 integrated PAUD-SD Satu Atap Centres within existing primary schools. 2. Creating 150 new centres where integration is not feasible. 3. Reorganizing existing ECE centres to standardize on-year PPE services. While the plans for infrastructure rehabilitation plans are promising, upgrading facilities alone is unlikely to achieve the desired improvements in child outcomes. This underscores the need for a study that not only investigates current ECE quality but also examines its relationship to child outcomes with a strong focus on systematising ongoing holistic assessment to guide continuous improvement as the sector focuses on expansion. The World Bank, through its Programmatic Advisory Services and Analytics (PASA) engagement, and in partnership with the Ministry of Education, Culture, Research and Technology (MoPSE), and the Ministry of Religious Affairs (MoRA), intends to undertake a study to clarify the quality of ECE, and its link to child development outcomes[SL1] , in targeted areas of Indonesia. The analytical work, financed by the Australia-World Bank, will inform the Government of Indonesias ability to systematically measure, and monitor ECE quality. The results will provide critical evidence for policy, programming, and guide the potential scale-up of these assessment tools for use in a future nationwide survey implementation is planned for 2025 through May 31, 2026. Under this Terms of Reference, a qualified data collection firm will be appointed to gather information using the TEACH ECE and AIM ECD instruments, which will be adapted for Indonesian context by the World Bank in consultation with MoPSE and MoRA. The appointed firm will coordinate closely with the World Bank team and relevant representatives from both ministries throughout the data collection process. Tender Link : http://www.worldbank.org/en/about/corporate-procurement/business-opportunities/administrative-procurement?order=desc

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