After-school tutoring, adult education, health curriculum
A district in Tennessee is looking for English language arts tutoring; while a major Florida school system seeks adult education services. In addition, a Minnesota district is in the market for a health education curriculum.
Active/upcoming solicitations for goods/services
Metro Nashville Public Schools, Tenn.
Focus: After-school tutoring
Students: 86,000
Deadline: Jan. 4, 2024
The plan: Metro Nashville Public Schools in Tennessee is in the market for after-school tutoring in English language arts for eligible elementary and middle school students. Vendors should provide both in-person and virtual services, with no more than three elementary students or four middle school students per tutor. Tutors must complete district-provided Accelerating Scholars training and use district-provided curriculum, according to the request for proposals. The district is looking for tutoring to begin no later than Feb. 5, and run through May. Email Buyer Kevin Edwards at kevin.n.edwards@mnps.org with any questions.
Miami-Dade County Public Schools, Fla.
Focus: Adult education services
Students: 331,500
Deadline: Jan. 25, 2024
The plan: Miami-Dade County Public Schools in Florida, the third-largest district in the country, is looking for adult education services. The district’s Office of Postsecondary Career and Technical Education works to prepare adults to enter the career of their choice, as well as take the citizenship exam, learn English as a second language, and prepare for the high school diploma exam. Vendors should provide traditional classroom instruction, tutorial services, and technology lab instruction for: adult basic education, adult English for speakers of other languages, and GED prep, according to the request for proposals. The district will provide and supervise teachers certified teachers. Email Purchasing Agent Vanessa Flores at vflores@dadeschools.net with any questions.
Minneapolis Public Schools, Minn.
Focus: Health education curriculum
Students: 35,000
Deadline: Jan. 12, 2024
The plan: Minneapolis Public Schools in Minnesota is seeking a health education curriculum, materials, and resources for grades 6-12. The curriculum should meet updated state standards, with a consistent scope and sequence across grade levels and schools. The goal is to use materials that engage students in authentic and meaningful scenarios that reflect real-world experiences, according to the request for proposals. The district is looking to select two or three vendors to provide curriculum across its five middle schools for the 2024-25 school year, and for at least four additional years. Questions should be submitted via email to RFX@mpls.k12.mn.us.
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SDGs, Targets, and Indicators Analysis
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
- SDG 3: Good Health and Well-being
The article discusses the need for after-school tutoring in English language arts, adult education services, and a health education curriculum. These issues are directly related to SDG 4, which aims to ensure inclusive and equitable quality education for all. Additionally, the health education curriculum is connected to SDG 3, which focuses on promoting good health and well-being.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
- Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship.
- Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs.
Based on the article’s content, the specific targets identified are related to providing quality education to students (Target 4.1), offering adult education services to enhance skills for employment (Target 4.4), and implementing a health education curriculum to promote reproductive health education (Target 3.7).
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill.
- Indicator 3.7.1: Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods.
The article does not explicitly mention indicators, but based on the identified targets, the indicators mentioned above can be used to measure progress towards achieving those targets. These indicators focus on assessing the proficiency levels in reading and mathematics, ICT skills, and the satisfaction of family planning needs.
Table: SDGs, Targets, and Indicators
SDGs | Targets | Indicators |
---|---|---|
SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
SDG 4: Quality Education | Target 4.4: By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs, and entrepreneurship. | Indicator 4.4.1: Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill. |
SDG 3: Good Health and Well-being | Target 3.7: By 2030, ensure universal access to sexual and reproductive health-care services, including for family planning, information and education, and the integration of reproductive health into national strategies and programs. | Indicator 3.7.1: Proportion of women of reproductive age (aged 15-49 years) who have their need for family planning satisfied with modern methods. |
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