Finland – Child daycare services – Esiopetuksen ostopalvelusopimuksen kilpailuttaminen v. 2026

The Municipality of Laukaa (hereinafter also the contracting entity / purchaser) invites you to submit your application for pre-primary education services in accordance with this invitation to tender and its annexes. This is a dynamic purchasing system (DPS) through which the municipality's individual pre-primary education services are tendered. The estimated annual total value of the procurement, excluding VAT, is 410 000 euros. This is an estimate that does not bind the contracting entity. PRE-PRIMARY EDUCATION The municipality is obliged by Section 4 of the Basic Education Act to arrange pre-primary education for children subject to compulsory education who live in its area in the year preceding the commencement of compulsory education. Pre-primary education is arranged in accordance with the municipality's decision in a daycare centre or school. The municipality may also purchase pre-primary education as a service, for example, from a private daycare centre. A pre-primary education group is established if at least 7 children enrol in pre-primary education. When arranging pre-primary education, it must also be taken into account that children participating in pre-primary education have the right to use early childhood education and care services (Early Childhood Education and Care Act Section 12, right to early childhood education and care). This tender concerns pre-primary education procured from private service providers. Pre-primary education shall, in accordance with Section 9 of the Basic Education Act, last for one year and shall be arranged, in accordance with Section 3 of the Basic Education Act, for at least 700 hours per year, i.e. an average of four hours per day. A day may include a maximum of four hours of pre-primary education. Children participating in pre-primary education shall, in accordance with Section 6 of the Basic Education Act, have the right to use early childhood education and care services (supplementary early childhood education and care). On the basis of the Basic Education Act, the municipality is obliged to indicate to the guardian, on the basis of the application, a pre-primary education place for the child. The municipality decides finally where the child's pre-primary education is arranged. Children taken to pre-primary education have the right to support for learning and participation in pre-primary education as well as school health care. In addition to teaching, learning materials are free of charge. Children in pre-primary education receive a free meal each school day. The services must meet the requirements set out in legislation and other official guidelines. The service provider is responsible for ensuring that it has sufficient and competent staff, equipment and tools as well as functioning processes for providing the services. The reported number of children per district are estimates based on the maximum number of children and do not bind the contracting entity. OBJECTIVES AND PRIORITIES OF PRE-PRIMARY EDUCATION Pre-primary education is based on supporting the child's overall development, growth, learning and well-being. The general objective of pre-primary education is to promote the child's growth and learning conditions in cooperation with homes and guardians, to strengthen a positive self-image and the understanding of oneself as a learner. In pre-primary education, learning takes place through play, movement, experimentation and investigation. Pre-primary education promotes diverse interaction and the development of social skills. Education is implemented in a peer group, where the child can acquire knowledge and solve problems through active participation. Pre-primary education is arranged in a way that supports the equality and participation of each child. Each child has the right to participate and receive support for learning. Pre-primary education is implemented respecting diversity, equality and non-discrimination. The operating culture of pre-primary education is created to be communal, safe and encouraging. The staff of pre-primary education develop learning environments and ways of working from the perspective of the child, involving children and guardians. In pre-primary education, children's broad-based competence is promoted in the following areas: Thinking and learning, cultural competence, interaction and expression, taking care of oneself and everyday skills, multilingualism, information and communication technology competence as well as participation and influence. Through broad-based competence, pre-primary education provides children with prerequisites for lifelong learning and a sustainable lifestyle. The objectives of pre-primary education teaching are defined in five entities: Many forms of expression, a rich world of languages, me and our community, I investigate and act in my environment and I grow and develop. The assessment of pre-primary education produces information on the implementation of the pre-primary education plan and it is used to develop both teaching and support the child's individual growth and learning. The assessment is multifaceted and based on observation, documentation, conclusions and feedback, in which staff, guardians and children participate in cooperation. The pre-primary education teacher or class teacher is responsible for the pedagogical planning, implementation and assessment of pre-primary education in accordance with the principles of the pre-primary education plan.