Education Officer TLb.doc

February 3, 2009

SOLICITATION NUMBER:

623-EA-09-011

ISSUANCE DATE:

3 February 2009

CLOSING DATE/TIME:

February 17, 2009, 4.00PM Nairobi, Kenya Time

Ladies /Gentlemen Subject:

Solicitation for Personal Services Contractor (USPSC/TCN)

Education Officer and Team Leader, USAID/DRC

The United States Government, represented by the U.S. Agency for International Development (USAID), is seeking applications from qualified U.S. Citizens or Third Country Nationals interested in providing PSC services as described in the attached solicitation. Submittals shall be in accordance with the attached information at the place and time specified.

Interested applicants must submit: (i) his/her most current curriculum vitae or resume; (ii) signed form SF 171 or OF 612; and (iii) three (3) to five(5) references, who are not family members or relatives, with telephone and email contacts. The CV /resume must contain sufficient relevant information to evaluate the application in accordance with the stated evaluation criteria. Broad general statements that are vague or lacking specificity will not be considered as effectively addressing particular selection criteria. The Applicant's references must be able to provide substantive information about his/her past performance and abilities. USAID/East Africa reserves the right to obtain from previous employers relevant information concerning the applicant's past performance and may consider such information in its evaluation.

Form SF 171 or OF 612 must be signed and those submitted unsigned will be rejected. Applicants are requested to provide their full mailing address with telephone, facsimile numbers and e-mail address. Applicants should retain for their record copies of all enclosures that accompany their submissions.

USAID/East Africa anticipates awarding one (1) Personal Services Contract as a result of this solicitation. This solicitation in no way obligates USAID to award a PSC contract, nor does it commit USAID to pay any costs incurred in the preparation and submission of the application.

If you are selected for this position you must be available to start work o/a Mid-March of 2009. This availability shall be indicated in your cover letter. Please submit your application by e-mail, at: bmacfarland@usaid.gov. and a copy to mawambugu@usaid.gov by the closing date and time.

A. GENERAL

1. Solicitation Number:

623-EA-09-011.

2. Issuance Date:

February 3, 2009.

3. Closing Date and time for receipt of applications:

February 17, 2009 4.

Position Title:

Education Officer and Team Leader.

5.

Market Value:

Position is classified as GS 14 Equivalent

With an annual salary range $ 81,093 to $105,420

Salary is not negotiable beyond this range.

6.

Period of performance:

A base of 1 Year with a possibility option of one year extension up to a maximum of 2 years. Exercise of option will depend on continuing need of services, availability of funds and satisfactory or better performance.

7.

Start Date:

On /o March 15, 2009.

8. Place of performance:

USAID/Kinshasa, Democratic Republic of Congo.

9.

Clearances:

The selected applicant must be able to obtain USAID

Security and Medical clearances.

10.

Area of consideration:

U.S. Citizens/Third Country Nationals.

Sincerely

Bruce McFarland

Regional Contracting Officer.

B. Statement of Work for a USPSC/TCN Personal Services Contractor (PSC) Education Officer and Team Leader, USAID/DRC

A. Background

After almost 20 years of civil war, the effects of armed conflict continue to plague the people of the Democratic Republic of the Congo (DRC). Hundreds of thousands of displaced persons continue to search for a safe place to live; high rates of unemployment, crime and extortion are rampant; and infrastructure has been completely destroyed, leaving in their wake a lack of basic social services, such as clean water, basic health care and access to quality education. While many of these conflicts have subsided, the effects of the conflict are still impacting upon all levels of the educational system. For example, the mobility and fluidity of the teaching cadre has put an extreme strain upon the system, and has made it increasingly more complex to maintain a school system in which the staffing personnel is in a constant state of flux. Students who have been affected by conflict – ex-child soldiers, victims of rape, orphans who often witnessed the murder of their parents – do not receive adequate counseling, and still suffer from the trauma they experienced, which in turn impacts upon their learning. School buildings were often taken over by rebel militias, who left them in shambles, or burned them down. At present in the DRC there are approximately 20,000 primary schools, 238,000 primary school teachers, and over 8 million students. However, more than 4.4 million school-aged children, including 2.5 million girls, are not enrolled in school in the DRC. Currently, the Gross Enrollment Rate (GER) is estimated at 64% and the completion rate is estimated at only 24%. In 2005, 9 percent of the national budget was allocated to education – significantly higher than the 5 percent allocation in 2002, but still the lowest in sub-Saharan Africa. The main constraints to education are severe lack of financial resources, limited and unqualified teaching staff, lack of learning materials, and limited accessibility to and/or unavailability of schools due to the small number of schools in remote areas, and/or due to the distance between children’s homes and schools.

USAID/DRC Overview:

As the DRC transitions from a fragile state to a stable democracy, it is critical that the Congolese people’s expectations of their government be met through the provision of basic social services.

The improvement in the education system in the Democratic Republic of the Congo is critical for the development of the nation. As presidential and parliamentary elections take place, the Congolese population expects there to be wide-spread improvements in their lives, especially in the provision of essential services. Specifically, Congolese are looking for advancements and improvements in their access to and quality of education, health care and livelihoods.

The Congo completed and adopted its Poverty Reduction Strategy Paper (PRSP) in May 2006. One of the five “pillars” of the PRSP is education. Beginning in mid-2006 the DRC’s major donors began work on a Country Assistance Framework (CAF) – a common donor strategy for 2007-2010 timeline. All of the DRC’s major donors participate in the CAF process and have worked with the GDRC to develop 5 “thematic groups” with specific goals and objectives. The 5 groups are: education, health, employment, infrastructure and energy.

In this context, USAID has developed a Country Strategy which highlights education as one of the five priority goals of the USG.

USAID/DRC developed a FY 2007 Operational Plan in conformity with the Strategic Framework. Of particular relevance to this document is the fact that USG resources planned for education increased significantly from 2006 to 2007, and again in 2008 to an annual budget of approximately $30 million. Activities planned under this budget include more emphasis on basic education, the expansion of innovative teaching practices such as interactive radio instruction, pre- and in-service training of teachers, and activities that involve synergy with other USAID programs.

The Education team manages USAID/DRC’s program to support activities that contribute to improve and support DRC educational system. The program which was re-instated in 2004 focused essentially on increasing access to quality basic education. Interventions for increasing access included income-generating activities designed around community participation; school and furniture rehabilitation and repair; the provision of scholarships to primary school children covering tuition costs, school materials, uniforms, and transportation to and from school. Conversely, interventions targeting quality included the introduction of innovative learner-centered teacher training methods, such as interactive radio instruction programs; training teachers and education officials; and the provision of teaching and learning materials.

For the last two years, USAID has trained 73,965 teachers and education officials, and provided learning materials to almost 1 million children. Implementing mechanisms for the activities described above include a Cooperative Agreement with Education Development Center (EDC) for the quality component and a PIO Grant to UNICEF for access. These mechanisms will end, respectively in December 2008 and March 2009.

However, in September 2008, the Mission issued an $11Million PIO grant to UNICEF for a two year period to consolidate and expand results, particularly for addressing the deterring schools fees, one of the key hindering factors for access to basic education.

Subsequently, the Mission is in the process of designing activities with a longer term perspective. As a result, one or two additional implementing mechanisms are expected to be in place by May 2009.

The USAID/DRC Education office currently staffed as follows:

· USPSC Education Team Leader (EOTL)

· TCN Deputy Education Team Leader

· FSN Program Specialist

· DLI - expected to be on board by the end of 2008

· FSN Administrative Assistant - hiring process underway; expected to be on board by early 2009.

The USPSC Team Leader Position will become vacant in March 2009, leading USAID/DRC to seek applications for filling this position

B. SUMMARY OF DUTIES

The role of the EOTL will include ensuring a smooth closeout of EDC’s Cooperative Agreement and the UNICEF Grant; providing oversight for results-focused management of the newly awarded $11 million grant to UNICEF, and serving a back-up role to the CTO when necessary; and taking a leading role for the timely acquisition of a new procurement mechanism to implement USAID’s next phase of education activities. The Mission expects a mechanism to be in place by May 2009.

C.

MAJOR DUTIES AND RESPONSIBILITIES:

The PSC Education Officer Team Leader’s major duties and responsibilities include:

1.

Program Management

· Managing, on a day-to-day basis, the Mission Education portfolio, including determination of work priorities, making decisions on activity implementation matters, identifying and resolving program issues, assuring that all activities are carried out in a technically sound and cost-effective manner, assigning responsibility for program management and implementation matters to subordinates, and assuring that activities are carried out in accordance with all applicable Mission and Agency directives and requirements. The incumbent may also be called upon, from time to time, to manage other activities within the Education portfolio, such as responding to inquiries for information from individuals interested in education programs in the DRC, or requests for support from educational institutions. In addition, the EOTL may represent the USAID Mission and the strategy of the USG in the general area of Education, particularly for improving the quality of primary education, and serve as the primary interlocutor with outside organizations on all matters under his/her review;

· Planning, implementing, participating in, commenting upon, or preparing Mission views on evaluations, assessments or audits relating to programs within his/her portfolio.

2.

Strategy Development

· Providing analysis, advice and recommendations to senior Mission management and staff regarding the formulation of Mission strategy on programs within his/her portfolio as well as on the management and implementation of related programs within the Mission’s overall portfolio.

· Participating, as required, in the development of Mission strategic plans, results analysis and resource requests and other strategic planning and reporting documentation.

· Determining what additional analyses, assessments, or reviews are required for the development of Mission strategy or activities in the area of educational development; designing and overseeing the implementation of such analyses or assessments; and following-up as necessary.

· Representing the Mission during donor and host-country joint sessions for designing the next Education Strategy for the DRC; and playing an advisory role for a smooth integration of the Mission’s Country Assistance Strategy.

3.

Activity Design and Management

· Leading the design of all acquisition and assistance activities to be funded under the Education Strategic Objective.

· Managing (serving as CTO) or directing the management and/or closeout of on-going and other future Education activities. Activity management shall include: routine activity monitoring, results monitoring, liaison with AID/W technical officers, maintaining close contact with contractors and grantees, attending sectoral meetings, providing guidance and direction to implementing partners within the confines of the CTO authorities, resolving implementation problems, preparation of documentation for annual Activity Implementation Reviews, preparing quarterly accruals, providing country clearance as required.

· Supervising the work of two Foreign Service Nationals and one Third Country National; and mentoring the work of one DLI employee.

· Carrying out such other tasks related to Mission capacity building activities as might be assigned from time-to-time by the Mission Director or his/her designee.

4.

Conduct / Travel / Reporting / Liaison

The EOTL will handle all assigned work either independently or, as required, as part of the teams identified above, according to established Mission policies, practices and programmatic guidance, as in effect from time-to-time; and in accordance with all applicable USAID regulations and guidance as provided in the USAID ADS and elsewhere. The EOTL is expected to make independent judgments that can be defended as necessary. As a highly qualified professional, substantial reliance is placed on the employee to independently plan and carry out the specific activities entailed in fulfilling major duties and responsibilities. The employee will resolve problems that arise by determining the approaches to be taken and methodologies to be used; developing, coordinating, and clearing proposed solutions with all necessary parties; and then taking appropriate actions necessary to resolve the problem.

Travel within and outside of the DRC may be required. The EOTL will be required to prepare and provide reports as required to effectively carry out the duties and responsibilities described above. The EOTL will also provide, orally or in writing, such reports on work progress or advice on education issues as may be required from time-to-time by Senior Mission Management or other senior USAID officials. The EOTL will also submit trip reports on all travel performed within and outside of the DRC during the contract period.

All work will be carried out under the general guidance of the Mission Director or his/her designee, who will supervise the EOTL.

The EOTL will maintain contact and interact technically and professionally in a highly collaborative manner with a wide range of parties, including high level officials of the DRC, and other international organizations; senior officials of DRC government ministries; and experts provided under assistance programs sponsored by non-governmental organizations and foreign government donors. The EOTL will also be required to interact with officials of other USG agencies involved in education endeavors. The EOTL will also closely coordinate with the Mission’s other technical offices and Program Office on all matters of mutual programmatic interest.

D. POSITION ELEMENTS

a.

Supervision Received /Exercised: The EOTL will work under the general supervision and policy guidance of the Mission Director or his/her designee, USAID/DRC. The Director or his/her designee will review and approve the EOTL’s work plan and performance measures. Supervision will be generally confined to weekly staff meetings and scheduled monthly consultations.

In carrying out specific assignments, the EOTL will consult and work closely with the Government of the DRC, and international donors and their implementing partners. The EOTL will also work closely with senior USG officials of USAID, Department of State, and the other SO teams within USAID/DRC.

The EOTL is expected to work independently with limited guidance, to take initiative, to supervise and direct three professional FSN/TCN staff as required, and to mentor the DLI position. As EOTL, he/she will work closely with members of other technical and support offices in the Mission, as well as other USG agencies and implementing partners who will implement the full range of USAID/DRC’s programs over a strategy period.

b.

Available Guidelines: The incumbent is required to understand and analyze Mission and Agency‑specific policies and procedures which govern implementation of educational development activities, in addition to the USAID/DRC established administrative operating procedures, policies and formats. The incumbent will be required to be proactive in keeping abreast of evolving guidelines and policies which affect overall support to educational reform within the DRC Mission, including but not limited to the Automated Directives System (ADS), Mission Orders, Mission Notices, USG Procurement regulations, and USAID and State Program Strategy and Policy Documents.

c.

Decision Making / Exercise in Judgment: At the full performance level, it is expected that the incumbent will exercise considerable independence and decision making authority in carrying out duties, subject to final review by the Mission Director.

d.

Authority to Make Commitments: The incumbent will have no independent authority to commit U.S. Government (USG) Mission funds.

e.

Nature, Level and Purpose of Contacts: Contacts are with senior management-type persons within and outside USAID, which may include Congressional staff, other U.S. government officials, and government officials from other countries as appropriate, consultants, contractors, grantees, or business executives.

f.

Complexity: Analyzes inter-related issues of effectiveness, efficiency, and productivity of individual contracts, grants and cooperative agreements. Develops detailed plans, goals, and objectives for the long-range implementation and administration of the education program, and/or develops criteria for evaluating the effectiveness of the program. Decisions concerning design, planning, organizing, implementing and evaluating individual educational development activities are complicated by the difficulty of operating in a politically sensitive country. Coordination of several grantees and contractors requires in-depth knowledge of the educational background, capabilities and interests of the government of the DRC.

E. PERIOD OF PERFORMANCE:

A base of two years with the possibility/option of one one-year extension up to a maximum of five years. Exercising the options to extend will depend on continuing need of services, availability of funds, and satisfactory or better performance.

F. REQUIRED

QUALIFICATIONS AND SELECTION CRITERIA:

1.

Education (15 points):

(a) A graduate degree in international education, international relations, African regional studies, or a related field required;

(b) A doctorate degree in one of the above-mentioned fields preferred.

2.

Experience (40 points):

a) A minimum of five to seven years work experience in educational development, training, African development, international affairs or a related area, preferably working for an international donor organization with programs fostering development of education, is required.

b) Experience working in dynamic, highly collegial and collaborative working relationships, requiring close consultation, management, and coordination.

c) Experience in strategic planning and education program design, program planning and budgeting, and monitoring and evaluation of education and training activities is preferred.

d) Experience resolving problems in a team context, while maintaining an aggressive work pace, in order to produce results under intense scrutiny is strongly preferred.

e) Experience living and working under harsh, difficult and/or dangerous conflict or post-conflict conditions preferred.

f) Experience and familiarity with Africa, particularly the DRC, and sensitivity to socio- cultural aspects bearing on education within an African context is desirable.

g) Knowledge of USAID management and monitoring systems would be a plus.

3.

Knowledge and Abilities (45 points):

a. Program Oversight: Demonstrated ability to provide oversight of large complex activities that are implemented under challenging social and political conditions.

b. Demonstrated ability to function with minimal supervision to address complex and challenging interagency and political dynamics is required.

c. Program Design and Implementation: Experience-based knowledge of educational design, monitoring and evaluation, knowledge of USG budgetary and procurement processes and property management principles in a developing country context, preferably with an international donor organization.

d. Analytical Skills: Demonstrated analytical and independent decision-making skills in heavy workload/high stress work environments.

e. Communication and Interpersonal Skills: Ability to engage in discussions with government officials, other donors, international implementers, non-governmental organizations, U.S. Embassy and USAID officials.

f. Excellent verbal and written communication skills, including word processing proficiency, demonstrated ability to prepare required reports in proper format and language, and the ability to work within a team, supervising complex projects in a large geographic area are required.

g. Computer and Administrative Skills: A demonstrated ability to perform with minimal administrative or secretarial support is required. The successful candidate must be computer literate.

h. Cultural Environment: Knowledge of African history and its cultural/work environment is desirable. Knowledge of the history and culture of DRC is a plus.

i. Language Abilities: Must be fluent in English and French.

Maximum Points Available: 100.

G.

APPLYING:

Qualified individuals are requested to submit:

1. A U.S. Government Standard Form 171 or Optional Form 612 (available at the USAID website, http://www.usaid.gov/procurement- bus - opp/procurement/forms or internet http://fillform.gsa.gov, or at Federal offices)

2. All applicants must submit a cover letter (3 pages maximum) addressing how they meet the required qualifications for this position (see Qualification section of this Solicitation).

Each of the expected qualifications should be addressed in the cover letter.

Applications must be received by the closing date and time at the address specified in the cover letter.

To ensure consideration of applications for the intended position, please reference the solicitation number on your application, and as the subject line in any cover letter. The highest ranking applicants may be selected for an interview. USAID will not pay for any expenses that may be associated with the interviews.

H.

COMPENSATION

This position is classified at a U.S. Government GS-14 level [$77,793 - $101,130 range]. The actual salary of the successful candidate will be negotiated within the GS-14 salary range depending on qualifications and previous salary history. Salary is not negotiable beyond this range. In addition, USAID/Kinshasa mission is a post with a 25% differential and currently has a class 42 COLA.

I.

MEDICAL AND SECURITY CLEARANCE REQUIREMENTS

1. The successful applicant must receive medical clearance for serving in Democratic Republic of Congo. Details of how to obtain US Department of State Medical Unit medical clearance will be provided once a job offer is made and accepted.

2. The successful applicant must be able to receive USAID security clearance that involves applicant's comprehensive background investigation performed by a US Government Agency.

The successful applicant must be able to report to post in Kinshasa, DRC to assume duties promptly upon medical and security clearances being granted.

J. NOTE REGARDING DATA UNIVERSAL NUMBERING SYSTEM (DUNS)

NUMBERS:

All individuals contracted as PSCs are required to have a DUNS Number. USAID will provide a generic DUNS Number and PSCs are not required to register with CCR.

For general information about DUNS Numbers, please refer to FAR Clause 52.204-6, Data Universal Numbering System (DUNS) Number (10/2003) http://acquisition.gov/comp/far/current/html/52 200 206.html#wpl137568

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USPSC Solicitation # 623-EA-09-011