Consulting for the analysis of trajectories, supply and models of secondary education in Colombia, with emphasis on rural and highly vulnerable territories

Description

The Inter-American Development Bank (IDB) is calling on specialized consulting firms to develop a comprehensive analysis of secondary education in Colombia. The central objective of the consultancy is to evaluate educational trajectories, the quality of learning and the relevance of the current offer to design public policy recommendations and innovative models that can be scaled up in rural areas or areas of high socioeconomic vulnerability.

1. Quantitative diagnosis of trajectories and quality of learning

Linear and nonlinear cohort analysis: Construct and analyze cohorts of students using administrative records and secondary longitudinal databases to assess system access, permanence, progression, and egress.

Identification of points of disengagement: Characterize the phenomena of school dropout, repetition, over-age and discontinuous trajectories, isolating the existing gaps between regions, rural/urban areas and socioeconomic strata.

Standardized assessment of achievement: Evaluate the basic competencies achieved by students at the end of high school using the results of the Saber 11 tests as a historical source, identifying temporal trends and bottlenecks by type of educational establishment.

Post-media transition: Analyze, to the extent that the availability of secondary data allows, the transition of graduates to higher education, technological training, or the labor market.

2. Geospatial analysis of supply and characterization of demand

Mapping of service provision: Develop a detailed geospatial characterization of the distribution of the secondary education offer at the national level, classifying the typologies and modalities of service delivery.

Territorial accessibility indicators: Evaluate the potential coverage of educational centers and analyze critical factors of the offer, such as the profile, academic training and suitability of the available teaching staff.

Systematization of demand and aspirations: Analyze young people's expectations, perceptions of relevance, and decision-making, identifying the economic, geographical, and sociocultural barriers that restrict their continuity.

Alignment evaluation: Determine the real correspondence between the available technical or academic offer and the needs or opportunities of the students' territorial context.

3. Systematization of effective and innovative models

International and regional benchmarking: Review and systematize the models applied during the last decade in Colombia, Latin America and internationally to solve problems of access and quality.

Models of educational flexibility: Identify flexible education methodologies, alternative rural schemes, hybrid or distance education, itinerant strategies and programs of articulation with technical and technological training (TVET).

Scalability and cost analysis: To evaluate the critical success factors, structural limitations, cost-effectiveness of interventions and the role of teacher professional development as the axis of sustainability of innovations.

4. Strategic solutions and public policy guidelines

Formulation of technical recommendations: Translate the evidence collected into viable public policy orientations, prioritizing cost-effective solutions adaptable to the rural and vulnerable reality of Colombia.

Timed roadmap: Structure a matrix of interventions classified in the short, medium and long term, detailing the institutional requirements and the regulatory enablers necessary for their final execution.

Note: Interested companies should review the requirements on the BEO Bidder Portal.