Final_Amended_Solicitation_-_72060318R000001.pdf

USAID/Djibouti Early Grade Reading Activity SOL #: 72060318R00001 [Revised] i

Table of Content

PART I - THE SCHEDULE:

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

B.2 CONTRACT TYPE

B.3 ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT

B.4 BUDGET

B.5 INDIRECT COSTS

B.6 COST REIMBURSABLE

B.7 MULTI-YEAR CONTRACT

B.8 PAYMENT OF FIXED FEE

SECTION C - STATEMENT OF WORK

C.1 TITLE

C.2 OBJECTIVE

C.3 BACKGROUND

C.4 GENERAL PROGRAM PARAMETERS

C.5 SERVICES AND TASKS REQUIRED

C.6 PROGRAM REPORTING AND OTHER DELIVERABLES

SECTION D: PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

D.2 BRANDING POLICY

SECTION E: INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

E.3 MONITORING, EVALUATION AND LEARNING

SECTION F: DELIVERIES/PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY

REFERENCE

F.2 PERIOD OF PERFORMANCE

F.3 PLACE OF PERFORMANCE

F.4 PERFORMANCE EVALUATION

F.5 PERFORMANCE STANDARDS

F.6 DELIVERY SCHEDULE

F.7 REPORTING REQUIREMENTS

F.8 AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT

EXPERIENCE DOCUMENTS

F.9 PERSONNEL

ii

F.10 AUTHORIZED WORK WEEK

SECTION G: CONTRACT ADMINISTRATION DATA

G.1 CONTRACTING OFFICER'S AUTHORITY

G.2 ADMINISTRATIVE CONTRACTING OFFICE

G.3 CONTRACTING OFFICER'S REPRESENATIVE (COR)

G.4 PAYING OFFICE

G.5 INVOICING INSTRUCTIONS:

G.6 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998)

G.7 ACCOUNTING AND APPROPRIATION DATA

G.8 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1 AUTHORIZED GEOGRAPHIC CODE

H.2 AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION

REQUIREMENTS (APR 2014)

H.3 ADS 302.3.5.5 REPORTING OF FOREIGN TAXES (JULY 2007)

H.4 CONSENT TO SUBCONTRACT

H.6 LOGISTIC SUPPORT

H.8 ENVIRONMENTAL COMPLIANCE

H.9 DISCLOSURE OF INFORMATION

H.10 ADS 302.3.5.19 USAID-FINANCED THIRD-PARTY WEB SITES (AUG 2013) . 57

H.11 ADS 302.3.5.20 CONFERENCE PLANNING AND REQUIRED APPROVALS

(AUG 2013)

H.12 COMPLIANCE WITH THE TRAFFICKING VICTIMS PROTECTION

REAUTHORIZATION ACT

H.13 ADS 302.3.5.22 SUBMISSION OF DATASETS TO THE DEVELOPMENT

DATA LIBARARY (OCT 2014)

H.14 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY

REFERENCE

H.15 AIDAR 752.225.70: SOURCE AND NATIONALITY REQUIREMENTS (FEB

2012) 60

H.16 AIDAR 752.7004 EMERGENCY LOCATOR INFORMATION (JUL 1997)

H.17 AIDAR 752.228-70 MEDICAL EVACUATION (MEDEVAC) SERVICES (JUL

2007) 61

H.18 PERSONNEL APPROVALS (AIDAR 752.7007 AND 752.7027)

H.19 EXECUTIVE ORDER ON TERRORISM FINANCING (FEB 2002)

H.20 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL

CONFERENCES (JAN 2002)

H.21 USAID DISABILITY POLICY - (DEC 2004)

H.22 AIDAR 752.245.71 TITLE TO AND CARE OF PROPERTY

H.23 CONFLICTS OF INTEREST

iii

H.24 AIDAR 731.7013 CONTRACTOR-MISSION RELATIONSHIPS (JUNE 2018) . 64

H.25 NONDISCRIMINATION (June 2012)

H.26 USAID IMPLEMENTING PARTNER NOTICES (IPN) PORTAL FOR

ACQUISITION

H.27 ELECTRONIC PAYMENTS SYSTEM

H.28 AAPD 16-04 DEFENSE BASE ACT (DBA) INSURANCE FOR 2015-2020

H.29 752.228-3 WORKERS COMPENSATION INSURANCE (DEFENCE BASE ACT)

H.30 GRANTS UNDER CONTRACT

H.31 SUBCONTRACTING PLAN

SECTION I - CONTRACT CLAUSES

I.1. FAR 52.203-19, PROHIBITION ON CONTRACTING WITH ENTITIES THAT

REQUIRE CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS (JAN 2017) ... 76

I.2 AIDAR 752.219-8 UTILIZATION OF SMALL BUSINESS CONCERNS AND

SMALL DISADVANTAGED BUSINESS CONCERNS (MAR 2015)

I.3 AIDAR 752.219-70 USAID Mentor-Protégé Program (JULY 13, 2007)

I.4 52.227-23 RIGHTS TO PROPOSAL DATA (TECHNICAL) (JUN 1987)

I.5 52.229-8 TAXES—FOREIGN COST-REIMBURSEMENT CONTRACTS (MAR

1990) 77

SECTION J - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

J.1 LIST OF ATTACHMENTS

SECTION K - REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF

OFFERORS

K.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY

REFERENCE

K.2 52.203-18, PROHIBITION ON CONTRACTING WITH ENTITIES THAT

REQUIRE CERTAIN INTERNAL CONFIDENTIALITY AGREEMENTS OR

STATEMENT-REPRESENTATION (JAN 2017)

K.3 FAR 52.209-11 REPRESENTATION BY CORPORATIONS REGARDING

DELINQUENT TAX LIABILITY OR A FELONY CRIMINAL CONVICTION (FEB

2016) 80

K.4 [RESERVED]

K.5 52.204-3 TAXPAYER IDENTIFICATION (OCT 1998)

K.6 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (JAN 2018) .. 81

K.7 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (OCT

2015) 85

K.8 52.209-7 – INFORMATION REGARDING RESPONSIBILITY MATTERS (JUL

2013) 87

K.9 52.225-25 -- PROHIBITION ON CONTRACTING WITH ENTITIES ENGAGING

IN CERTAIN ACTIVITIES OR TRANSACTIONS RELATING TO IRAN—

REPRESENTATION AND CERTIFICATIONS (OCT 2015)

K.10 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND

CERTIFICATION (OCT 2015)

iv

K.11 52.230-7 PROPOSAL DISCLOSURE--COST ACCOUNTING PRACTICE

CHANGES (APR 2005)

K.12 INSURANCE - IMMUNITY FROM TORT LIABILITY

K.13 52.204-17 OWNERSHIP OR CONTROL OF OFFEROR (JULY 2016)

K.14 52.203-11 -- CERTIFICATION AND DISCLOSURE REGARDING PAYMENTS

TO INFLUENCE CERTAIN FEDERAL TRANSACTIONS

K.15 52.204-19 – INCORPORATION BY REFERENCE OF REPRESENTATIONS

AND CERTIFICATIONS

K.16 52.204-20 – PREDECESSOR OF OFFEROR

K.17 52.209-2 PROHIBITION ON CONTRACTING WITH INVERTED DOMESTIC

CORPORATIONS—REPRESENTATION

K.18 52.222-56 CERTIFICATION REGARDING TRAFFICKING IN PERSONS

COMPLIANCE PLAN

K.19 SIGNATURE

K.20 52.209-12 – CERTIFICATION REGARDING TAX MATTERS

SECTION L - INSTRUCTIONS TO OFFERORS INSTRUCTIONS, CONDITIONS, AND

NOTICES TO OFFERORS

L.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY

REFERENCE

L.2 52.215-1 -- INSTRUCTIONS TO OFFERORS -- COMPETITIVE ACQUISITION

(JAN 2017)

L.3 FAR 52.216-1 TYPE OF CONTRACT (APR 1984)

L.4. FAR 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.5. QUESTIONS AND CLARIFICATIONS

L.6 GENERAL INSTRUCTIONS TO OFFERORS

L.7 DELIVERY INSTRUCTIONS

L.8 GENERAL INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL

PROPOSAL

L.9. TECHNICAL APPROACH (See Section M.2(a)):

L.10. PERSONNEL AND MANAGEMENT APPROACH (See Section M.2(b)):

L.11. PAST PERFORMANCE AND SMALL BUSINESS CONCERNS (See Section M.2(c))

L.12. ORGANIZATIONAL CAPABILITY AND EXPERIENCE (see Section M.2 (d)) ... 109

L.13. MONITORING, EVALUATION, AND LEARNING PLAN (SEE SECTION M.2(E))

L.14. INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL ... 110

L.15. INSTRUCTIONS FOR THE PREPARATION OF BRANDING AND MARKING

PLAN STRATEGY

L.16. INSTRUCTIONS FOR THE PREPARATION OF OF SUBCONTRACTING PLAN

SECTION M - EVALUATION FACTORS FOR AWARD

M.1 GENERAL INFORMATION FOR OFFERORS

v

M.2 EVALUATION CRITERIA

M.3 PRICE/COST EVALUATION

M.4 DETERMINATION OF THE COMPETITIVE RANGE

PART I - THE SCHEDULE:

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of this contract is to improve reading achievement for Djiboutian children at the primary school level (grades 1-5). DEGRA will support the GoDJ strategy of improving quality basic education through the improvement of children’s learning achievements in primary education.

B.2 CONTRACT TYPE

The U.S. Government contemplates award of a Cost-Plus-Fixed -Fee (CPFF) completion type contract resulting from this solicitation. For the consideration set forth below, the Contractor will provide the deliverables or outputs described in Section F in accordance with the performance standards specified in Section F of this RFP.

B.3 ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT

(a) The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, is . The fixed fee is . The total estimated cost plus fixed fee is__________. This is the maximum amount the Contractor may be paid without the advance written approval of the Contracting Officer.

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

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

B.4 BUDGET

The total cost stated below for the budget categories specified below may not be adjusted without a written modification signed by the Contracting Officer. No amounts in excess of the amounts specified for each activity shall be billed against the Contract.

Item Total Direct Cost Indirect Cost Total Cost

B.5 INDIRECT COSTS

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

Description* Period** Rate Base***

* Description or type of rate indicated as a percentage, e.g., G&A ** Period, e.g., CY 2009 *** Base, e.g., Direct Labor for Labor Overhead”

B.6 COST REIMBURSABLE

The U.S. dollar costs allowable 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, and 52.232-20 and 52-232-22 Limitations of Cost and Limitations of Funds, if applicable, and AIDAR 752.7003, Documentation for Payment.

B.7 MULTI-YEAR CONTRACT

The Contract is considered non‐severable, and is therefore a multi‐year contract as defined in FAR 17.103. Therefore, this RFP is subject to the requirements of FAR 17.106. However, this is a CPFF type contract where the contractor is authorized to be reimbursed for all costs which are allowable in accordance with FAR 52.216‐7, “Allowable Costs and Payment.” Therefore, the contractor will not incur any costs which would have been amortized over the life of the contract should the contract be cancelled in accordance with FAR 52.217‐2. The cancellation ceiling for each cancellation date is $0 and there is no requirement to include cancellation dates in the contract.

B.8 PAYMENT OF FIXED FEE

Payment of the fixed fee will be made as follows. The Contractor’s fixed fee is tied to the accomplishment of performance objectives and deliverables or outputs described in Sections C, D and F that are specified in Table 1 below, subject to inspection and acceptance by USAID/Djibouti as specified in section E, and otherwise in compliance with the terms of the contract and in accordance with work planning approved by USAID/Djibouti. The contractor will be paid the amount of fee specified for each denoted performance objective, deliverable or output set forth in the table below upon acceptance by the Contracting Officer’s Representative (COR). Because the clause entitled “Allowable Cost and Payment” (FAR 52.216-8) is incorporated into the RFP and applicable to this order, the terms and conditions of this clause apply after total payments of fixed fee reach eighty‐five percent (85%) of the total fixed fee.

Table 1 – Fixed Fee Payment Schedule [Amount of fee to be filled by offerors and results to be filled in by offerors where indicated below] # Performance Objective/Deliverable/Output Reference Amount($)

1 Mobilization Plan Approved F.7.a ______ 2 Year 1 Annual Work Plan Approved

C.6.b ______

3 Monitoring, Evaluation and Learning Plan (ME&L) Approved

C.6.a ______ 4 Grants under Contract Manual Approved

F.7.f ______

5 Weekly dissemination of educational programs for nationwide sensitization on the DEGRA with CRIPEN completed for Year 1

C.5.b.ii

6 Every PTA implements at least four school improvements projects by the end of Year 2 in collaboration with school principals

C.5.b.ii

7 Weekly dissemination of educational programs for nationwide

Year 2

8 Early Grade Reading instructional reading time increased by ___% in schools at the end of Year 2 over baseline over the previous year

9 Weekly dissemination of educational programs for nationwide

Year 3

10 Every PTA implements at least two school improvements projects in Year 3 in collaboration with school principals

11 Weekly dissemination of educational programs for nationwide

Year 4

12 Every PTA implements at least two school improvements projects in Year 4 in collaboration with school principals

13 Early Grade Reading instructional reading time increased by % in schools at the end of Year 4 over Year 2

14 Reading Curriculum is revised and distributed for grades 1-5

C.5.b.i ______

15 Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 and grade 5 with USG assistance increased by __ percent at the end of the Contract

C.5.b.i

16 100% of teachers have received training and coaching to improve reading instruction in classrooms

C.5.b.i

17 Girls pilot reading enrichment programs completed and assessed

C.5.b.i ______

18 Reading Assessment protocol is established by which children are tested on a periodic basis led by MENFOP evaluation unit

C.5.b.iii

19 100% of MENFOP evaluation unit staff is trained and provided with appropriate evaluation tools and equipment

C.5.b.iii

[END OF SECTION B]

SECTION C - STATEMENT OF WORK

C.1 TITLE

The title of this development activity is the Djibouti Early Grade Reading Activity (DEGRA).

C.2 OBJECTIVE

The objective of the DEGRA is to improve reading achievement for Djiboutian children at the primary school level (grades 1-5). DEGRA will support the GoDJ strategy of improving quality basic education through the improvement of children’s learning achievements in primary education. The Activity will improve the reading skills of children at the primary level in the following three main Intermediate Results (IRs) and Sub (IRs):

1. IR1: Reading instruction improved;

Sub-IR1.1 Improved curriculum and reading materials used in primary schools Sub-IR1.2 Teacher practice in reading instruction improved

2. IR2: Community participation in Early Grade Reading enhanced Sub-IR2.1 Family and community engagement to support reading increased Sub-IR2.2 CSOs and PTAs capacity to implement reading initiatives increased

3. IR3: Reading education policies are reformulated and reinforced.

Sub-IR3.1 Database on reading is established Sub-IR3.2 Legal framework supporting reading development is reinforced Sub-IR3.3 Technical commission for reading is created and functioning

To achieve this goal, the Contractor will work in close collaboration with the Ministry of National Education and Vocational Training (MENFOP) key institutions including the Centre de Formation des Enseignants de l’Enseignement Fondamental (National Teacher Training College) (CFEEF) to train teachers on the use of best practices in reading and the Centre de Recherche information de Production de l’Education Nationale (National Center for Research, Information, and Reproduction of the Ministry of national Education) (CRIPEN) to develop improved reading materials to be used in the classrooms. The Contractor will provide relevant services and deliverables to achieve this Goal (as specified in section C5 of this document).

C.3 BACKGROUND

The Djibouti Basic Education Project Appraisal Document (PAD) was approved on January 15, 2018. There are three activities under the PAD: DEGRA, the primary activity; an external Early Grade Reading assessment that will be conducted in year five; and a set of reading analyses (conducted March-September 2017) to inform the design of this project. The following provides relevant background information regarding (a) the relevant development context; (b) the relationship to USAID strategies, the USG Djibouti Development Assistance Strategy 2015-2017 and the USG Integrated Country Strategy 2018-2021, as well as Government of Djibouti strategies; (c) other leveraged resources; and (d) reading analyses.

C.3.a The Development Context:

The DEGRA will improve reading skills of children in grades 1-5 in urban and rural primary schools through evidence-based interventions that target students, parents, teachers, and education administrators. The activity comes at a critical time for MENFOP as it launches a new Government of Djibouti (GoDJ) three year Education Action Plan (2017-2019) that will focus on improving children’s learning outcomes with a focus on reading and mathematics in primary education.

Since the passage of the Education Law of 2000, MENFOP began implementing reforms that led to concrete results in access to primary education, such as the Gross Enrollment Rate (GER) increase from 49.5 percent in 2003 to 78.5 percent in 20151. To meet one of the Millennium Development Goals for 2015, the GoDJ increased the education budget from 16 percent of the national budget in 2007 to 20 percent in 2016. Despite the increase in access to schools, many challenges remain. For example, efforts to increase enrollment of girls and other under-represented groups are lacking. An estimated 37 percent of school-aged children have dropped out of school or never attended2. Pre-school is not yet compulsory and only five percent of children attend formal pre-school, while approximately 68 percent of children attend Koranic community-based preschools. Steps need to be taken to ensure that recent enrollment gains are not lost, especially at critical transition points such as the end of both primary and middle school education. The repetition rate in early primary education stands at five percent until grade five, the final year of primary school, where the rate jumps to nine percent.

The education system itself also suffers from a range of problems, such as weak institutional structures, low quality of teacher preparation programs and in-service training, large class sizes, and dismal student achievement rates in major subjects. The increase in enrollment rates has not been accompanied by an increase in the number of classrooms. For example, 42 percent of classes take place in two-shift schools with half of students attending the morning and the other half in the afternoon. This limits the possible hours of instructional time and extra-curricular activities that can take place in a given school building. The average primary school class size is 49 students, and teachers struggle to ensure classroom management.

The teacher qualification levels vary widely in Djibouti. Pre-service and in-service teacher training is provided by CFEEF, run by MENFOP. Since 2014, the ministry has recruited university graduates from a multitude of fields of study for its one-year pre-service primary teacher preparation program. Prior to 2014, the ministry recruited both middle school (with perhaps some high school) and high school graduates, who received two years and one year respectively of teacher preparation. Presently, only 10 percent of public primary school teachers have a university degree; 35 percent of teachers have completed middle school, and 50 percent are high school graduates. In-service teacher training takes place in a modular format by CFEEF instructors and is school-based. In-service training should be provided to all basic education teachers. Every teacher is required to complete 30 hours of in-service training annually. However, not all teachers receive the required annual training.

Pedagogical supervision and support is insufficient and often fails to reach remote rural schools. The national symposium on quality recommends recruiting teachers with a minimum of three years of university studies.

1MENFOP national statistical yearbook 2015-2016 2 Data from UNICEF study on out of school children conducted in Djibouti in 2014

On a positive note, over 80 percent of schools have both a School Management Committee (SMC) led by the school director and a Parent Teacher Association (PTA). This is greatly due to USAID’s assistance, through its AIDE project (2009-2013), that helped create and build the capacity of PTAs in primary schools. PTAs played a critical role in increasing enrollment rates from 2003-2009 and many are involved in awareness-raising to increase enrollment and retention rates of children, especially in underprivileged areas. PTAs are legally permitted to participate in school management and are officially recognized as civil society organizations.

PTAs present an opportunity to raise awareness among families and community members on the importance of building strong reading skills early in a child’s education.

This project comes at a time when the MENFOP is implementing its ten-year Master Strategic Plan (2010-2019) focusing on quality education improvement. MENFOP held a national symposium on quality education in January 2017 that included a wide range of education stakeholders, demonstrating the supportive environment for this project. The results of the symposium are intended to inform the new Education Action Plan (EAP), 2017-2019.

The findings of the 2014-2016 EAP review and the national symposium recommendations are aligned with USAID’s Basic Education project objectives. Recommendations include:

• Increasing the number of hours of French taught in schools at all levels;

• Revising textbooks and current pedagogical methods (competency-based approach);

• Integrating one hour per day for reading into the school curriculum;

• Training teachers on different teaching methods, pedagogical practices and reinforcing pedagogical support;

• Putting in place decentralized pre-service training;

• Introducing national assessments in a variety of areas, including master of reading;

• Ensuring better partnership and coordination with parents;

• Involving parents in monitoring their children’s learning achievements;

• Reinforcing the evaluation system by introducing a tool for language evaluation;

• Reviewing the basic skills students must master to be admitted to upper grade;

and

• Setting the passing grade threshold at a scale of 10 out of 20.

MENFOP used a participatory approach that included local and international partners, through a forum called the Local Group of Education Partners. The Local Group of Education Partners reviewed the 2014-2016 EAP to assess achievements as well as analyze challenges and lessons learned to better prepare the new 2017-2019 EAP.

It is anticipated that USAID will continue to assist MENFOP in primary reading and assessments as part of its contribution to the forthcoming 2017-2019 EAP. Activities under USAID’s Basic Education project will be informed by the results of the 2014-2016 EAP review and the national symposium results (which will form the basis of the 2017-2019

EAP).

Languages in Primary Education

French and Modern Standard Arabic (MSA) are the only two official languages in Djibouti and official documents are routinely produced in both languages. Djiboutian people largely speak Somali, Afar, or Djiboutian Dialectical Arabic as a mother tongue and almost no one speaks French or MSA as a first language. Both Afar and Somali have standardized orthographies developed by the Djiboutian Institute of National Languages.3 French has been the official medium of instruction in Djiboutian schools since independence in 1977, but a limited number of private schools use MSA as the language of instruction. Children in public school and private French-language medium schools begin to study MSA in grade three.

Grade one students are put into linguistic immersion and are expected to acquire oral fluency and literacy in French by the end of grade two.

Results of EGRA 2012-Reading Assessments

The USAID-funded National Early Grade Reading Assessment (EGRA), conducted in 2012 informed the development of this activity. The 2012 EGRA, a performance evaluation of the previous 2009-2013 USAID education project, and the Workforce Development Assessment conducted in April 2014, all highlight the need to reinforce basic literacy to improve learning achievement. Only 40 percent4 of fifth graders achieved the minimum mastery for the primary education cycle in 2013. The EGRA found that children were not reading at grade level in French. Children had most difficulty in reading made-up words, fluency in reading a text aloud, and reading comprehension. Fifty percent of second graders in the sample were not able to read a single made-up word. In terms of word reading, 45 percent of learners in second grade were incapable of reading a single word of text in the reading passage. In terms of fluency, Grade five students read an average of 39 words per minute, which is below the proficiency standard of 60 words per minute whereas students in grade two were able to read an average of 11 words per minute.

The GoDJ and MENFOP support teaching French as a second language (otherwise referred to by the GoDj as “language of instruction”).

C.3.b Relationship to USG Strategies:

USAID/Djibouti programs are guided by the USG Development Assistance Strategy (DAS) 2015-2017 and the Djibouti Integrated Country Strategy (ICS) 2018-2021 as well as by USAID sector strategies. DEGRA is also aligned with the GoDJ’s Education Strategy.

Specifics on DEGRA’s relationship to these strategies are discussed below.

C.3.b.i. Linkages to USAID Education Strategy

DEGRA is aligned with Goal One of USAID’s Global Education Strategy for 2011-2015.

The new Global Education Strategy is still in draft version. However, the first goal of the draft Education Strategy entitled “All Children Reading” is maintained with nearly the same objectives as the current goal of “Improved Reading Skills for 100 Million Children in Primary Grades by 2015.” USAID’s 2011-2015 Education Strategy remains in effect until

3 Afar and Somali are national languages in neighboring Ethiopia where USAID-supported experimentation is taking place for these languages in early primary education. Somali is one of the official languages of Somalia, and Afar is a secondary official language in Eritrea.

the new education strategy is validated. Activities will focus on improving reading outcomes at the primary level, applying the most recent evidence-based practices and incorporating rigorous measures for monitoring and evaluation. To improve reading skills for learners in primary grades, the strategy recognizes that greater community engagement in education is necessary to increase accountability for results in learning. In addition, the strategy also encourages USAID operating units to support ownership by policymakers, administrators, teachers, students, and parents in education. Efforts to improve the quality of education arise from shared accountability, mutual goals, and a common vision. Nuanced understanding of the complex, cultural, social, and political forces at play within the local context is critical to the success of these efforts. Finally, the USAID Education Strategy guidance promotes reliance on local leadership and coordinated efforts among education stakeholders including government, civil society, and the private sector to ‘own’ evidence-based programming to achieve the Strategy’s goals.

C.3.b.ii. Linkages to USG Djibouti Strategies

The DEGRA directly relates to DAS Mission Objective #3: Government capacity to provide, and citizen demand for, quality transparent basic services. Education and health were identified as key priorities under the DAS. Also, the DAS includes gender as a cross-cutting priority, Cross-Cutting Priority 2 (Gender Equality/Women’s Empowerment). To address the serious issue of gender equity in education in Djibouti, the project will incorporate measures to promote girls’ retention in primary schools. Learning materials developed under this project will be gender sensitive. Teacher training will be delivered in ways and in locations that ensure that female teachers can fully participate and benefit from the project. The DEGRA also ties closely with the ICS Mission Objective 2.2 Improve delivery of quality, participatory basic education and health services.

C.3.b.iii. Relationship to Government of Djibouti Priorities and Initiatives

One of MENFOP’s 2017-2019 EAP priorities is to improve teaching and learning outcomes in basic education. The DEGRA will support the following EAP objectives:

• Update curricula and define guaranteed minimum knowledge and skills for all pupils in basic education

• Develop training for teaching staff

• Strengthen the quality of the environment and school life to maintain favorable conditions for learning

• Develop evaluation as a tool for learning

To improve overall education quality, MENFOP’s EAP states that improving literacy skills in primary education is a priority for the Djiboutian government. To improve teaching and learning outcomes, the EAP interventions will focus on:

• Revision and updating of primary curricula and textbooks. They will be adapted to the time (disciplinary, time volumes) and school rhythms and will focus pupils’ educational needs.

• Establishment of a system of regular monitoring and evaluation of students' results based on the evaluation service of MENFOP and the pedagogical supervision team (Inspectors, Educational Advisors, school directors) in order to establish a culture of evaluation in the education system.

• Reviving school libraries/ reading corners as they are an effective medium for promoting reading among Djiboutian children and indirectly improving students' level of understanding in French

• Improving in-service training for teachers with a results-based approach, namely:

how to ensure that training provides an effective improvement in learning

• Reinforcing teacher’s supervision with better trained pedagogical advisers and more adequate material and human resources in urban and rural areas

The interventions of USAID’s DEGRA are aligned with activities to improve quality of learning and teaching as described in the EAP. Moreover, USAID designed the project‘s results framework with a team from MENFOP. The design process included work sessions over a period of months and concluded with agreements on the project’s purpose, objectives and illustrative interventions.

C.3.c Other Leveraged Resources:

The DEGRA will rely on partnerships with MENFOP officials, community-based organizations (local associations and NGOs) to provide reading activities both inside and outside of schools. Interventions will build the capacity of these CSOs to support reading skill acquisition by students and increases the amount of time children are exposed to print materials. Support to CSOs will be coordinated with USAID’s Civil Society Strengthening activity. However, no direct Government to Government assistance will be provided under this project.

GoDJ’s contribution to the project will consist of providing assistance through the MENFOP inspectors, pedagogical advisors, and school directors who will be working in close collaboration with the project staff for any guidance needed to facilitate the project’s implementation. To leverage resources for the project, USAID will continue working with the Local Group of Education Partners (GLPE). The GLPE includes all the technical and financial partners supporting the education sector. The main objective of the GLPE is to assist MENFOP in the implementation of the education reform. Taking advantage of the GLPE-hosted forum, USAID will work in close coordination the partners who are supporting USAID and MENFOP program objectives. Various international partners are supporting the EAP (2017-2019). The Basic Education project was designed in close coordination with the MENFOP’s international partners to seek possible synergies and complementarities while avoiding duplication. USAID is the only donor currently working with the GoDJ to develop improved curricula for grades 1-5 Going forward USAID will reach out to and work with other donors engaged in the education sector. Specifically USAID will be looking for opportunities to work with UNICEF and the Global Partnership for Education project.

USAID does not anticipate that there will be leveraged financial resources from the local partners. However, opportunities for collaboration and complementary activities will continue to be explored with donors and international partners engaged in primary education.

The GoDJ and the United Nations High Commissioner for Refugees entered into an agreement (facilitated by the Department of State) to begin to integrate refugee students residing in Djibouti in the GoDJ’s education system in September 2017. USAID does not provide any resources towards this effort and will not be involved in implementation of that agreement, although it is anticipated that the improved reading curriculum developed under this Activity may “spill over” into the refugee camps. As is the case with USAID’s Workforce Development project, the USG has agreed to prioritize Djiboutian education and workforce development to support the GoDj’s Vision 2035 and the various strategies that support it. Deterring from this USG-GoDj agreement would have negative political implications for US-GoDj relations.

The Global Partnership for Education (GPE) is a multi-stakeholder partnership and funding platform that aims to strengthen education systems and increase the number of children who are in school and learning. In Djibouti, UNICEF is the coordinating agency for a $3.8 million grant supporting the following activities in the implementation of EAP (2014-2016):

• Construction, rehabilitation and equipping of rural and overcrowded urban schools. A total of one new school and six existing schools will be targeted, adding an additional 20 classrooms to the system.

• Early Grade Mathematics. Student learning outcomes will be improved through the training of teachers, school directors, pedagogic counselors and inspectors in effective mathematics instruction, including differentiated instruction, student formative assessment, lesson planning, and support to low-performing students. Trainings will combine workshop and in-classroom coaching and will be supported with structured lesson plans, classroom resources, and instructional resources for regional teacher training centers. Special trainings will also be provided to support instruction for hearing and visually impaired students.

• Student assessment policy. GPE will support the development of a student assessment policy, including the development of in-class formative assessment tools for early grade math and implementation of an Early Grade Math Assessment (EGMA). The project planned to support the revision of the national OTI exams during year one to increase comparability between years and correspondence with the curriculum, and would be conducted in Y2 and Y3 of the Project. This would enable the monitoring of student achievement in mathematics.

USAID and the GPE have aligned support to MENFOP according to their respective comparative advantages and to provide a unified support package for instruction in two crucial primary grade subjects. During implementation of the DEGRA project, the Contractor will conduct joint work planning sessions with the GPE stakeholders in order to find areas of efficiency and cost savings.

The World Bank’s (WB) Strengthening Institutional Capacity and Management of the Education System project, a $6 million grant, aims to strengthen MENFOP’s institutional capacity for system management at the central, regional, and school levels. It will improve management and accountability of various departments within the Ministry responsible for planning, budgeting and monitoring and evaluation through the introduction of performance-based management tools, asset management protocols, and improved human resource management systems. The project will also rehabilitate one vocational high school and six technical training colleges and develop a governance structure for Technical and Vocational Education and Trainings (TVET). The World Bank approached USAID to conduct a combined EGRA-EGMA, which is a possibility the project may explore.

Of particular interest for USAID/Djibouti are the following additional activities under the WB project that complement Sub-IRs 3.1, 3.2, and 1.1, respectively:

• Improving information management systems. The WB project will harmonize the various standalone information systems existing within the ministry, such as school mapping, textbook management, human resources management, a French Development Agency-funded management tool for statistical data collected at the school level, and a USAID funded data collection system in its previous project

• Strengthening the testing and examinations system. In the past few years, the number of students taking end-of-cycle exams has considerably increased. To increase capacity to efficiently organize examinations while ensuring the confidentiality of examinations information, the project will support establishment of examination procedures, identification of samples, management of results, and preparation of reports on assessment results. As USAID’s project will help the Ministry to set up protocol for reading assessment, WB may partner with USAID in that area as the WB will support the Ministry in Testing and examination systems.

• Textbook management. The project will support CRIPEN in the management of textbooks through technical assistance, training, studies, and equipment. Key activities include technical assistance in publishing program planning, costing, budgeting, procurement, stock control and distribution of textbooks, and increasing maximum life and usage of textbooks. This will also include implementing a suitable and sustainable system of cost recovery which does not exclude the rural poor from access to learning materials, as well as a study on an efficient model for developing textbooks for the secondary level under the new curriculum, taking into account various options, including the purchase of titles abroad and developing them domestically. The project will also explore the viability of using digital textbooks through e-tablets and/or MP3 format to reduce the cost of production. An illustrative intervention might include the implementing partner working with CRIPEN to develop cost-effective training materials using MP3 format. Possibilities also exist to collaborate with CRIPEN, through use of its media, on activities related to increasing awareness on the importance of the early grade reading for the PTAs and CSOs involved with the project. The project will evaluate efficiency in textbook distribution and management through a small survey and study before and after implementation of planned activities.

Other key donor activities that support Sub-IRs 1.2 and 2.2, and secondary education and TVET, and may be explored further for collaboration, include:

UNICEF: Main activities in education include promoting child-friendly schools, girls’ education, children with special needs and pre-school education. UNICEF is a partner of the GPE on early grade mathematics. In addition, it supports teacher training for pre-school and children with special needs. UNICEF is an advocate for out-of-school children and youth, supporting NGO-led activities in second chance education.

Islamic Development Bank: The Basic Education Support Project ($6.24 million) will increase access and quality, with a focus on girls, in primary and middle schools, mainly through school and classroom construction. The project will build a bilingual primary school in each education region of the country. These schools will follow the model of the Arta primary school which is trilingual (French, Arabic, and English) school.

The French Development Agency (FDA): FDA supports teacher training and TVET. FDA support to MENFOP is limited to general secondary education and TVET. FDA accompanied MENFOP in the implementation of the education reform through two previous projects that supported primary and middle school education. Total estimate cost of the new FDA project (2013-2017) is 6 Million Euro; it supports the reform of the general secondary education and includes a component that aims to improve vocational technical training. FDA’s support in the vocational training center has two main objectives: 1) Provide companies with local skills they need, 2) Allow an orientation towards technical and vocational training for young people upon secondary education completion by providing higher quality training and better professional integration opportunity. FDA is supporting the development of curriculum in the area of vocational training; FDA associated the private sector in the review of the content in the curriculum, namely the Chamber of Commerce. The review has been conducted through provision of Technical Assistance, namely French inspectors who worked with them.

C.3.d Reading Analyses:

USAID carried out a set of reading analyses in Djibouti from March to September 2017, through a contract with IBTCI. The analyses were designed to inform the PAD. The full summary of findings and recommendations of the reading analyses are attached as Annex 1.

The following four analyses were conducted:

1. A review of MENFOP’s curriculum and learning materials such as textbooks, student workbooks and teacher guides to determine to what degree these materials reflect the state of the art in textbook design and in teaching French as a Second Language. The study also looked into multimedia support materials as well.

2. A review of the official nationwide teacher training curriculum for pre-service and in-service teacher training, as well as teacher supervision and coaching. This study looked at how teachers learn about language and reading instruction.

3. An examination of teacher perceptions and attitudes to understand how these views influence teachers’ practice in reading instruction.

Observations captured the languages and methods in the classroom to determine whether teaching strategies also align with the curriculum and included evidence based-methods of teaching French as a Second Language.

4. A book production sector study to determine training needs of those taking part in the textbook production chain, especially for the production of learning materials. This study will inform discussions on strategies to improve efficiencies such as procurement and delivery mechanisms. The study also includes an analysis of the local market for supplementary readers in French.

C.4 GENERAL PROGRAM PARAMETERS

The following operational guidance is provided that will be critical for the successful and sustainable implementation of this Activity. These principles relate to: a. Critical assumptions, b. Technical Approach, c. Local capacity development, d. Collaborating, Learning and Adapting; e Geographic Scope; and f. Gender.

C.4.a Critical assumptions

The project is based on a series of assumptions, and it is clear that there are risks associated with each of these. A first assumption is that the Ministry will consider this effort as essential to developing an evidence base for reading interventions. The continued political will and cooperation with entities of the GoDj is also critical for the success of the project. DEGRA is also based on the assumption that the government will continue to support the improvement of reading in primary education and will be willing to use evidence to inform policy changes.

Another major assumption is continued peace and stability in Djibouti. Sufficient and continued appropriation and allocation of USG basic education funds is yet another core assumption of the project.

C.4.b Technical Approach

The Contractor will need to work in close collaboration with MENFOP key institutions like the CRIPEN, CFEEF, the Ministry’s evaluation unit, and the education partners to achieve the project’s goal. As endorsed in the USAID Education Strategy guidance, DEGRA will promote empowerment and reliance on local leadership and coordinated efforts among education stakeholders including government, civil society, and the private sector to ‘own’ evidence-based programming to achieve results. Early in project discussions, MENFOP convened a consultative committee to work with USAID/Djibouti. This committee provided USAID with preliminary guidance on the project approach. USAID’s objective was to ensure MENFOP’s ownership of the DEGRA activity. DEGRA and USAID will continue to meet with this committee during the design, implementation and monitoring phases of the Activity.

Djiboutian education officials will be involved directly in developing and testing teaching and learning materials and assessment protocols, thereby eliminating the need to ‘hand over’ the project’s materials to the Ministry at the end of the project.

C.4.c Local Capacity Development

Parents Teacher Associations (PTAs) and Civil Society Organizations (CSOs): Education achievement is the building block of a vibrant citizenry that can actively and effectively engage with the government for advocacy. Under the community participation component of the project, the Contractor will engage grassroots and civil society organizations (CSOs) (such as community-based organizations, school management committees, and parent-teacher associations) on early-grade reading, student achievement and other issues related to education quality and access. Activities will build the capacity of these CSOs to support reading skill acquisition by students and increase the amount of time children is exposed to print materials. The Contractor will coordinate with USAID’s Civil Society Strengthening activity that is planned to start soon.

C.4.d. Collaborating, Learning and Adapting

USAID uses an approach called Collaborating, Learning and Adapting (CLA) to achieve better development results. This approach involves strategic collaboration, systematic and continuous learning, and adaptive management. CLA asks:

Do you take the time to think critically about your work?

Are you strategic in who you collaborate with, what you’re learning: and Do you use those learnings to change accordingly?

While CLA is not a new approach, these practices often do not occur regularly, are not systematic, and not deliberate. CLA is not a different work stream or done for its own sake.

It’s a different way of approaching activity design and making implementation as effective as possible to maximize development impact. Strong CLA practices vary with organizational culture, project contexts, and their enabling environments. CLA practices need to be tailored where investments at different levels of the health sector and the enabling environment are implemented by different implementing partners.

Partners can achieve this intentionality by identifying knowledge gaps in their activity’s theory of change or by filling gaps in the evidence that designers used when creating the activity. The intentionality may be achieved by creating and taking opportunities for stakeholders to track progress, discuss challenges, opportunities, and changes in context.

Another opportunity to be intentional emerges as collaboration opportunities are created or required, especially if USAID/Djibouti or Washington stakeholders get involved.

ADS 201.3.4.10.B describes potential approaches to CLA that include, but are not limited to:

Having partners identify knowledge gaps in the theory of change for their activity or in their technical knowledge base and supporting them in identifying and implementing ways to fill these gaps;

Planning for and engaging in regular opportunities for partners to reflect on progress, such as partner meetings, portfolio reviews, and after-action reviews.

These opportunities may focus on challenges and successes in implementation to date, changes in the operating environment or context that could affect programming, opportunities to better collaborate or influence other actors, and/or other relevant topics;

Encouraging or requiring partners under a project to collaborate, where relevant. Collaboration activities may include joint work planning, regular partner meetings that facilitate knowledge sharing, and/or working groups organized along geographic or technical lines. These activities require time and resources, and appropriate resources should be budgeted;

Involving implementing partners in the USAID learning activities, such as portfolio reviews or stocktaking efforts, as appropriate; and

Using the knowledge and learning gained from implementation, opportunities to reflect on performance, monitoring data, evaluations, knowledge about the context, and other sources to adjust interventions and approaches as needed.

These practices need to drive decision-making and activity adjustments in an intentional way that responds to new information and changes in context.

C.4.e Geographic Approach

The scope of the DEGRA is nationwide as it will revise the national primary school curriculum for reading; therefore, nearly all primary school students in urban and rural areas of Djibouti will benefit from the project's interventions. However, it will not be feasible to start working with all primary schools throughout the country at once. Also, the majority of the population resides in urban areas; it is most likely the project will begin to phase in activities in urban schools first. The rollout in terms of priorities (according to reading scores, school performance, etc.,) will be determined with MENFOP in close consultation with the Contractor and USAID. Upon award, and prior to the beginning of activities, the Contractor will discuss with MENFOP how best to phase-in activities. This will become part of the Contractor’s work plan as well. It is anticipated that the project will reach 165 schools, 65,000 primary school children, 165 school principals, 2,000 teachers and 100 GoDj school inspectors.

C.4.f Gender

Pursuant to USAID/ADS 205, gender analysis is a mandatory requirement for the development of a PAD. This gender analysis has been conducted through a desk review of relevant studies undertaken by USAID/Djibouti and other Agencies. Implementation under the Contract will need to take into account the findings and recommendations of the Gender Analysis as summarized below:

C.4.f.i Key Findings of the Gender Analysis

The key findings of the Gender Analysis for the DEGRA are:

• Gender Gaps in School Enrollment and Educational Achievements

• The Gender Integration Strategy Update-2012” and the “Djibouti/Workforce

Assessment-2014 underlined significant disparities in female education levels at all ages.

• Data indicated that girls are underrepresented in formal education at all levels. The gender gap in enrollment begins at the primary and increases as the girls’ schooling rises. It appears to be the largest at the upper grades and after the transition into middle school.

• Gender parity in urban schools is 0.85 against 0.74 in rural schools; this disparity…