Amendment No.0001 - 72060821R00002- RFP Inclusive Education Teacher Training.pdf

(x)

72060821R00002 x x copies of the amendment; (b) By acknowledging receipt of this amendment on each copy of the offer submitted ; or (c) By separate letter or electronic communication which includes a reference to the solicitation and amendment numbers. FAILURE OF YOUR ACKNOWLEDGEMENT TO BE

RECEIVED AT THE PLACE DESIGNATED FOR THE RECEIPT OF OFFERS PRIOR TO THE HOUR AND DATE SPECIFIED MAY RESULT IN REJECTION OF YOUR

OFFER. If by virtue of this amendment you desire to change an offer already submitted , such change may be made by letter or electronic communication, provided each letter or electronic communication makes reference to the solicitation and this amendment, and is received prior to the opening hour and date specified.

x

N/A

Not Applicable

10170 Souissi, Rabat, 10170, Morocco

720608

KM 5.7, Avenue Mohammed VI Rabat, Morocco American Embassy USAID/Morocco

02/11/20210001

13. THIS ITEM ONLY APPLIES TO MODIFICATION OF CONTRACTS/ORDERS. IT MODIFIES THE CONTRACT/ORDER NO. AS DESCRIBED IN ITEM 14.

12. ACCOUNTING AND APPROPRIATION DATA (If required) is not extended.is extended, Items 8 and 15, and returning

Offers must acknowledge receipt of this amendment prior to the hour and date specified in the solicitation or as amended , by one of the following methods: (a) By completing

The above numbered solicitation is amended as set forth in Item 14. The hour and date specified for receipt of Offers

11. THIS ITEM ONLY APPLIES TO AMENDMENTS OF SOLICITATIONS

FACILITY CODE CODE

10B. DATED (SEE ITEM 13)

10A. MODIFICATION OF CONTRACT/ORDER NO.

9B. DATED (SEE ITEM 11)

9A. AMENDMENT OF SOLICITATION NO.

CODE

8. NAME AND ADDRESS OF CONTRACTOR (No., street, county, State and ZIP Code)

7. ADMINISTERED BY (If other than Item 6)CODE 6. ISSUED BY

PAGE OF PAGES

4. REQUISITION/PURCHASE REQ. NO.3. EFFECTIVE DATE2. AMENDMENT/MODIFICATION NO. 5. PROJECT NO. (If applicable)

1. CONTRACT ID CODE

AMENDMENT OF SOLICITATION/MODIFICATION OF CONTRACT

01/29/2021

CHECK ONE A. THIS CHANGE ORDER IS ISSUED PURSUANT TO: (Specify authority) THE CHANGES SET FORTH IN ITEM 14 ARE MADE IN THE CONTRACT

B. THE ABOVE NUMBERED CONTRACT/ORDER IS MODIFIED TO REFLECT THE ADMINISTRATIVE CHANGES (such as changes in paying office, C. THIS SUPPLEMENTAL AGREEMENT IS ENTERED INTO PURSUANT TO AUTHORITY OF:

D. OTHER (Specify type of modification and authority) appropriation data, etc.) SET FORTH IN ITEM 14, PURSUANT TO THE AUTHORITY OF FAR 43.103(b).

E. IMPORTANT: Contractor is not is required to sign this document and return __________________ copies to the issuing office.

ORDER NO. IN ITEM 10A.

14. DESCRIPTION OF AMENDMENT/MODIFICATION (Organized by UCF section headings, including solicitation/contract subject matter where feasible.)

The purpose of this Amendment No.0001 is to extend the Closing Date/Time for the submission of the Full Proposal, answer the questions received by the Offerors as stated below in

Attachments No.2 and revise the RFP based on questions received as stated in Attachment

No.1.

End of Amendment No.0001

16A. NAME AND TITLE OF CONTRACTING OFFICER (Type or print)15A. NAME AND TITLE OF SIGNER (Type or print)

15C. DATE SIGNED 16B. UNITED STATES OF AMERICA 15B. CONTRACTOR/OFFEROR 16C. DATE SIGNED

(Signature of person authorized to sign) (Signature of Contracting Officer)

Zachary Clarke

STANDARD FORM 30 (REV. 11/2016)

Prescribed by GSA FAR (48 CFR) 53.243

Previous edition unusable

Except as provided herein, all terms and conditions of the document referenced in Item 9 A or 10A, as heretofore changed, remains unchanged and in full force and effect .

Zachary C Clarke (affiliate) Digitally signed by Zachary C Clarke (affiliate) Date: 2021.02.11 09:26:54 +01'00'

*Late submissions will not be accepted.

SUBJECT: Amendment No.0001 - Request for Proposal (RFP) No.: 72060821R00002 Inclusive Education Teacher Training Activity

Dear Prospective Offerors, The United States Government, represented by the United States Agency for International Development (USAID) in Morocco (USAID/Morocco), hereby amends the above-referenced

RFP.

The purpose of this Amendment No. 0001 is to extend the Closing Date/Time for the submission of the Full Proposal, answer the questions received by the Offerors as stated below in Attachments No. 2 and revise the RFP based on questions received as stated in Attachment No.1.

Thank you for your consideration of this USAID program. We look forward to your organization's continued participation.

Sincerely, Zachary Clarke Regional Contracting Officer USAID/Morocco

Project Title Inclusive Education Teacher Training

Request for Proposal (RFP) Number 72060821R00002 Issuance Date of RFP January 29, 2021 Question Submission Deadline February 5, 2021 12:00 noon Rabat local time Closing Date/Time for Submission of Full Proposal*

March 5, 2021 12:00 noon Rabat local time

Date Amendment No. 0001 Issued: February 11, 2021

Zachary C Clarke (affiliate)

Digitally signed by Zachary C Clarke (affiliate) Date: 2021.02.11 08:25:19 +01'00'

Amendment No.0001 - RFP 72060821R00002

Inclusive Education Teacher Training Activity

Attachment No. 1

The RFP is hereby amended as set forth below:

Cover Letter:

Closing Date/Time for Submission of Full Proposal*, delete “February 26, 2021, 12:00pm Rabat local time” and replace with “March 5, 2021, 12:00 noon Rabat local time”.

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.6.3. CONTENT OF THE TECHNICAL PROPOSAL:

Under paragraf f) annexes (page 112), delete “and Past Performance Questionnaire”.

Under Section C. Past Performance (page 116), delete Annex 7 and replace with Annex 5.

THE REMAINDER OF THIS PAGE LEFT BLANK INTENTIONALLY

Amendment No.0001 - RFP 72060821R00002

Inclusive Education Teacher Training Activity

Attachment No. 2 - Questions & Answers

Question 1: Is USAID open to the project co-locating the Rabat office with a partner identified in the RFP to encourage more constant collaboration and as a cost-savings measure?

USAID Answer 1: The Lalla Asma Foundation has offered to support the implementation of this program by hosting the activity physically within its premises and providing opportunities for the new teachers to complete practicum within the schools managed by the Foundation. This includes the hosting of special events for community awareness, convening deaf community members, and office space for project staff.

Question 2: Is USAID open to the 2nd key personnel position (Deaf and Hard of Hearing Education Expert) being constructed through STTA?

USAID Answer 2: USAID is not open to the key personal position (Deaf and Hard of Hearing Education Expert) being constructed through STTA as a consultant. It has to remain as a key position.

Question 3: What is the current status of the MOE’s official adoption of MSL as a language of instruction?

USAID Answer 3: The Ministry of Education has adopted MSL for primary education based on the use of technology under the framework of “The Moroccan Sign Language Assistive Technology for Reading Improvement of Children who are Deaf/ Hard of Hearing” project. This activity has developed around 4000 MSL vocabulary with support of a variety of illustrations (pictures, videos and definitions from Arabic and sign language). Teachers, parents and representatives of 11 NGOs working with deaf and hard of hearing students took part in the different workshops offered by the project and were involved in the design of the MSL software.

This activity led to the qualification of 20 teachers teaching grades one and two of the primary education.

Question 4: What is the current state of documenting MSL’s variations across Morocco?

USAID Answer 4: In 2019, the Ministry of Solidarity launched consultations with departments in charge of people with disabilities and NGOs working with deaf and hard of hearing people to collaborate on “The Sign Language Standardisation” project. This is an ongoing activity.

Question 5: How many institutions offering the BA degree are estimated to be included in the project?

USAID Answer 5: The implementer may suggest pilot universities and the MOE will be incharge of rollout. For budgeting purposes, the offeror may suggest working with 2 to 3 universities. However, the number of institutions and their locations will be decided with the MOE at the post award phase.

Question 6: How does USAID envision that in-service teachers would have time to take courses under Requirements 1 and 2 – would they take leave from their current teaching positions or continue teaching while concurrently undergoing the training program?

USAID Answer 6: Yes, in-service teachers will continue teaching while they concurrently undergo the training program. The teacher training will happen mostly after working hours and remotely using blended learning techniques. Face to face training may happen during the school breaks. Participants will not be certified to teach deaf and hard of hearing students if they do not complete the course.

Question 7: Pending USAID’s timeline of providing responses to offerors’ questions, would USAID consider extending the proposal submission deadline to allow offerors time to adjust their approaches?

USAID Answer 7: The proposal submission date has been extended by one week from February 26, 2021 to March 5, 2021.

Question 8: Please kindly specify if a Past Performance Section is required in the Technical Approach within the 25 pages in addition to the 5 PPRs that are to be submitted as part of Annex 5.

USAID Answer 8: Yes, as stated on Page 110 “Each section of the technical proposal should be clearly identified, using the title of the appropriate primary technical evaluation criterion as follows: (1) Technical Understanding and Approach (2) Management Approach, Personnel Qualifications and Experience (3) Past Performance”, a Past Performance section is required in the Technical Approach within the 25 pages in addition to the 5 PPRs that are to be submitted as part of Annex 5.

Question 9: On Page 116 it indicates that, “List in Annex 7 to the technical proposal up to five

(5) (inclusive of prime and major subcontractors, with the majority of reports for the prime) of the most relevant contracts/agreements for the past five years for efforts similar to the work in the subject proposal for the offeror.” Could USAID please clarify if it means Annex 5 instead of Annex 7?

USAID Answer 9: We apologize for this oversight. USAID/Morocco means Annex 5 instead of 7.

Question 10: Per M.2.c.g) page 128, should offerors submit only their most recent eSRS reports or would USAID like to receive reports for prior periods as well?

USAID Answer 10: The most recent eSRS reports are considered sufficient.

Question 11: The RFP on page 10 states that the Activity will work with 52 local NGOs. Can USAID kindly clarify if these NGOs include only organizations under the National Federation of the Deaf, OR also include Disabled Peoples’ Organizations (DPOs)?"

USAID Answer 11: To clarify, ‘NGOs’ refers to the organizations across Morocco that have established education facilities for the purposes of providing deaf education support and services for deaf children and youth. This includes entities such as Agadir School for the Deaf, Lalla Asmaa Foundation, and others. DPOs, such as the National Federation of the Deaf, are considered separate from the ‘NGOs’

Question 12: Are all resources developed for earlier and on-going USAID projects in inclusive education available for review and use by this task? Could USAID kindly share the resources?

USAID Answer 12: Yes, all resources developed for earlier and on-going USAID projects in inclusive education will be available for review and use by this task. USAID is also willing to share resources developed under the framework of its past activities in inclusive education.

Question 13: On Page 8 the RFP states that a “Memorandum of Understanding (MOU) between the MOE, Lalla Asmaa Foundation, Mohammed V University and USAID” has been signed. Can USAID kindly consider sharing this MOU to clarify the roles within the envisioned collaboration framework?

USAID Answer 13: A copy of the text from MOU describing the roles of each stakeholder is already included in the solicitation on Page 9-10. Therefore, all the information that is relevant to this MOU has already been provided to you in section C of the solicitation.

Question 14: The Deliverable schedule seems tight in the dates at which products need to be ready for use, especially for the MSL training content, benchmarks and roll-out which will require a thorough assessment of available capacities and resources. Will USAID provide any leeway on these submission dates?

USAID Answer 14: Yes, as long as the overall objective of the program will be achieved.

Question 15: Can USAID kindly consider extending the submission deadline for the proposal?

USAID Answer 15: Please see response to question 7 above.

Question 16: Per page 9 of the RFP, the Lalla Asmaa Foundation (the Foundation) will support the implementation of this program through hosting of the activity physically within its premises.

Can USAID please clarify if the project office referenced in F.3 will also be located at the Foundation or should offerors plan for separate office space? Should the offeror budget for rent, utilities, equipment or supplies for the program or will those items be covered by the Foundation?

USAID Answer 16: The offerors should not budget for rent and utilities since the Project Office will be located at the Foundation Lalla Asmaa. However, the offerors shall include in their budget all other direct costs related to this activity including but not limited to the costs of equipment and/or supplies, communications and internet costs, etc.

Question 17: Per L.7.2 PART 2 – Proposed Costs/Price (a). (page 118), may offerors include budget narrative as a separate PDF file or must all budget narrative be included within the “narrative” tab in the Excel budget template?

USAID Answer 17: Offerors may include a separate budget narrative as a separate Word or PDF file.

Question 18: Per L.7.2.a. SALARY AND WAGES Salary: (page 118) can USAID please provide the most recent FSN scale for USAID/Morocco?

USAID Answer 18: The FSN Pay scale for USAID/Morocco will be available on an as-needed basis. The Applicant will need to send a formal request to syacoubi@usaid.gov to get a copy of the generic reference chart for the USAID/Morocco’s pay scale.

Question 19: The RFP defines deaf children and youth very broadly, including the following footnote on page 7: Deaf’ is an umbrella term that represents the diversity and intersectionality within the deaf community and includes people who are deaf, hard of hearing, deafblind, and deaf+ (deaf + another disability). Please confirm that the primary emphasis of the Activity is to include in the teacher training of all four mentioned categories in the above definition of “deaf children”? The needs of learners, the required skills and teaching methods of the teachers to be trained can differ substantially for each of the four mentioned categories.

USAID Answer 19: Yes, the primary emphasis of the Activity is to include all four of the mentioned categories in the definition of ‘deaf children’ (deaf, hard of hearing, deafblind, and deaf + another disability) with evidence based approaches of what works for improving deaf children’s learning outcomes.

Question 20: Page 8 of the RFP notes, “Evidence shows that teachers who are deaf contribute to improved learning outcomes for students who are deaf. However, because most deaf adults in Morocco have been prevented from continuing their schooling beyond grade 6, they are also unable to meet the prerequisite of passing the end of secondary exams in order to qualify for beginning studies to become a teacher.” Please confirm that the Activity should include deaf (in-service) teachers or teaching assistants (without a formal teaching certification) to attend and benefit from the program. Should the program design of the teacher certificates (in-service or pre-service) allow for deaf teaching assistants to be trained separately from existing certified teachers, in order to accommodate the lack of formal academic training/requirements?

USAID Answer 20: The Moroccan government states that only individuals with high school diplomas are eligible to train to become certified teachers. With that being said, there is much work to be done in terms of awareness raising regarding the importance of opportunities for people who are deaf to become teachers as well as the importance of having them as teachers and role models.

Question 21: Can the offeror submit letters of collaboration and/or support for their proposal from relevant local associations and institutions who may not qualify to be major subcontractors.

If so please advise on the appropriate Annex to include these letters.

USAID Answer 21: Only Letters of commitment from Major Subcontractor are required.

Question 22: There are multiple references to the Lalla Asmaa Foundation including the statement on page 9: The Foundation will support the implementation of this program through hosting of the activity physically within its premises; providing opportunities for new teachers to complete practicum in the schools managed by the Foundation; host, in close collaboration with the deaf community, special events to raise community awareness around the importance of MSL and bilingual deaf education; and encouraging deaf alumni and other qualified deaf Moroccans and MSL users to engage in teaching and to specialize in deaf education. Please confirm that other relevant associations or institutions, particularly those outside Rabat, may also be included to perform a similar role?

USAID Answer 22: Lalla Asmae Foundation has been providing for over 50 years, a specialised education based on the primary and secondary national education. The students of the Foundation benefit from the most advanced technical support including digital resources. The school environment and the opportunities provided by the Foundation qualifies it to lead this role. However, other relevant associations and entities are encouraged to support and contribute to the Foundation’s role.

Question 23: Can USAID please provide a current copy of the FSN Salary Scale for Morocco?

USAID Answer 23: Please see response to question 18 above.

Question 24: Does USAID have a preferred template for the Draft Staffing Plan requested in Annex 2? If so, could it please be provided?

USAID Answer 24: No, USAID/Morocco does not have a preferred draft Staffing Plan Template. The Offeror is free to use any appropriate template.

Question 25: Please confirm that the 2-page limit on each key personnel resume does not include the Statement of Qualifications (SOQ) and references.

USAID Answer 25: USAID/Morocco confirms that the 2-page limit on each key personnel resume does not include the Statement of Qualifications (SOQ) and references.

Question 26: Please confirm that a Branding Implementation Plan and Marking Plan are not required as part of the proposal stage.

USAID Answer 26: USAID/Morocco confirms that a Branding Implementation Plan and Marking Plan are not required as part of the proposal stage. As stated in the RFP, page 114, only the successful offeror will be requested to provide a Branding Implementation Plan and Marking Plan for this activity, consistent with the Branding Strategy in Section D and with content as required by the Agency’s Automated Directive System (ADS) Chapter 320.

Question 27: Please clarify if past performance questionnaires should be included in the proposal or submitted by referees to USAID separately.

USAID Answer 27: As stated on Page 116, the past performance questionnaires should be submitted by referees to USAID directly.

Question 28: p. 122 Requests that major subcontractors be registered in System Award Management (SAM). Please confirm this only applies to U.S. companies and organizations.

USAID Answer 28: No, this requirement applies to US and non-US organizations.

Question 29: Cost Proposal: Please confirm that completed Section K Representations, Certifications, and Other Statements for the offeror and any major subcontractors should be submitted in Part 3 of the Cost proposal, instead of Part 6 (Letters of Commitment).

USAID Answer 29: Yes, completed Section K Representations, Certifications, and Other Statements for the offeror and any major subcontractors should be submitted in Part 3 of the Cost proposal, instead of Part 6 (Letters of Commitment).

Question 30: p. 123 Please confirm that offerors who are non-profits, 501c3, institutions of higher education, etc. do not have to submit a subcontracting plan with a small business, as nonprofit and academic instructions are not held to small business requirements when implementing cooperative agreements and grants.

USAID Answer 30: As stated in FAR 19.702, Subcontracting plans are not required–

(1) From small business concerns;

(2) For personal services contracts;

(3) For contracts or contract modifications that will be performed entirely outside of the United States and its outlying areas; or

(4) For modifications that are within the scope of the contract and the contract does not contain the clause at 52.219-8, Utilization of Small Business Concerns.

Question 31: p. 110 Please confirm that Offerors do not need to use the Budget Narrative tab in the Budget Template that was provided, and should use a Word document.

USAID Answer 31: Please see response to question 17 above.

Question 32: P. 33 The RFP mentions the Contractor using the ingredients method to document the costs of intervention and clearly document what is included in the cost calculation. Could USAID please provide a sample or a template for the cost data report that is mentioned here?

USAID Answer 32: Please consult the following link for further guidance: Cost Reporting Guidance for Usaid-Funded Education Activities.

Question 33: Will the formal legal recognition of MSL be a prerequisite for the imbedding of certificate programs within the CRMEFs and HEIs?

USAID Answer 33: The negotiation between USAID and MOE has taken place during the past 3 years resulting in the signature of MOU between MOE, USAID, Lalla Asmae Foundation and University Mohamed V. This MOU includes stipulation that MSL will be used as a language of instruction in formal education.

Question 34: P. 9 specifies that the Lalla Asmaa Foundation has been selected to host this activity. Please clarify which components or activities will be hosted by the foundation (e.g., pilot training only, or other activities/components).

USAID Answer 34: On P. 9 of the RFP, it is stated that the foundation will host pilot training, provide practicum opportunities for new teachers in the schools managed by the Foundation and will host, in close collaboration with the deaf community, special events and activities serving deaf and hard of hearing students.

Question 35: The number of CRMEFs and universities referenced in the roll-out described in section C.7.B (page 16) is to be determined by the MOE, and on page 15 (Result 1/Requirement 4), the RFP notes that the implementer will train trainers to scale up the training programs, while the MOE is responsible for the scaling itself. Please confirm what costs—if any—the implementer/USAID will be expected to cover for the roll-out.

USAID Answer 35: The scale up of the training programs is at the charge of the MOE.

Question 36: Is there a target number of CMREFs and HEIs expected to be selected for the roll-out?

USAID Answer 36: The number of CRMEFs and universities referenced in the roll-out described in section C.7.B (page 16) is to be determined by the MOE post award.

Question 37: P. 18 (Section C.8.D) notes the requirement for a formative evaluation of the project. Does the implementer need to budget for this evaluation, or will USAID contract separately for it?

USAID Answer 37: Yes, the implementer will need to budget for this evaluation.

Question 38: Many of the deliverables in Section F.7 (page 26-28) specify due dates “subject to multiple reviews.” Is the submission deadline listed for the initial submission prior to the reviews, or for the fully vetted material?

USAID Answer 38: The submission deadline listed in Section F.7 is for the initial submission.

As mentioned on page 30 and 31, “The Contractor will allow at least 10 business days for review and comments from the COR on any RFP draft report submission. All reports and plans are subject to written approval by the COR, except for the Closeout plan and the Property Disposition plan, which are subject to Contracting Officer’s approval.”

Question 39: Does a list of citation references (articles/publications) count toward the 25 page limit?

USAID Answer 39: Yes, a list of citation references (articles/publications) counts toward the 25 page limit.

Question 40: If appendices beyond the five annexes are allowable, is there a limit to the number of appendices and/or page count?

USAID Answer 40: Appendices beyond the five annexes are not allowable.

Question 41: Are spoken language fluency required for the two positions (Project Manager/Chief of Party and Deaf and Hard of Hearing Education Expert)?

USAID Answer 41: No, spoken language fluency is not required for any position within this

RFP.

Question 42: The Deaf and Hard of Hearing Education Expert position is 1.0 FTE, can it be divided into two 0.5 FTE positions? Are two 1.0 FTE positions allowable?

USAID Answer 42: The deaf and hard of hearing expert position is a key position as stated in the RFP. The position can not be divided into two 0.5 positions. The second 1.0 FTE position may be allowable as a team member but not as a key position as long as it is within the overall budget range.

Question 43: As deaf and hard of hearing students attend mainstream schools, some teachers of deaf and hard of hearing work as interpreters as part of their job. Can the teacher training activity include interpreting skill development?

USAID Answer 43: Yes, the teacher training activity can include interpreting skill development.

Establishing a professional standard for Moroccan sign language interpreters and building higher education institution capacity to train qualified MSL interpreters is critical for the holistic success of people who are deaf in society. The focus of this RFP is on building the capacity of higher education institutions to train teachers of the deaf.

Question 44: What in-service teacher qualifications are required for training participation? Do they need college degrees?

USAID Answer 44: Yes, a college degree is a prerequisite for participants to join the program.

Question 45: Can you clarify what expatriate staff is? If a team from a university applies for the grant, would the team qualify as expatriate staff?

USAID Answer 45: An expatriate is a full time member of the international personnel hired outside of Morocco and not residing in Morocco. Expatriates will only be considered for the key positions.

End of Amendment No.0001