PRESTIJ-RFP-72027819R00009.pdf

72027819R00009

SOLICITATION, OFFER AND AWARD

4. TYPE OF SOLICITATION2. CONTRACT NUMBER 3. SOLICITATION NUMBER

7. ISSUED BY CODE 8. ADDRESS OFFER TO (If other than Item 7)

ORDER UNDER DPAS (15 CFR 700)

6. REQUISITION/PURCHASE NUMBER

NOTE: In sealed bid solicitations "offer" and "offeror" mean "bid" and "bidder".

NEGOTIATED (RFP)

SEALED BID (IFB)

5. DATE ISSUED

1. THIS CONTRACT IS A RATED RATING PAGE OF PAGES

1 82

C. E-MAIL ADDRESS

EXT.NUMBERAREA CODE

B. TELEPHONE (NO COLLECT CALLS)A. NAME

10. FOR

INFORMATION

CALL:

CAUTION: LATE Submissions, Modifications, and Withdrawals: See Section L, Provision No. 52.214-7 or 52.215-1. All offers are subject to all terms and conditions contained in this solicitation.

(Date)(Hour) local timeuntildepository located in copies for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if hand carried, in the

SOLICITATION

9. Sealed offers in original and

PART IV - REPRESENTATIONS AND INSTRUCTIONS

OTHER STATEMENTS OF OFFERORS

EVALUATION FACTORS FOR AWARD

INSTRS., CONDS., AND NOTICES TO OFFERORS

REPRESENTATIONS, CERTIFICATIONS AND

LIST OF ATTACHMENTS

CONTRACT CLAUSES

PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

I

J

K

L

M SPECIAL CONTRACT REQUIREMENTS

CONTRACT ADMINISTRATION DATA

DELIVERIES OR PERFORMANCE

INSPECTION AND ACCEPTANCE

PACKAGING AND MARKING

DESCRIPTION/SPECS./WORK STATEMENT

SUPPLIES OR SERVICES AND PRICES/COSTS

SOLICITATION/CONTRACT FORM

PART II - CONTRACT CLAUSESPART I - THE SCHEDULE

H

G

F

E

D

C

B

A

SEC. DESCRIPTION PAGE(S) (X) DESCRIPTION SEC. (X)

11. TABLE OF CONTENTS

18. OFFER DATE17. SIGNATURE

SUCH ADDRESS IN SCHEDULE.

IS DIFFERENT FROM ABOVE - ENTER

15C. CHECK IF REMITTANCE ADDRESS

EXT.NUMBERAREA CODE

15B. TELEPHONE NUMBER

(Type or print)AND

ADDRESS

OF

OFFEROR

CODE FACILITY

16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN OFFER15A. NAME

DATEAMENDMENT NO.DATEAMENDMENT NO.

and related documents numbered and dated):

amendments to the SOLICITATION for offerors

(The offeror acknowledges receipt of

14. ACKNOWLEDGEMENT OF AMENDMENTS

CALENDAR DAYS (%)30 CALENDAR DAYS (%)20 CALENDAR DAYS (%)10 CALENDAR DAYS (%)

(See Section I, Clause No. 52.232.8)

13. DISCOUNT FOR PROMPT PAYMENT

designated point(s), within the time specified in the schedule.

by the offeror) from the date for receipt of offers specified above, to furnish any or all items upon which prices are offered at the price set opposite each item, delivered at the

NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

OFFER (Must be fully completed by offeror)

IMPORTANT - Award will be made on this Form, or on Standard Form 26, or by other authorized official written notice.

28. AWARD DATE

(Signature of Contracting Officer)

27. UNITED STATES OF AMERICA

25. PAYMENT WILL BE MADE BY

26. NAME OF CONTRACTING OFFICER (Type or print)

CODE 24. ADMINISTERED BY (If other than Item 7)

ITEM

(4 copies unless otherwise specified)

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

41 U.S.C. 253 (c) ( 10 U.S.C. 2304 (c) (

22. AUTHORITY FOR USING OTHER THAN FULL AND OPEN COMPETITION:

21. ACCOUNTING AND APPROPRIATION20. AMOUNT19. ACCEPTED AS TO ITEMS NUMBERED

AWARD (To be completed by government)

CODE

06/18/2019 X

720278

USAID/Jordan American Embassy PO Box 354 Amman, 11118, Jordan 11118

10:00 am 07/18/2019

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X

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PAGE(S)

Michael Ashkouri

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

Prescribed by GSA - FAR (48 CFR) 53.214(c)

12. In compliance with the above, the undersigned agrees, if this offer is accepted within ______________ calendar days (60 calendar days unless a different period is inserted

REQ-278-19-000032

mailto:Contracting1@usaid.gov mailto:nkhoury@usaid.gov mailto:syeleussizov@usaid.gov http://www.fbo.gov/

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Contents

PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

B.2 COST REIMBURSEMENT CONTRACT TYPE

B.3 TOTAL CONTRACT VALUE AND OBLIGATED AMOUNT

B.4 PRICE/COST SCHEDULE

B.5 FIXED FEE (CPFF)

B.6 INDIRECT COSTS (CPFF)

B.7 COST REIMBURSABLE (CPFF)

SECTION C – DESCRIPTION / SPECIFICATIONS/STATEMENT OF WORK

SECTION D – PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

D.2 BRANDING AND MARKING POLICY

D.3 BRANDING STRATEGY

D.4 APPROVAL OF COMMUNICATION STRATEGY AND BRANDING IMPLEMENTATION PLAN 20

SECTION E – INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

SECTION F – DELIVERIES OF PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

F.2 PERIOD OF PERFORMANCE

F.3 PLACE OF PERFORMANCE

F.4 AUTHORIZED WORK DAY / WEEK

F.5 DELIVERABLES AND REQUIRED REPORTING

F.6 FIXED FEE PAYMENT SCHEDULE

F.7 KEY PERSONNEL

F.8 PERFORMANCE STANDARDS

SECTION G – CONTRACT ADMINISTRATION DATA

G.1 CONTRACTING OFFICER'S AUTHORITY

G.2 ADMINISTRATIVE CONTRACTING OFFICE

G.3 CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.4 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998) (CPFF)

G.5 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.6 PAYING OFFICE

G.7 ACCOUNTING AND APPROPRIATION DATA

G.8 CONTRACTOR’S PRIMARY POINT OF CONTACT

SECTION H – SPECIAL CONTRACT REQUIREMENTS

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H.1 INSURANCE AND SERVICES

H.2 AUTHORIZED GEOGRAPHIC CODE

H.3 ADS 547 MANAGEMENT OF INFORMATION TECHNOLOGY RESOURCES

H.4 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

H.5 USAID-FINANCED THIRD-PARTY WEB SITES (AUGUST 2013)

H.6 302.3.5.22 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL)

(October 2014)

H.7 ELECTRONIC PAYMENTS SYSTEM

H.8 COMPLIANCE WITH SECTION 508 OF THE REHABILITATION ACT OF 1973, AS AMENDED

H.9 ENVIRONMENTAL COMPLIANCE

H.10 752.204-72 ACCESS TO USAID FACILITIES AND USAID'S INFORMATION SYSTEMS (MAY

2016) (DEVIATION NO. M/OAA-DEV-AIDAR-16-2c)

H.11 CLOUD COMPUTING (MAY 2016)

H.12 COUNTRY CLEARANCE

H.13 SOVEREIGN RELATIONSHIPS

H.14 VALUE ADDED TAX AND CUSTOMS DUTIES

H.15 CONTRACTOR’S USE OF PROJECT VEHICLES

H.16 MEETINGS WITH GOVERNMENT OF JORDAN MINISTERS

H.17 INDIRECT COSTS FOR NON-U.S. ORGANIZATIONS

PART II – CONTRACT CLAUSES

SECTION I – CONTRACT CLAUSES

I.1 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.2 AIDAR CLAUSES INCORPORATED BY REFERENCE (MAR 2015)

I.3 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.4 52.203-19 PROHIBITION ON REQUIRING CERTAIN INTERNAL CONFIDENTIALITY

AGREEMENTS OR STATEMENTS (JAN 2017)

I.5 752-229-71 REPORTING OF FOREIGN TAXES (JULY 2007)

I.6 AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION

REQUIREMENTS (APR 2014)

PART III – LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

SECTION J - LIST OF ATTACHMENTS

PART IV – REPRESENTATIONS AND INSTRUCTIONS

SECTION K – REPRESENTATIONS, CERTIFICATIONS, AND OTHER STATEMENTS

K.1 PROVISIONS INCORPORATED BY REFERENCE

K.2 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (APR 2016)

K.3 52.204-20 – PREDECESSOR OF OFFEROR (JULY 2016)

K.4 52.209-2 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC

CORPORATIONS—REPRESENTATION (NOV 2015)

K.5 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (JUL 2013)

K.6 52.209-11 – REPRESENTATION BY CORPORATIONS REGARDING DELINQUENT TAX

LIABILITY OR A FELONY CONVICTION UNDER ANY FEDERAL LAW (FEB 2016)

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K.7 52.209-13 VIOLATION OF ARMS CONTROL TREATIES OR AGREEMENTS-CERTIFICATION

(JUN 2018)

K.8 52.222-22 PREVIOUS CONTRACTS AND COMPLIANCE REPORTS (FEB 1999)

K.9 52.222-25 AFFIRMATIVE ACTION COMPLIANCE (APR 1984)

K.10 52.225-20 PROHIBITION ON CONDUCTING RESTRICTED BUSINESS OPERATIONS IN

SUDAN--CERTIFICATION (AUG 2009)

K.11 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (OCT 2015).. 62

K.12 52.230-7 PROPOSAL DISCLOSURE—COST ACCOUNTING PRACTICE CHANGES (APR

2005)

K.13 INSURANCE - IMMUNITY FROM TORT LIABILITY

SIGNATURE

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.1 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

L.2 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

L.3 752.252-1 - 752.252-1 AIDAR SOLICITATION PROVISIONS INCORPORATED BY

REFERENCE

L.4 52.216-1 TYPE OF CONTRACT (APR 1984)

L.5 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.6 GENERAL INSTRUCTIONS TO OFFERORS

L.7 PROPOSAL SUBMISSION

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.9 INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL

L.10 INSTRUCTIONS FOR THE PREPARATION OF BRANDING AND MARKING PLANS

SECTION M - EVALUATION FACTORS FOR AWARD

M.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

M.2 GENERAL AND SOURCE SELECTION INFORMATION

M.3 EVALUATION CRITERIA

M.4 COST PROPOSAL EVALUATION

M.5 DETERMINATION OF THE COMPETITIVE RANGE AND CONTRACT AWARD

M.6 SOURCE SELECTION

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PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of this contract is to obtain services as described in Section C - DESCRIPTION /

SPECIFICATIONS/STATEMENT OF WORK.

B.2 COST REIMBURSEMENT CONTRACT TYPE

This is a Cost-Plus-Fixed-Fee (CPFF) Completion contract. For the consideration set forth below, the contractor must provide the deliverables or outputs described in Sections C and F in accordance with the performance standards specified in Section F.

B.3 TOTAL CONTRACT VALUE AND OBLIGATED AMOUNT

(a) The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, if any, is TBD. The fixed fee, if any, is TBD. The estimated cost plus fixed fee, if any, is TBD.

(b) Within the estimated cost plus fixed fee (if any) specified in paragraph (a) above, the amount currently obligated and available for reimbursement of allowable costs incurred by the contractor (and payment of fee, if any) for performance hereunder is TBD. The contractor cannot exceed the aforesaid obligated amount.

(c) Funds obligated hereunder are anticipated to be sufficient through TBD.

B.4 PRICE/COST SCHEDULE

Total

a. Direct Costs

b. Indirect Costs

c. Fixed Fee Total Price

B.5 FIXED FEE (CPFF)

Payment of the Fixed Fee will be made in accordance with the fixed fee payment schedule in Section F.6.

The Government and the contractor may agree to regularly review the schedule and revise the deliverables or adjust fixed fee assigned to specific deliverables or milestones. However, the total amount of the fixed fee will remain unchanged.

In accordance with FAR 52.216-8, Fixed Fee (2011) USAID will withhold 15% of the total fee or $100,000, whichever is less until the required conditions under the referenced clause have been met.

B.6 INDIRECT COSTS (CPFF)

Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs will be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases:

Description Rate Base Type Period Indirect Cost X % 1/ 1/ 1/ Indirect Cost Y % 2/ 2/ 2/

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Indirect Cost Z % 3/ 3/ 3/

1/Base of Application:

Type of Rate:

Period:

2/Base of Application:

Type of Rate:

Period:

3/Base of Application:

Type of Rate:

Period:

B.7 COST REIMBURSABLE (CPFF)

Allowable costs will be limited to reasonable, allocable and necessary costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment, FAR 52.216-8, Fixed Fee, if applicable, and AIDAR 752.7003, Documentation for Payment.

In addition, the requirement and conditions concerning estimated cost and funding apply as detailed in FAR 52.232-22, Limitation of Funds, incorporated by reference in Section I of this contract.

[END OF SECTION B]

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SECTION C – DESCRIPTION / SPECIFICATIONS/STATEMENT OF WORK

STATEMENT OF OBJECTIVES

This section provides a summary of the main features of the activity, including the overall goal, outcomes and outputs, where and when the program will be implemented, and cross-cutting issues that must be taken into account by the Contractor.

C.1. Purpose

The purpose of the five-year Pre-Service Teacher Education in Jordan (PRESTIJ) contract is to support an increased and sustainable supply of certified Grade 4-10 school teachers in Jordan.

C.2. Scope and Mission

USAID/Jordan will launch an initiative to increase the preparedness of future Grade 4-10 teachers by improving the system of pre-service teacher education. This activity will expand and improve the pre-service teacher education programming offered by Jordanian universities, centered primarily around the implementation of the adapted Queen Rania Teacher Academy (QRTA) pre-service teacher education modules (the “Pre-Service Modules”)1. By supporting a total of four geographically diverse universities and relevant Government of Jordan (GoJ) entities to implement the high-quality QRTA model or an alternative model, and by providing responsive technical assistance to the GoJ to advance essential pre-service teacher education reforms more broadly, the five-year PRESTIJ contract will achieve its mission to increase the number of quality teachers in Jordan.

C.3. Background

Under the current system, the pathway to becoming a Grade 4-10 teacher prioritizes subject knowledge over pedagogical knowledge, with future teachers being recruited by the Ministry of Education (MoE) upon graduation from subject-specific bachelor degrees (e.g. biology), rather than bachelor of education degrees. Universities do not currently offer courses to bridge the gap between specific subject-matter expertise and essential pedagogical skills. While QRTA offers a postgraduate pre-service training course that has been widely lauded, it cannot alone meet the needs of the MoE for qualified Grade 4-10 teachers across the country.

The Pre-Service Modules

USAID, the GoJ, and other donors have acknowledged the work of QRTA in the development and implementation of post-graduate pre-service training modules aimed at preparing Grade 4-10 teachers for the classroom. The modules, through which university graduates can obtain a Teacher Education Professional Diploma (TEPD), are also recognized by the Ministry of Higher Education and Scientific Research (MoHED) and the MoE as providing high quality pre-service teacher training, and are accredited by the MoE. However, because they are currently only offered in Amman and are targeted for professionals who have already graduated from university and are returning for further qualification, they are not widely accessible to the number or geographical location of aspiring teachers that the MoE needs to build and maintain a highly skilled workforce across the country.

USAID is partnering with QRTA through a separate contract to adapt its modules to be accredited by the relevant bodies as needed (herein, “Pre-Service Modules”). This will allow the Pre-Service Modules to be offered as a professional diploma for undergraduate students to complement the completed courses required under their bachelor program, and will enable a larger number of qualified students from around the country to receive the pedagogical training required for success in the classroom. Under the contract with USAID, QRTA will train university staff at up to four universities to deliver the new Pre-Service

1 The Pre-Service Modules are being developed by QRTA for USAID under a separate contract, and will include the adaptation of QRTA’s existing model for delivery in the university setting, to students in selected specialist bachelor degrees who wish to become Arabic, English, Math, Science teachers for Grades 4-10. Students completing the adapted modules will receive the same QRTA professional diploma certificate currently offered to post-graduate students by QRTA through their centers.

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Modules and become certified “Teacher Educators.” QRTA will also provide quality assurance to ensure the diploma provided is aligned with licensing requirements. The students from selected undergraduate disciplines who register for the modules will become “Student Teachers,” and will receive specialist training and guidance on their path to becoming Grade 4-10 subject-matter teachers. The Pre-Service Modules will focus on different subject areas, such as math, science, Arabic and English; they will also cover important topics, including classroom management, learning issues and special needs, assessment practices, and the use of technology in education. The Pre-Service Modules include a practicum component, in which Student Teachers will undertake placements in MoE schools.

PRESTIJ will support the selected universities to implement this model.

C.4. Link to Mission Strategy and Government of Jordan Priorities

USAID is committed to working with Jordan, a key strategic partner of the U.S. Government (USG), to create broad-based political and economic reforms that will increase prosperity, accountability, and stability. USAID’s investment in pre-service education is guided by the current Country Development Cooperation Strategy (CDCS), the USG Integrated Country Strategy for Jordan, Jordan’s National Strategy for Human Resources Development Strategy, and Jordan’s Education Strategic Plan. Both components of the QRTA partnership and the PRESTIJ contract will address the CDCS Development Objective (DO) 3 “Social Sector Quality Improved” and Intermediate Result (IR) 3.1, “Learning outcomes for all students in Jordan improved” (although the Mission is in the process of developing the next CDCS, the aforementioned DO and IR are not expected to change significantly, if at all). Through capacity building, teacher training, and curriculum reform, USAID aims to ensure university professors have a higher capacity to educate future cohorts of teachers who will ultimately be responsible for the learning outcomes of generations of students in upper primary and secondary school. PRESTIJ will feed into the following results of USAID/Jordan’s Education and Youth Office Results Framework, which may also be updated during the life of this activity:

DO 3: Social Sector Quality Improved (Education and Youth) IR 3.2 Learning outcomes for all students in Jordan improved

Sub IR 3.2.1 Enhanced enabling environment for quality education

● 3.2.1.a Percent of university graduates who meet the MOE’s requirements for new teachers as a result of USG assistance

Sub Sub IR 3.2.1.2 Improved Faculties of Education o 3.2.1.2.a Number of universities adopted pre-service teaching model o o 3.2.1.2.b Number of education administrators and officials in USG supported training who demonstrates increased knowledge in teaching methodologies.

Sub Sub IR 3.2.1.3 GoJ Capacity Built o 3.2.1.3.b Number of education administrators and officials who complete professional development activities with USG assistance (ES.1-12)

Sub Sub IR 3.2.1.4 Improved curriculum o 3.2.1.4.a Number of primary or secondary textbooks or other teaching and learning materials (TLM) provided with USG assistance (ES. 1-10)

All activities will be inclusive of vulnerable groups and address the development objectives and attain the results mentioned above.

C.5. Expected Outcomes and Outputs

The Contractor will employ a highly collaborative approach to achieve the goals and outcomes delineated in the results framework, which includes the program goal, outcomes, and outputs presented in Figure 1.

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The Contractor must implement interventions that are aligned with the outcomes listed below.

Outcome 1: Participating universities successfully implement pre-service teacher education programs;

Outcome 2: Participating universities’ Pre-service teacher education programs are well subscribed by male and female students; and Outcome 3: GoJ systems, policies and practices related to pre-service teacher education are improved.

Figure 1: Results Framework

Outcome 1: Participating universities successfully implement pre-service teacher education programs

As noted above, PRESTIJ will implement interventions in a total of four universities. USAID expects PRESTIJ to be primarily centered around the successful implementation of QRTA’s Pre-Service Modules in the selected universities, and will work with all stakeholders to ensure that universities are on board.

However, in the event that USAID determines to support a university to take a different path to align with new policies and regulations (rather than implement the Pre-Service Modules), PRESTIJ must provide support to such universities for the development and implementation of an alternative model. The decision on whether and how to proceed with the alternative model will be made by USAID during contract implementation.

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With respect to the Pre-Service Modules, the Contractor will demonstrate that the selected universities have fully incorporated the Pre-Service Modules into their curricula, and are well placed to obtain accreditation of the Pre-Service Modules by the relevant bodies, such as the Higher Education Accreditation Commission (HEAC). Student Teachers who graduate from the Pre-Service Modules should be recognized by the MoE as being adequately qualified to become teachers, and not require any additional degrees or certificates. The Contractor will demonstrate the extent to which each stakeholder has committed to the new model and its continued implementation.

With respect to alternative models of pre-service teacher education, the Contractor will provide technical and financial assistance to selected universities in navigating the new regulatory landscape and planning for changes to their programs, taking into consideration their varying levels of capacity and resources. The Contractor will show that the selected universities have developed their own high quality pre-service teacher education programs, and that they have developed feasible plans for human, material, and financial resource allocation to support the roll-out of such programs.

Illustrative Outcome-level indicators may include:

- # of participating universities that have fully integrated the Pre-Service Modules or alternative models into their curricula

- # of students who have graduated from the Pre-Service Module or alternative models

- #/% of students in the Pre-Service Modules or alternative models who report satisfaction with the program’s ability to prepare them for work in a Grade 4-10 classroom in their field.

The following Outputs will contribute to this Outcome:

Output 1.1: Three additional universities meeting established criteria are selected for participation.

USAID, the MoE, and the MoHED will select the first of the four universities in which the Contractor will implement this program.

The Contractor will:

a) Propose a selection process for choosing the three additional universities to participate in the program, based on the basic requirements outlined by QRTA for integrating the Pre-Service Modules into their faculties, and the teacher demand and supply model developed under Outcome 3; and

b) Facilitate the selection process together with USAID and other relevant stakeholders.

Output 1.2: Project Steering Committee is established and operational

a) Facilitate participation by key stakeholders, including the MoE, MoHED, HEAC, QRTA and the relevant faculties of participating universities;

b) Manage overall governance of PRESTIJ, including the coordination and facilitation of a Steering Committee comprised of representatives from USAID, GoJ, QRTA and partner universities.

c) Support the partner universities to sign Memoranda of Understanding, outlining their relationships with USAID, the Contractor, QRTA, and the GoJ.

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Output 1.3: Participating universities identify and put in place all required resources and policies for the implementation of the Pre-Service Modules

a) Identify each university’s available or needed human, financial and material resources that will be mobilized for the successful implementation of the program. This includes an assessment of the requisite space, technological resources, and faculty members who meet the criteria to be trained as Teacher Educators and support staff.

b) Provide technical, financial and material support to universities to respond to the needs identified through the assessment to put in place all required resources, which may include, among other things, the provision of additional training, purchase of required equipment or software, and expenses associated with participating in QRTA trainings and overseeing the practicum (QRTA will be responsible for providing ongoing quality assurance throughout implementation once all resources have been put in place).

c) Provide technical assistance to universities to implement the QRTA-developed governance framework that details internal policies and processes on how the Pre-Service Modules will be delivered, monitored, and assessed. This will include supporting universities in defining the roles and responsibilities of faculty members in the relevant faculties, and any associated changes to incentive structures and benefits to promote participation by university staff.

d) Provide technical assistance to universities to establish a strong working relationship with the MoE and practicum schools in which Student Teachers will gain their practical experience.

e) Assess the individual needs of each university with respect to the practicum requirements, and provide tailored support and assistance in the areas of need identified. This will include technical assistance in implementing the QRTA-developed governance framework, that may entail introducing specific policies, procedures and staffing related to partnering with schools and mentor teachers, and the management and oversight of the practicum by the universities and Teacher Educators.

f) Provide technical assistance to the universities to ensure that they are able to continue to offer the

Pre-Service Modules beyond the life of PRESTIJ. This will include the development of a feasible and sustainable financial plan for covering the expenses associated with delivering the Pre- Service Modules, licensing the model from QRTA and obtaining other accreditations, and maintaining the level of quality and resources as required under the model.

Output 1.4: Participating universities provide adequate support to Teacher Educators and Student Teachers

a) Provide technical assistance to participating universities in establishing peer-to-peer and alumni support networks, discussion fora, and other ways that staff and students can connect with one another to express their thoughts and expectations and provide feedback to Universities and

QRTA.

Output 1.5 Selected universities develop their own pre-service teacher education programs

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a) Provide an analysis to USAID regarding whether the universities would be good candidates for developing alternative pre-service teacher education models.

b) Once USAID has selected the universities, provide technical and financial assistance to support them in all relevant aspects of program development and accreditation, including:

● Providing technical assistance to universities in determining how to apply the relevant MoE and MoHED policies and regulations, including with respect to the establishment of practicums in MoE schools and the allocation of the requisite number of credit hours to various components of the curriculum.

● Developing programs, with the universities, that respond to MoE needs for teachers in different grade levels and subject areas, while also meeting the standards expected by the MoE, the MoHED, HEAC and other relevant entities in order to become accredited and recognized as pathways to teacher qualification. The curricula should include gender-sensitive and inclusive teaching practices, as well as raise the capacity of prospective teachers on understanding gender disparities and modeling gender equality principles.

Output 1.6 Selected universities identify and put in place all required resources and policies for the implementation of their alternative pre-service teacher education programs

a) Provide technical assistance to universities to conduct an assessment to identify existing and required human, material, and financial resources, including professional and administrative staff support that will be essential for the roll-out of their new programs.

b) Provide technical, financial, and material support to universities to respond to the needs identified through the assessment to put in place all required resources.

c) Develop, with the universities, realistic and sustainable plans for optimizing the use of existing resources, and in securing any additional required resources.

Outcome 2: Participating universities’ pre-service teacher education programs are well-subscribed by male and female students

Given that schools are currently sex segregated from Grade 4 upwards, the MoE faces challenges in recruiting adequate numbers of specialist Grade 4-10 male and female teachers to meet the needs in each of the regions and across the different subjects and grade levels. The Contractor will demonstrate that it has met the yearly target number of male and female students both enrolling in and completing the Pre- Service Modules or alternative models, and that public awareness and perceptions of the teaching profession have been raised.

- #/% of male and female students enrolled in the Pre-Service Modules

- % change in awareness/perception of the pathways to teaching/teaching profession

The following Outputs will contribute to this Outcome:

Output 2.1: Participating universities develop and implement strategies for student recruitment to the Pre-Service Modules or alternative models

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The Pre-Service Modules will be taught to university students from selected bachelor programs, and will extend the period of study of these students by one academic year. Universities will accept students into the Pre-Service Modules or alternative models based on a defined set of qualifications developed with QRTA, the selected university and the need for Grade 4-10 teachers in particular subjects and regions that are identified together with the MoE.

a) For the first selected university, provide technical assistance to the university to design and implement a recruitment drive, targeting students who meet the QRTA criteria. This will include the development of informational and promotional materials for current students outlining the qualification requirements and the features of the program, and providing guidance counseling and career advisory sessions that include assistance with financial planning.

b) In subsequent years, provide technical and financial assistance to each university to develop and implement recruitment campaigns that target a broader audience, based on the admissions policies developed with QRTA, the selected university and MoE needs.

c) Develop sustainability plans with the universities to continue attracting students to the Pre-Service

Modules or alternative models beyond the life of PRESTIJ. This will include a feasible and sustainable financial plan for marketing the program and selecting students.

d) Provide technical assistance to each university during the selection and admissions process.

Output 2.2: The MoE and the MoHED develop and implement campaigns to raise the profile of the teaching profession and pathways to becoming a teacher

a) Provide technical and financial assistance to the MoE and the MoHED in producing and publicizing nationwide campaigns to raise the profile of the teaching profession and becoming a subject-matter teacher. This will include information on the pathways to becoming a teacher, with the aim of increasing enrollment in the Pre-Service Modules and other teacher education programs, while attracting more male teachers to the programs and the profession. The campaigns will focus on attracting aspiring students to become teachers in public schools in Jordan.

b) Develop sustainability plans with the MoE and the MoHED for future campaigns beyond the life of PRESTIJ, including a feasible financial plan that takes into account GoJ resources.

Output 2.3: The MoE and the MoHED develop incentives to attract students to the Pre-Service Module or other pre-service teacher training programs

a) Provide technical assistance to the MoE and MoHED to explore and develop viable and sustainable options for incentivizing aspiring teachers to commit to additional pre-service training at the undergraduate or postgraduate levels. This should take into consideration financial constraints as well as equity issues related to past graduates who were in the civil service queue on track to become teachers before the new policies were put in place.

Outcome 3: GoJ systems, policies, and practices related to pre-service teacher education are improved

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The GoJ is in the midst of a reform process on pre-service teacher education, and the Contractor will provide support and also contribute new ideas and methods that are responsive to the government’s needs for guidance and expertise. The Contractor will demonstrate that the overall framework related to pre-service teacher education, including all relevant systems, policies and practices have qualitatively improved, have broad support and are well understood by stakeholders and are aligned with each other.

- # of MoE and MoHED staff actively engaged in pre-service teacher education reform

- % of university staff reporting satisfaction with pre-service teacher education reforms

Output 3.1: Relevant GoJ entities are supported to develop and advance reforms to institutionalize pre-service teacher education

The MoE, the MoHED, HEAC, and other relevant entities are in need of assistance to navigate the pre-service teacher education reform process.

a) Identify the relevant actors and systems, and facilitate coordination and consultation among them, to develop and institutionalize comprehensive policies and processes on pre-service teacher education. This will also include, among other things, supporting the relevant entities in developing and applying standards for the recognition and accreditation of teacher education programs, including the Pre-Service Modules, alternative models developed by universities and qualifications obtained from overseas institutions.

b) Develop an action plan with the relevant entities for providing support to universities and MoE schools in the implementation of new policies related to pre-service education and practicums.

Output 3.2: The MoE and the MoHED track and effectively utilize data to inform pre-service teacher education policy and planning

Additional research and analysis in this field is required to inform the development and adaptation of new policies and curricula.

a) Provide technical and financial assistance to the MoE and MoHED to develop a robust and accessible teacher demand and supply model.

b) Provide technical and financial assistance to the MoE and MoHED to track the short- and long-term progress of any reforms implemented, and design and carry out any relevant studies and assessments. This will include tracking the career paths of Student Teachers who have graduated from the Pre-Service Modules, including whether they entered the public or private school systems, how long after graduating they did so, the locations of their school assignments, and the subjects they teach.

c) Provide technical assistance to the MoE and MoHED in applying lessons learned from universities, students, teachers and practicum schools to improve upon reforms.

C.6. Geographic Coverage

PRESTIJ will be active in universities around Jordan that will ensure broad geographic coverage based on the identified needs for teachers in different regions. Technical assistance to the various GoJ entities will take place primarily in Amman.

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C.7. Cross Cutting Considerations and Guidelines

C.7.1 Gender

The issue of gender in the education sector in Jordan is complex and multifaceted. At the student level, learning outcomes among girls surpass those of boys at almost every level. At the teacher level, assessments indicate that a shortage of male teachers in Jordan leads to high student-to-teacher ratios in male schools, lower academic performance, and higher incidents of violence in boys’ classrooms.

Teachers at boys’ schools suffer from low motivation, and, due to cultural and social norms, often work other jobs to supplement income from their work as a teacher. Attracting motivated young men into the teaching profession is critical, as is training those young men how to engage their students. There is also a continued need for investment in girls’ schools to ensure that female teachers are adequately empowered and that girls are encouraged to succeed and envisage their future career paths without restrictions.

Furthermore, given the critical role education plays in nurturing a child’s positive behavior and practices, it is important to ensure that teachers are equipped to model appropriate gender-sensitive and equitable behavior in the classroom. The Contractor will also incorporate approaches to raising the social standing of the teaching profession for men and women, and develop gender-sensitive incentives to encourage students to participate in the pre-service teacher program and encourage men to enter the teaching profession.

The Contractor will ensure that all planned activities are gender-sensitive and address gender disparities.

Activities will take into consideration gender equity and not just equality, to ensure that resources are allocated as needed to address persistent issues, and not simply distributed evenly across beneficiary groups. All statistics and data should be disaggregated by sex. The Contractor will ensure that implementation, management and decision-making processes utilized to achieve the objectives of this activity, both within the Contractor’s organizational structure and that of beneficiary organizations, is inclusive and equitable. In addition, the Contractor will empower staff and partners to effectively address gender-related challenges within their purview, and ensure staff adherence to gender-sensitive norms and practices.

C.7.2 Inclusive Development

USAID/Jordan supports deliberate efforts to improve the participation of persons with disabilities, refugees, and religious and ethnic minorities. The Contractor will ensure that all activities are inclusive of all beneficiaries, and that they consider how they can influence changes in policy and practice to do the same.

C.7.3 Technology

The Contractor will employ technology only in an evidence-based and cost-effective manner. This applies to all interventions under the program, whether in the Ministries, universities, or practicum schools. While the QRTA Modules will outline minimum requirements, such as virtual learning platforms, the Contractor will ensure that meeting these requirements will use all appropriate and relevant technologies, and will incorporate technologies that are reliable, scalable, and sustainable. This also applies to any other use of technology under the program, which must be identified in advance by the Contractor with respect to each planned intervention (e.g., student recruitment drives, monitoring Teacher Educator and Student Teacher progress, etc). As such, the Contractor will take into account a number of factors when considering the integration of technology into the program (e.g., budget, total cost of ownership, infrastructure, users’ skills, organizational capacity, sustainability, etc.).

C.7.4 Coordination

The Contractor will engage with a wide variety of stakeholders, from government entities to secondary school students applying to university. There are various opportunities for leveraging public and private sector partnerships to support improved pre-service teacher training, including through the project’s Steering Committee and interventions focused on outreach. The Contractor will identify all relevant

18 | P a g e stakeholders, including government and non government actors, and build synergies and relationships with them in support of PRESTIJ. The Contractor will operate through existing GoJ and university structures instead of creating parallel processes that may not be sustained beyond the life of the program.

C.7.5 Cooperation with External Evaluation Partners

In-line with USAID’s Evaluation Policy, the Contractor will coordinate closely with the third-party evaluator regarding data and observation needs. The Contractor will put in place a data management system to facilitate the review of data under the third-party evaluation, and enable USAID and other parties to track outcomes that extend beyond the life of the program.

C.7.6 Flexibility, Adaptability, and Responsiveness during Implementation

The Contractor will incorporate flexibility, adaptability, and responsiveness enabling the activity to respond to changing conditions and opportunities over the life of the Contract. Flexibility refers to the ability to easily adapt to new conditions and particularly relates to short-term decisions concerning implementation, the use of resources, and course corrections as issues arise. Adaptability refers to an adjustment to new conditions, shocks, crises, or stabilization, and how this will impact long-term decisions and corresponding programmatic adjustments. Responsiveness ensures that the activity does not remain committed to one approach blindly, but continually assesses whether the timing, selected approach, participants, location, and any combination thereof are still appropriate, effective and achieving the expected results. The Contractor will operate in changing environments.

C.8 Communication Strategy

The Contractor will develop and implement a communication strategy that supports the GoJ, USAID and the USG messaging, builds support for teaching and pre-service education reforms, and increases ownership by the GoJ. The strategy must include a focus on campaigns that lead to measurable results in attitudes and behavior. Further, a communication plan must also ensure that implementing partners adhere to USAID marking and branding policies.

C.9 Sustainability and Scale-up

The Contractor will implement low-cost, replicable, and scalable interventions that will be sustainable and affordable for the GoJ and participating universities, and that can be scaled up in other universities across the country. The Contractor will develop a roadmap with the GoJ and the participating universities to assist them in planning how to sustain and continue to fund pre-service teacher training interventions, including the identification of funding sources. During the life of the program, the Contractor will build exit strategies together with the GoJ and universities that will allow them to absorb program costs through a phased approach.

C.10 Monitoring, Evaluation, and Learning

To track progress and inform program decision-making, monitoring, evaluation and learning will be a core focus of PRESTIJ. Monitoring the program should, to the extent possible, utilize existing monitoring and evaluation frameworks and systems used by the GoJ and universities. The Contractor will implement a robust monitoring, evaluation, and learning system based on rigorous data collection, timely reporting, and adaptive management. The phased introduction of the Pre-Service Modules into universities and practicum schools will be maximized by the Contractor as an opportunity for learning and adapting. Data-gathering under this program will also be used by the Contractor as a capacity-building exercise for the GoJ, to complement interventions under Output 3.2. To the extent that any of the participating universities implement different models of pre-service teacher education, the Contractor will ensure that it collects data that would allow for learning about the successes and challenges of the different programs, and how students in each program have performed.

[END OF SECTION C]

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SECTION D – PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

(a) It is USAID policy that USAID-financed commodities and shipping containers, and project construction sites and other project locations be suitably marked with the USAID emblem. Shipping containers are also to be marked with the last five digits of the USAID financing document number. As a general rule, marking is not required for raw materials shipped in bulk (such as coal, grain, etc.), or for semi-finished products which are not packaged.

(b) Specific guidance on marking requirements should be obtained prior to procurement of commodities to be shipped, and as early as possible for project construction sites and other project locations. This guidance will be provided through the contracting officer’s technical representative (COTR) indicated on the cover page of this Order, or by the Mission Director in the Cooperating Country to which commodities are being shipped, or in which the project site is located.

(c) Authority to waive marking requirements is vested with the Regional Assistant Administrators, and with Mission Directors.

(d) A copy of any specific marking instructions or waivers from marking requirements is to be sent to the Contracting Officer; the original should be retained by the contractor.

D.2 BRANDING AND MARKING POLICY

All USAID-funded foreign assistance (including programs, projects, activities, public communications, or commodities) must be communicated, promoted, and marked as coming from the American People through USAID. Specific communications and promotion measures must be described in the “Branding Strategy” and “Branding Implementation Plan,” and specific marking will be described in the “Marking Plan” for the contract. Branding and marking under this contract must comply with the USAID Automated Directive System Chapter 320 Branding and Marking (ADS 320) at http://www.usaid.gov/policy/ads/300/320.pdf.

D.3 BRANDING STRATEGY

The name of the project: is Pre-Service Teacher Education in Jordan (PRESTIJ)

Translations to other applicable languages must be proposed by the contractor and approved by USAID as part of the Branding Implementation Plan.

Positioning: Publicity materials and communications must clearly reflect the notion that this activity is provided by the American People through USAID, with the close collaboration and support of the Government of Jordan. No other organizations or bodies must be acknowledged publicly in connection with the “Pre-Service Teacher Education in Jordan (PRESTIJ) Project”. The contractor must use full branding and the USAID tagline “From the American People” on materials and communications, which may be translated into local languages as appropriate. Co-branding and no branding will only be considered on a case-by-case basis as considered appropriate by the Contracting Officer’s Representative (COR) and Contracting Officer (CO).

The desired level of USAID’s visibility for this project is medium.

The primary audience for all materials and documents produced includes public universities, university professors, the Government of Jordan, students, schools, the general public. The secondary audience for materials and documents produced includes secondary school students, parents, other donors.

http://www.usaid.gov/policy/ads/300/320.pdf

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D.4 APPROVAL OF COMMUNICATION STRATEGY AND BRANDING IMPLEMENTATION PLAN

The contractor’s Communication Strategy and Branding Implementation Plan and Marking Plan will be finalized and submitted for Contracting Officer approval prior to award. The contractor will follow the approved plan during implementation of this contract unless a waiver is requested and approved.

Guidance applying for waivers can be found at USAID Automated Directive Supplement Chapter 320, Branding and Marking.

[END OF SECTION D]

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SECTION E – INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

The following Contract clauses pertinent to this section are hereby incorporated by reference (by Citation Number, Title, and Date) in accordance with the clause at FAR 52.252-2 CLAUSES INCORPORATED BY REFERENCE" in Section I of this Contract. See http://acquisition.gov/far/index.html for electronic access to the full text of a FAR clause.

FEDERAL ACQUISTION REGULATION

(48 CFR Chapter 1)

NUMBER TITLE DATE

52.246-5 INSPECTION OF SERVICES—COST-REIMBURSEMENT APR 1984

E.2 INSPECTION AND ACCEPTANCE

USAID inspection and acceptance of all services, reports and other required deliverables or outputs under this proposed contract must take place at:

USAID/Jordan Education and Youth Office Amman, Jordan or at any other location where the services are performed and reports and deliverables or outputs are produced or submitted. The Contracting Officer’s Representative (COR) listed in Section G has been delegated the authority to inspect and accept all services, reports and required deliverables or outputs.

Consistent with 52.246-5, the Contractor shall provide and maintain an inspection system acceptable to the Government covering the services under this contract. Complete records of all inspection work performed by the Contractor shall be maintained and made available to the Government during contract performance and for as long afterwards as the contract requires.

[END OF SECTION E]

http://acquisition.gov/far/index.html

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SECTION F – DELIVERIES OF PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

The following contract clauses pertinent to this section are hereby incorporated by reference (by Citation Number, Title, and Date) in accordance with the clause at FAR ―52.252-2 CLAUSES INCORPORATED BY REFERENCE in Section I of this contract. See http://acquisition.gov/far/index.html for electronic access to the full text of a FAR clause.

FEDERAL ACQUISITION REGULATION (48CFR Chapter 1)

NUMBER TITLE DATE

52.242-15 STOP-WORK ORDER AUG 1989

ALTERNATE I APR 1984

52.243-2 CHANGES—COST-REIMBURSEMENT AUG 1987

ALTERNATE I APR 1984

F.2 PERIOD OF PERFORMANCE

The estimated period of performance for this Contract is five (5) years.

F.3 PLACE OF PERFORMANCE

The place of performance under this contract is Jordan and other places, as detailed in Section C.

F.4 AUTHORIZED WORK DAY / WEEK

No overtime or premium pay is authorized under this contract. The contractor is authorized up to a 5 day workweek for long-term staff in the field with no premium pay, and 6 day workweek for short-term advisors in the field with no premium pay.

F.5 DELIVERABLES AND REQUIRED REPORTING

In addition to the…