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| Consulting - Engineering - Training |
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| References by geographical area |
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| References by field of expertise |
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| | | | SOFRECO is a highly international company in terms of its clients, its partners, the nationalities of its experts, its headquarters staff and its presence in numerous countries.
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| | | | We have three types of clients: governments, administrations and public bodies; public and private companies; multilateral and bilateral development funding agencies.
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| | | | SOFRECO employs several hundred senior and junior experts of various nationalities, the vast majority of whom are technical specialists
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EU Education system governance and coordination “EQUIP 2”/Republic of Sudan (2021-2024) |
The overall objective of the project of which this contract is a part is to ensure the right to education and to improve the basic education sector in Sudan, with particular attention to groups living in vulnerable situations, including migrants, IDPs and refugees, especially girls.
The aim of this contract is to improve the governance of the education system as well as the coordination between stakeholders (specific project objective 3). |
| Support for the creation of a national agency for evaluation and accreditation in the field of higher education and scientific research (EMORI - lot ANEA) (2020-2021) |
The technical assistance project for the creation of a national agency for evaluation and accreditation (ANEA) is part of the Programme to support education, mobility, research and innovation (EMORI), and aims to improve the employability of young graduates through the better governance and quality of the national higher education and scientific research system and the strengthening of its position at national and international level in Tunisia. |
| French Development Agency |
Feasibility study for the creation of the Franco-Tunisian University for Africa and the Mediterranean (UFTAM) (2019-2020) |
This feasibility study aims to support the Tunisian and French ministries in charge of higher education and research in their bilateral cooperation for the establishment of the Franco-Tunisian University for Africa and the Mediterranean. It must therefore provide a complementary analysis to the preliminary study, at the same time as the launch of the first training courses. |
| Supporting the School Sector Development Plan (SSDP) - External Monitoring, Review and Evaluation Team (2019-2021) |
The main objective of the assignment is to support the SSDP programme’s secretariat and development partners by undertaking a mid-term review (2019), annual fiduciary reviews (2019-2021), and final evaluation (2021) of the SSDP. Other ad hoc reviews of programmatic elements as and when required. |
| Education Quality Improvement Programme (EQUIP) Sudan; Result 3: Enhance Education System Governance and Coordination Among Stakeholders (2017-2020) |
This technical assistance project aims to support the implementation of the Education Quality Improvement Programme (EQUIP) in seven States of Sudan: Khartoum, White Nile, Blue Nile, Gedaref, South Kordofan, Red Sea and Kassala. |
| Technical assistance to support education sector reform in Morocco (2017-2019) |
Technical assistance to support education sector reform in Morocco (PAPS Education II programme) in the fields of governance, education quality, and fair access to pre-, primary- and secondary schooling. |
| French Development Agency |
Feasibility study of a technical and vocational education and training support project (2016) |
The objective of the services was to study the feasibility of a technical and vocational education and training support project funded by the AFD and implemented by the MESTRIJ.
The project focused on:
- enhancing technical and vocational training establishments’ capacity to take on students;
- strengthening the quality of vocational training to ensure better employability. |
| Democratic Republic of the Congo |
Assessment of the impact of additional funding to schools in DR Congo (2016-2019) |
The general objective of this assignment is to use M&E tools and quantitative and qualitative surveys (EGRA/ESMA) to generate evidence of the impact of additional funding on:
i) the enrolment and retention of vulnerable pupils in schools;
ii) the academic success of vulnerable pupils;
iii) school governance with a view to political advocacy for more inclusive, better quality education in DR Congo. |
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