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0002019411
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 Indonesia’s 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 Indonesia’s 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. 

[1] This includes 44,979 classrooms under MoRA and 456,113 classrooms under MoPSE systems. 


[1] In Law No. 59/2024 on the National Long-Term Development Plan 2025 – 2045, social transformation means to complete basic services in health, education, and social protection.

[2] Quality is measured by the average PISA score, the average National Assessment score, the average years of schooling, the expected years of schooling, the Gross Enrollment Ratio in higher education, and the percentage of secondary and higher education graduates employed in high-skill sectors.

[3] PPE is 1-year pre-primary education provided by formal and non-formal ECE schools under MoPSE and MoRA, including TK, RA, BA, TPA, KB, and SPS. In Indonesia, PPE is often used as synonym to ECE (as any education services for children aged 6 years old and below). In this background study, we used PPE to mean 1-year pre-primary education.

[4] According to MoPSE, there is a discussion to revise the National Education System Law to ensure 13 years of compulsory education

[5] MoPSE 2025

  • 90 - CONTRACT CONSULTANTS
  • ID - Indonesia
  • Education: Early Childhood Education
  • 90.40 - FIRMS FOR OPERATIONAL PROJECTS

SELECTION OF CONSULTING FIRMS BY THE WORLD BANK GROUP

REQUEST FOR EXPRESSION OF INTEREST (EOI)

Electronic Submissions through WBGeProcure RFx Now

ASSIGNMENT OVERVIEW

Assignment Title: Data Collection on Early Childhood Development Outcomes and the Quality of Early Learning Services

Assignment Countries:

  • Indonesia

ASSIGNMENT DESCRIPTION

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 from0.56 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. Ensuring equitable access to quality 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) 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.  Of Indonesia’s 8.8 million children aged 5-6, about 4.1 million more will need to be enrolled to meet this target.

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. 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 centers by 2029.

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 systematizing 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 Primary and Secondary Education (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 in targeted areas of Indonesia.

The analytical work, financed by the Australia-WorldBank, will inform the Government of Indonesia’s 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 the future. Survey implementation is planned for 2025 through May 31, 2026 in two selected locations.

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.

FUNDING SOURCE

The World Bank Group intends to finance the assignment / services described below under the following:

  • BB: Bank Budget
  • TF0D0006: SALNTF

ELIGIBILITY

Eligibility restrictions apply:

·       Proven experience conducting data collection in Indonesia, including managing fieldwork across multiple locations.

·       Strong understanding of local context, languages, and cultural norms relevant to Indonesian settings.

·       Availability of qualified team members (enumerators and supervisors) with familiarity in ECED environments.

SUBMISSION REQUIREMENTS

The World Bank Group invites eligible firms to indicate their interest in providing the services. Interested firms must provide information indicating that they are qualified to perform the services (brochures, description of similar assignments, experience in similar conditions, availability of appropriate skills among staff, etc. for firms; CV and cover letter for individuals). Please note that the total size of all attachments should be less than 5MB. Firms may associate to enhance their qualifications unless otherwise stated in the solicitation documents. Where a group of firms associate to submit an EOI, they must indicate which is the lead firm. If shortlisted, the firm identified in the EOI as the lead firm will be invited to the request for proposal (RFP) phase.

Expressions of Interest should be submitted, in English, electronically through WBGeProcure RFx Now

NOTES

Following this invitation for EOI, a shortlist of qualified firms will be formally invited to submit proposals. Shortlisting and selection will be subject to the availability of funding.

Only those firms which have been shortlisted will be invited to participate in the RFP phase. No notification or debrief will be provided to firms which have not been shortlisted.

If you encounter technical difficulties while uploading documents, please send an e-mail to the Help Desk at corporateprocurement@worldbank.org prior to the submission deadline.