|Consulting - Engineering - Training|
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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.
We have three types of clients: governments, administrations and public bodies; public and private companies; multilateral and bilateral development funding agencies.
SOFRECO employs several hundred senior and junior experts of various nationalities, the vast majority of whom are technical specialists
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.
Provision of Technical Advisory Services to the Ministry of Education (MoE) (2016)
Provision of long-term advisory services to the Ministry of Education for the:
i) MoE's organisational structure reform and operationalisation;
ii) revision and operationalisation of the MoE's Teachers’ Professional Development Policy;
iii) rationalisation of the MoE's Education Financing and Expenditure Framework; and
iv) capacity development in the GIS-based school mapping system to rationalise the MoE's educational facility network across Jordan.
Democratic Republic of the Congo
Improved Governance and Accountability in the Education Sector in the Democratic Republic of the Congo (2015-2020)
The overall objective of this project is to improve governance and responsibility in the education sector in DR Congo. The expected result is a better quality public education service. The project aims to provide support to the DR Congo Government in its efforts to improve governance and accountability in the education sector. It is expected that this activity - activity 2 of the joint DFID/USAID education programme - will help to achieve said programme’s objective of ‘Improving the educational results of girls and boys in selected educational provinces of DR Congo’.
French Development Agency
Technical assistance specialised in education to support the Ministry of National Education and Vocational Training (MENFOP) (2015-2016)
As part of the Vocational Training and Education Support Project (PAEFP), an international technical expert specialised in education is to support Djibouti's Ministry of National Education and Vocational Training (MENFOP) in the project's implementation and to provide advisory support on more general issues related to the implementation of the national education programme.
He is supporting the Secretary-General of MENFOP in carrying out the activities of component 1 of the PAEFP and coordinating the integration of the various actions of the funding agencies under the Education Action Plan. He is also supporting the Project Management Service in the technical and financial monitoring of component 1.
The expected results of this support include the implementation of new general secondary education programmes, of the Djibouti baccalaureate, and of the teacher training strategy.
Technical assistance for the project to strengthen the administration and supervision of education in the Comoros (2014-2018)
This contract is part of a project whose overall objective is to help reduce poverty in the Union of the Comoros by improving the quality of its educational system.
The specific objective is to boost the quality of education by strengthening administration, management and the information and communication infrastructure, and offer a better learning environment and higher-quality training to system managers.
We are providing technical assistance to support the Project Management Unit in managing the project and carrying out all of its technical activities, based on three key components:
Component 1: Communication and information system;
Component 2: Institutional capacities for the administration and management of education;
Component 3: Learning environment and higher-quality training for the system’s managerial staff.
Capacity Assessment of Teacher Training Institutions in Haiti (2014)
Within the framework of the ‘Improving Teacher Training in Haiti’ project, the objective of this assessment is to collect information on the various institutions so as to have an overall vision of teacher training practices and methods, and to produce recommendations for improvement that will feed the national policy for the training and professional development of teachers in Haiti. The project is based on a two-fold observation: the low quality of teacher training and the diversity of actors intervening in the field of teacher training.
Technical assistance for the implementation of the results of a study on economic diversification and global competitiveness (2014)
The project’s overall objective is to develop a national technical and vocational training strategy for the diversification of the Congolese economy.
The specific objectives are as follows:
- Support the development of HR qualification and requalification programmes with bilateral and multilateral partners;
- Support the design and implementation of institutional mechanisms guaranteeing qualification, requalification and life-long learning and apprenticeship;
- Advise on the reforms to be implemented to support graduates from technical training institutes in both the creation and development of new businesses and in job placements.
Democratic Republic of the Congo
Evaluation of the implementation of a free-of-charge primary education policy in the Congolese educational system and feasibility study of a pre-primary class (2014)
Evaluation of the extent to which the free-of-charge policy has been implemented in primary schools in DR Congo, and recommendations in terms of legal framework, costs, monitoring, etc.
Analysis of the feasibility of introducing a pre-primary year to primary schools, and provision of affordable cost-benefit models for early childhood development that the government could envisage adopting and financing to ensure that young children are ready for school and that they are enrolled in primary 1 at the legal age of six.
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