Amendment 2 - 72062321R00006 - READ (Signed).pdf

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

Issue Date: June 28, 2021 Closing Date: September 16, 2021 at 10:00am Nairobi, Kenya time

Subject: Request for Proposals # 72062321R00006 – USAID/Kenya and East Africa/Reading for

East Africa’s Development Indefinite Delivery Indefinite Quantity Contract – Amendment 2

The United States Agency for International Development (USAID) is seeking proposals to provide services that support the “Reading for East Africa’s Development” (READ) Indefinite Delivery Indefinite Quantity (IDIQ) Contract on behalf of USAID/Kenya and East Africa (KEA)/Office of Education and Youth (EDY) as described in the attached Request for Proposals (RFP). USAID anticipates the award of up to eight Indefinite Delivery Indefinite Quantity (IDIQ) Contracts resulting from this solicitation, including up to three set aside for small business concerns. The IDIQs will have a period of performance of five years.

The NAICS code for this procurement is 541611. In support of USAID’s interest in expanding the number and sustainability of development partners, USAID encourages proposals from potential new partners.

USAID anticipates that the maximum aggregate ordering limitation for contracts resulting from this RFP will be $300,000,000 over the five-year ordering period. The maximum aggregate dollar value of Task Orders awarded to all Contractors cannot exceed this contract ceiling. This ceiling is not being subdivided among the number of awardees nor is it being multiplied by the number of awardees. There is no guarantee on the number of Task Orders that the successful Contractors will receive or the amount of money beyond the minimum order guarantee set forth in the RFP.

USAID discourages the use of exclusive agreements with international or regional/local organizations or individuals as this limits USAID’s ability to receive the best services.

Please refer to Section L for information regarding proposal requirements. Offerors should take into account the expected delivery time required by the proposal transmission method they choose, and they are responsible for ensuring proposals are received at USAID by the due date and time as specified in Section L. Failure to comply with the submission date will deem any submission unacceptable and it will not be reviewed or evaluated. Faxed proposals are not acceptable, nor will they be reviewed or evaluated.

Section L of the RFP sets forth all instructions for the preparation and submission of required proposal contents, including critical dates/times for the submission of questions, and the proposal submission closing date and time. Section M states the criteria by which proposals will be evaluated. Oral explanations or instructions given before award of the Contract will not be binding.

This RFP in no way obligates USAID to award a contract nor does it commit USAID to pay any cost incurred in the preparation and submission of a proposal. Award of a contract under this RFP is subject to availability of funds and other internal USAID approvals.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

This RFP can be viewed and downloaded from beta.sam.gov. USAID bears no responsibility for data errors resulting from transmission or conversion processes. Further, be aware that amendments to solicitations are occasionally issued and will be posted on the same website from which you downloaded the solicitation. USAID advises to regularly check the above website for amendments.

Sincerely, Patrick Kollars Supervisory Contracting Officer USAID/Kenya and East Africa/Office of Acquisition and Assistance

SOLICITATION, OFFER AND AWARD 1. THIS CONTRACT IS A RATED ORDER

UNDER DPAS (15 CFR 700)

RATING PAGE OF PAGES

2. CONTRACT NUMBER 3. SOLICITATION NUMBER 4. TYPE OF SOLICITATION 5. DATE ISSUED 6. REQUISITION/PURCHASE NUMBER

CODE7. ISSUED BY 8. ADDRESS OFFER TO (If other than item 7)

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

SOLICITATION

9. Sealed offers in original and copies for furnishings the supplies or services in the Schedule will be received at the place specified in item 8, or if hand carried, in the depository located in until local time

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.

10. FOR

INFORMATION

CALL:

A. NAME B. TELEPHONE (NO COLLECT CALLS)

AREA CODE NUMBER EXTENSION

C. E-MAIL ADDRESS

11. TABLE OF CONTENTS

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

A B C D E F G H

I

J

K

L

M EVALUATION FACTORS FOR AWARD

INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

REPRESENTATIONS, CERTIFICATIONS AND OTHER

STATEMENTS OF OFFERORS

PART IV - REPRESENTATIONS AND INSTRUCTIONS

LIST OF ATTACHMENTS

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

CONTRACT CLAUSESSOLICITATION/CONTRACT FORM

SUPPLIES OR SERVICES AND PRICES/COSTS

DESCRIPTION/SPECS./WORK STATEMENT

PACKAGING AND MARKING

INSPECTION AND ACCEPTANCE

DELIVERIES OR PERFORMANCE

CONTRACT ADMINISTRATION DATA

SPECIAL CONTRACT REQUIREMENTS

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)

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 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 set opposite each item, delivered at the designated point(s), within the time specified in the schedule.

13. DISCOUNT FOR PROMPT PAYMENT

(See Section I, Clause No. 52.232-8)

14. ACKNOWLEDGMENT OF AMENDMENTS

(The offeror acknowledges receipt of amendments to the SOLICITATION for offerors and related documents numbered and dated):

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

DATEAMENDMENT NO.AMENDMENT NO. DATE

15A. NAME AND

ADDRESS

OF OFFEROR

CODE FACILITY 16. NAME AND THE TITLE OF PERSON AUTHORIZED TO SIGN

OFFER(Type or print)

15B. TELEPHONE NUMBER

AREA CODE NUMBER EXTENSION

15C. CHECK IF REMITTANCE ADDRESS IS

DIFFERENT FROM ABOVE - ENTER SUCH

ADDRESS IN SCHEDULE.

17. SIGNATURE 18. OFFER DATE

AWARD (To be completed by Government)

19. ACCEPTED AS TO ITEMS NUMBERED 20. AMOUNT 21. ACCOUNTING AND APPROPRIATION

22. AUTHORITY FOR USING OTHER THAN FULL OPEN COMPETITION:

10 U.S.C. 2304 (c) ( )41 U.S.C. 3304(a)

24. ADMINISTERED BY (If other than Item 7)

26. NAME OF CONTRACTING OFFICER (Type or print)

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

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

(4 copies unless otherwise specified)

25. PAYMENT WILL BE MADE BY

27. UNITED STATES OF AMERICA

(Signature of Contracting Officer)

28. AWARD DATE

CODE

ITEM

STANDARD FORM 33 (REV. 6/2014)

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

SEALED BID (IFB)

NEGOTIATED (RFP)

(Hour) (Date)

PART I - THE SCHEDULE PART II - CONTRACT CLAUSES

72062321R00006 X

June 28, 2021 REQ-615-21-000078

3 133

USAID/Kenya and East Africa/Office of Acquisition and Assistance

Same as Item 7

X X X X X X X X

X

X

X X X

Ketan Sood ksood@usaid.gov

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICE/COSTS

B.1. PURPOSE

The purpose of this Contract is to provide services that fall within the Scope of Work (SOW) specified in Section C for the Reading for East Africa’s Development (READ) activity. USAID Task Order Contracting Officers (TOCOs) will request the work through the issuance of Task Orders during the ordering period as specified in Section F of the contract.

B.2. CONTRACT TYPE AND SERVICES

This is an Indefinite Delivery/Indefinite Quantity (IDIQ) type Contract. The Government will issue Task Orders that are either Cost-Plus-Fixed-Fee (CPFF) (term or completion), Cost-Plus-Award-Fee (CPAF), Cost-Plus-Incentive-Fee (CPIF), any Fixed-Priced type, or any combination thereof. The Contractor must perform the services set forth in Task Orders at prices consistent with Section B of this Contract.

B.3. MAXIMUM CONTRACT CEILING

This is a multiple award Indefinite Quantity Contract (IDIQ) with an overall shared ceiling price of $300,000,000.00. The maximum aggregate dollar value of Task Orders awarded to all Contractors must not exceed the Contract ceiling. This ceiling is not being subdivided among the number of awardees nor is it being multiplied by the number of awardees.

B.4. MINIMUM OBLIGATED AMOUNT

The basic contract includes an initial obligation of funds in the amount of $10,000.00 to cover the minimum order guarantee USAID is required to order and the Contractor is required to furnish the minimum order amount of services.

Following this initial obligation, individual Task Orders will obligate funds to cover the work required under that Task Order.

B.5. FIXED FEE CEILING (Cost-Plus- Fixed-Fee Task Orders Only)

(a) The ceiling on fixed fee does not apply to Fixed-Price Task Orders or cost-reimbursement incentive

Task Orders.

(b) For each CPFF Task Order issued under this IDIQ, the TOCO and Contractor agree to negotiate a set dollar amount for fixed fee. In negotiating the fixed dollar amount for fee, the TOCO must consider the policies and factors for establishing fee in FAR 15.404-4 as well as any applicable USAID policy on establishing a fixed fee amount.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

(c) In no event, however, may the amount of fixed fee in any individual Task Order exceed _._% [Offeror to propose rate] of the Task Order’s estimated cost, excluding fee. The fixed fee ceiling applies to the Prime Contract and all cost reimbursement subcontracts.

This fee ceiling is not applicable to Grants under Contracts (GUCs), if any, or other costs that have a separate fee ceiling established in the Contract. Fee on GUCs will be allowed and be negotiated at the Task Order level.

Fees for CPIF or CPAF Task Order types will be negotiated by the TOCO at the time of Task Order award.

(d) The Total Estimated Cost-Plus-Fixed-Fee for each Task Order must be negotiated in accordance with the terms of this Contract. The costs must be limited to reasonable, allocable, and allowable costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment, and FAR 52.216-8, Fixed fee, and 2 CFR 200 Subpart E, Cost Principles.

(e) Fixed Fee Payment. For any Task Order issued under this Contract, at the time of each payment of allowable costs to the Contractor, the USAID paying office ordinarily pays the Contractor a percentage of fixed fees that directly corresponds to the percentage of allowable costs being paid.

Two exceptions to paying fixed fee in this manner apply:

(1) If the TOCO determines that this method results in paying a disproportionately higher ratio of fixed fee than the percentage of work that the Contractor has completed, then the TOCO may suspend further payment of any fixed fee until the Contractor has made sufficient progress to justify further payment, up to the agreed percentage.

(2) Because the clauses entitled “Allowable Cost and Payment” (FAR 52.216-7) and “Fixed Fee” (FAR 52.216-8) are incorporated into this Contract, the terms and conditions of these clauses apply after total payments of fixed fee reach eighty-five percent (85%) of the total fixed fee.

B.6. LABOR (Cost reimbursement Task Orders only)

B.6.1. IDIQ Management:

The Contracting Officer has determined that a key (full-time) technical manager is not necessary or required to administer the basic IDIQ. Contractors will not be authorized to bill USAID directly for IDIQ management costs under this IDIQ or under Task Orders. Contractors must propose a centralized management structure that allows for recovery of IDIQ management costs as part of its indirect costs.

B.6.2. Unburdened Ceiling Daily Rates (CDR)

(i) This Section does not apply to FFP Task Orders, FFP subcontracts, or FFP contract line items.

(ii) Unburdened Ceiling Daily Rates (“CDR”) apply to all US Nationals (i.e., the prime contractor, subcontractor), and consultant salaries) on cost-type Task Orders. CDRs assume a productive, eight-hour workday.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

(iii) Additional requirements and approvals under the IDIQ Contract may apply to labor costs, including, but not limited to the following:

(i) Agency for International Development Acquisition Regulation (“AIDAR”) 752.7007, Personnel Compensation (July 2007), as provided in Section I.26;

(ii) Approval of subcontractors as required under FAR Part 42;

(iii) Approval of any final salary rates that exceed the Contractor Salary Threshold (“CST”);

(iv) AIDAR 722.170, Employment of third country nationals and cooperating country nationals, Rules requiring that CCN and TCN labor comply with a specific USAID Mission’s Local Compensation Plan (“LCP”).

(iv) The Task Order rates must not exceed the Ceiling Daily Rates (CDR) set forth in the table below.

Each CDR for personnel listed below is “unburdened” and must only include salary costs or consulting rates of the individual providing the services.

The CDR for employees must not include the following:

(1) Payroll costs (fringe benefits, FICA, allowances, differentials, etc.);

(2) Indirect Costs applicable to labor; and

(3) Profit or fee, if any.

The CDRs set forth below are fixed for the Contract period and are for a productive eight (8) hour day, and apply to all Subcontractors set forth in clause 52.244-2 in Section I. If a new Subcontractor is proposed for a specific Task Order on other than a fixed-price basis, the CDRs set forth below will apply, and the Subcontract is subject to consent by the TOCO in accordance with FAR Part 44.

Actual salaries for all personnel will be negotiated under Task Orders and final approval is provided by the TOCO. The ceiling rates presented below do not constitute approval of final salary rates above the Contractor Salary Threshold (CST) (see Automated Directives System (ADS) 302sar for the CST – https://www.usaid.gov/sites/default/files/documents/1868/302sar.pdf) and Local Employee Compensation Plans (LCP).

Rates may be burdened separately in proposals responding to Requests for Task Order Proposals (RFTOPs). Rates must be provided for senior and mid-level staff in each labor category.

(v) An annual escalation rate of _._% for expatriate staff [Offeror to propose escalation rate] to the remaining Contract years (Year 2 – Year 7) will establish the proposed unburdened CDR for the life of the IDIQ.

[The Contractor must provide rates for the following positions as part of their cost proposal.

The table below has been provided separately as a Microsoft Excel spreadsheet for ease of submission – see Section J.1] https://www.usaid.gov/sites/default/files/documents/1868/302sar.pdf https://www.usaid.gov/sites/default/files/documents/1868/302sar.pdf https://www.usaid.gov/sites/default/files/documents/1868/302sar.pdf

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

Position Level Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Senior Mid

2 Administrative Support Mid Senior Mid Senior Mid

Project Officer

Finance Officer

Technical Specialist

(vi) Definition of labor categories (examples in parentheses):

Project Officer (Director, Project Manager, Chief of Party)

Senior-Level Mid-Level

Education and Work Experience

● Master’s degree or higher in a related area of development with a minimum of ten years of project management or implementation experience

● At least five years of proven leadership in the management of similar sized international development partner support programs with strong, demonstrated skills in strategic planning, management, and supervision

● Demonstrated experience solving complex issues to deliver results

● Experience working with financial and other data systems to produce budgets, analyze data, and track trends

● Master’s degree or higher with a minimum of five years of project management or implementation experience

● At least two years in a project management position

● Demonstrated experience solving complex issues to deliver results

● Demonstrated experience solving complex issues to deliver results

● Experience working with financial and other data systems to produce budgets, analyze data, and track trends

Skills ● Interpersonal and communication skills

● Demonstrated skills solving issues to deliver results

● Interpersonal and communication skills

● Demonstrated skills solving issues to deliver results

Country Context ● RFTOP Contracting Officers may add country context specific requirements (e.g. language)

● RFTOP Contracting Officers may add country context specific requirements (e.g. language)

Administrative Support (Secretary, Receptionist, Clerk)

Mid-Level

Education and Work Experience

● High school diploma with a minimum of three years of administrative support experience

● Experience providing office management support; organizing workshops and training courses; coordinating logistics for travel; maintaining websites and databases; scheduling

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development meetings and reservations; and monitoring budgets and petty cash management

Skills ● Interpersonal and communication skills

Country Context ● RFTOP Contracting Officers may add country context specific requirements (e.g. language)

Finance Officer

Experience

● Advanced degree in finance, accounting, or other related area of study with a minimum of ten years of related work experience and progressive responsibility in finance and accounting, office administration, and project operations

● At least five years of senior-level responsibility for administration and finance managing programs of similar size

● Bachelor’s degree in finance, accounting, or other related area of study with a minimum of four years of related work experience and progressive responsibility in finance and accounting, office administration, and project operations

Skills ● Interpersonal and communication skills

● Demonstrated skills solving issues to deliver results

● Interpersonal and communication skills

● Demonstrated skills solving issues to deliver results

Country Context ● RFTOP Contracting Officers may add country context specific requirements (e.g. language)

● RFTOP Contracting Officers may add

Technical Specialist (Education Specialist, Procurement/Contracting Specialist, Gender Specialist, Monitoring & Evaluation Expert, Communications Specialist, Web Designer)

Experience

● PhD in a related technical area with at least nine years of relevant experience or

● Master’s degree in a related technical area with at least twelve years of relevant experience or

● Bachelor’s degree in a related technical area with at least fifteen years of relevant experience

● Demonstrated experience in collaborating with government and ministry counterparts and local capacity building

● Demonstrated experience in influencing,

● PhD in a related technical area with at least three years of relevant experience or

● Master’s degree in a related technical area with at least six years of relevant experience or

● Bachelor’s degree in a related technical area with at least eight years of relevant experience

● Experience working in an international environment with people from diverse backgrounds

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development negotiating, and coaching

● Experience working in an international environment with people from diverse backgrounds and cultures and cultures

Skills ● Interpersonal and communication skills

● Demonstrated ability to respectfully challenge existing mindsets based on evidence and best practices to drive results

● Interpersonal and communication skills

● Demonstrated ability to respectfully challenge existing mindsets based on evidence and best practices to drive results

Country Context ● RFTOP Contracting Officers may add country context specific requirements (e.g. language)

● RFTOP Contracting Officers may add

The minimum qualifications defined for staff shall be strictly followed in the selection and payment of personnel via the Task Order system. In exceptional circumstances, only the TOCO has the authority to waive these requirements upon recommendation of the Task Order Contracting Officer Representative (TOCOR). TOCOs may request for personnel not covered by the labor categories, but all IDIQ holders must have an opportunity to provide these personnel.

(vii) Notes

• Note 1: The Unburdened Ceiling Daily Rates apply to any cost-type Task Orders that are awarded under this Contract.

• Note 2: The Unburdened Ceiling Daily Rates apply to expatriate labor (the Prime Contractor, subcontractor, TCNs, and consultant salaries). CCN labor is governed by the Local Compensation Plan limitations as further provided in note 3 below.

• Note 3: Locally Hired National Personnel or Other Non-U.S. Expatriate Rates:

o All locally hired national personnel and other non-U.S. expatriates must be paid in accordance with AIDAR 722.170. Unless otherwise authorized by USAID, the compensation for CCN and TCN labor must not exceed the prevailing compensation paid to personnel performing comparable work in the cooperating country as determined by USAID and must be paid in the currency of the cooperating country.

o Salaries for individual locally-hired personnel and other non-U.S. expatriates under this

Contract and any resulting subcontract must be in accordance with AIDAR 752.7007, Personnel Compensation (July 2007), and should be based upon a combination of factors including the prevailing compensation paid to personnel performing comparable work in the cooperating country as determined by USAID and consideration of the individual's education, work experience and the Contractor’s internal organizational policies.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

• Note 4: For TCN positions, Mission Director waivers to pay TCNs in line with US Nationals must be obtained at the Task Order Level where applicable in accordance with AIDAR 722.170.

• Note 5: For CCN positions, rates will be reviewed at the Task Order level by the TOCO, and must be supported with sufficient documentation, and may not exceed the prevailing Local compensation rate for the respective country where the Task Order will be issued.

• Note 6: If Junior-level personnel are required under TOs, they must be proposed at rates below the unburdened CDR for Mid-level personnel. Junior level personnel must have a high school diploma, or equivalent.

B.6.3. Subcontractor Rates

The unburdened CDRs for the prime Contract apply to subcontracts under Task Orders.

B.7. LABOR (UNBURDENED CDR) RATE CHANGES

The labor rates are fixed for all contract years; however, the Contractor may submit a proposal reducing the labor rates and/or indirect rates at any time during the life of this Contract. The Government will review these proposals and determine if the revised rates are realistic and in the best interests of the Government. If the rates are accepted, the Government will modify the Contract by incorporating the new rates into the Contract.

B.8. INDIRECT COSTS AND ADVANCED UNDERSTANDING ON CEILINGS

[Ceilings are not applicable to Small Business Offerors or local organizations. Small and local businesses are not required to provide ceilings. Indirect rates are only applicable to cost reimbursement Task Orders issued under this IDIQ.]

Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs must be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases for Prime Contractors.

Offeror Overhead Rate %

*Overhead Ceiling Rate%

G&A Rate %

*G&A Ceiling Rate %

[TBD]

[Offeror to propose additional indirect cost as applicable]

[TBD]

[Offeror to propose additional indirect cost as applicable]

PRIME [TBD] [TBD] [TBD] [TBD] [TBD] [TBD]

* Not applicable to small or local businesses

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

The Contractor will make no change in its established method of classifying or allocating indirect costs that impacts this Contract without the prior written approval of the Contracting Officer.

Reimbursement for indirect costs must be at final negotiated rates, but not in excess of ceiling rates specified above.

The Government must not be obligated to pay any additional amount associated with indirect costs above the ceiling rates established in the Contract. This advance understanding must not change any monetary ceiling, cost limitation, or obligation established in the Contract.

NOTE: For fixed-price Task Orders, the overhead ceilings serve as a basis for negotiation only.

Note: Contractors are allowed to recoup indirect costs (OH, G&A, etc.) as other direct costs if it is part of the Contractor’s usual accounting procedures, consistent with FAR Part 31 and the Contractor's NICRA.

B.9. REQUIREMENT TO PROVIDE SERVICES

Per FAR 16.504(a)(1), the Contractor shall furnish any additional services ordered by USAID under this Contract so long as the cumulative amount of all orders does not exceed the maximum amount in Section B.4.

[END OF SECTION B]

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

*Note: All footnotes are for reference purposes only, and will be removed from the IDIQs.

C.1. PURPOSE

The purpose of this contract is to provide technical assistance and services to increase access to high-quality basic education as defined by host-country governments and improve student learning outcomes, particularly but not limited to reading outcomes in the primary grades. Basic education may include activities for learners in grades 1-8, pre-primary levels, and alternative or accelerated education programs in public or non-state schools.

The contractor may be required to support improving teacher effectiveness across various learning areas; strengthening student assessments at different levels of the education system; increasing access to basic education services through in-person or distance learning or in areas affected by conflict or crisis; increasing the quality, availability, and use of appropriate teaching and learning materials;

strengthening classroom and school management; decreasing learning gaps resulting from secondary impacts/effects of COVID-191 such as through in-school and/or after school catch-up/remediation practice; incorporating and measuring achievements in social and emotional learning; providing psychosocial support to students and teachers; or addressing the learning needs of marginalized student populations (that vary by context and frequently include girls, rural populations, children in refugee camps, individuals marginalized because of their sexual orientation, individuals with disabilities, indigenous peoples, and children and youth from poor households--USAID Education Policy), among other related activities.

As a result of USAID’s focus on strengthening partner countries’ capacities to sustainably deliver high quality education services to all learners at scale, the Contractor may also be required to improve basic education through strengthening host country education systems to become more resilient and accountable, including but not limited to capacity building of key government institutions as well as civil society organizations and private sector partners; data collection and data usage for decision making, resource allocation, collection and utilization of data including cost data and policy formulation; as well as other activities to improve sustainable and country-owned education sector approaches. The contractor may be expected to support teacher training and coaching (both in-person as well as through online professional development); the strengthening of school, community, and household linkages in support of children, especially in response to COVID-19, which would include behavior change messaging for the safe return to school; the application and use of appropriate technology; the integration of social and emotional learning; and the provision of other services required to improve and inform learning success such as monitoring and evaluation, and applied research, including but not limited to studying ‘what works’ at affordable costs to improve basic education, especially on cost reporting for future use.

This contract will be referred to as Reading for East Africa’s Development (READ). The support provided in this contract will be in alignment with the most recent and appropriate standard Foreign Assistance

1 The term “secondary impact/effects of COVID-19” describes effects beyond those related to health effects. Secondary effects may include but are not limited to COVID’s negative impact on access to education, for example.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development indicators. Under READ, the Contractor will provide access to technical expertise and implementation support to reach Mission, Regional, and Agency objectives, in support of USAID’s Education Policy (November 2018) and priorities in basic education.

C.2. BACKGROUND

USAID has made great strides regionally to improve student learning outcomes, particularly the reading skills of students at the primary school level; however, work remains to be done. The following are illustrative East African country education highlights prior to the emergence of COVID-19.

Table 1. Summary of Student Learning in East Africa

Country Expected Years of

Schooling

Learning- Adjusted Years of Schooling

Percentage of Second Graders Unable to

Answer a Single Comprehension

Question Correctly

Additional National Education System Data/Challenges

Ethiopia 7.8 4.5 70% 4% of learners attain grade-level proficiency in reading at the end of grade 2 and 14 percent of the primary school age population are out of school

Kenya 10.7 7.8 59% 27% of second graders are able to read English with grade-level fluency

Rwanda 6.6 3.8 70% 6% of the total primary school age population remain out of school

Tanzania 7.8 4.8 95% 35% of learners attain grade-level proficiency in reading at the end of grade 2

Uganda 7.0 4.4 96% 51.9% of children and youth achieve minimum proficiency at the end of primary school

In 2020, approximately 1.6 billion learners globally across 194 countries were affected by prolonged school closures due to COVID-19. In some East African countries, governments closed schools for nearly an entire academic year, leading to learning losses that will continue to widen gaps in foundational skills if left unchecked. As countries in the region cautiously reopen schools, responding to the disruption to learning and re-engaging learners, including those who dropped out, will be critical alongside introducing new infection prevention and control measures while supporting the psychosocial wellbeing of learners and educators.

For learners in the early primary grades, ensuring that foundational skills such as reading are adequately supported will be key even as instructional hours are cut to accommodate social distancing policies and multiple learning shifts and/or abbreviated academic calendars are instituted for the safe return to learning. The reason to focus particularly on reading in the early grades is that it is a critical skill for continued retention and success in future grades. Though children’s futures are not solely dependent on reading, reading is a critical and necessary precondition for skills development. Children who do not

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development develop reading skills during the primary grades are on a lifetime trajectory of limited educational progress and therefore limited economic opportunities.

Studies show that the learning levels and foundational skill levels of a country’s population are correlated with economic growth.2 World poverty would fall by 12% and 171 million people could be lifted out of poverty if all students in low income countries acquired basic reading skills;3 reading and literacy skills are fundamental to other academic progress and skills development. Across the world, evidence has consistently shown that individuals with higher measured skills earn more than their lower-skilled peers who have the same amount of schooling.4

In 2018, USAID issued a new education policy focused on investments in country-level partners to measurably improve key learning and education outcomes, and to do so in a way that promotes quality, equity, sustainability and advances self-reliance. In addition to strengthening self-reliance at the institutional, system, and country levels, education focuses on building self-reliance at the individual level, one child at a time. Education also successfully creates “pathways for greater economic growth, improved health outcomes, sustained democratic governance, and more peaceful and resilient societies.”5

USAID’s Education Policy prioritizes investments in 1) country-focus and ownership, 2) improving learning outcomes, 3) strengthening systems and developing capacity in local institutions, 4) working in partnership and leveraging resources, and 5) using evidence and data to drive decision making.

C.3. OBJECTIVE

The development objectives of the READ IDIQ for East Africa are to:

● Improve student learning outcomes in basic education, and

● Expand access to high-quality basic education (as defined by host-country governments such as but not limited to grades 1-8, pre-primary levels, and alternative or accelerated education programs in public or non-state schools) for all, particularly for marginalized and vulnerable populations.

In order to achieve those two broad development objectives, the contractor will provide access to technical expertise and implementation support including but not limited to design, delivery, monitoring and evaluation services, systems strengthening support, student learning assessment, and policy development to improve basic education, especially to improve student learning outcomes in reading in the primary grades.

C.4. STATEMENT OF WORK

The contractor will directly support USAID’s Education Policy with a focus on improving student learning outcomes, particularly in reading at the primary school level. This contract is intended to be a

2 The International Commission on Financing Global Education Opportunity (2016). The Learning Generation: Investing in Education for a Changing World. Accessed at https://report.educationcommission.org/report/.

3 UNESCO (2013). Education for All Global Monitoring Report 2013/4: Teaching and Learning: Achieving Quality for All.

4 The World Bank (2018). The World Development Report: Learning to Realize Education’s Promise. Accessed at https://www.worldbank.org/en/publication/wdr2018.

5 UNESCO (2013). Education for All Global Monitoring Report 2013/4: Teaching and Learning: Achieving Quality for All.

https://report.educationcommission.org/report/ https://www.worldbank.org/en/publication/wdr2018

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development mechanism USAID Missions in East Africa may use to achieve basic education programmatic objectives that will contribute to the Agency’s focus of helping countries solve their own development challenges on their journey to self-reliance.

While the Contractor will implement activities that increase equitable access to basic education and improve learning outcomes in basic education, the Contractor will also be expected to coordinate when appropriate with other USAID partners and activities within a Mission, regionally, as well as with initiatives and programs managed from Washington. The Contractor of any research activity conducted under this contract will be required to make publicly available programs, technical experts, tools, evaluation results, reports, and other products.

To achieve the objectives of the contract, the Contractor may be required to produce the outputs below in partnership with USAID and other USAID-identified partners:

● In-country coordination and implementation of activities to strengthen systems to improve learning outcomes and access to education, especially during the first years of schooling but also throughout primary school;

● Short-term technical assistance and training for assessment, project design, implementation, data collection, sampling, monitoring, and evaluation;

● Measurement innovation, test design, psychometric analysis, data and results reporting to support improving learning outcomes;

● Development of teaching and learning materials including textbooks, supplementary materials, teacher guides, distance learning (online, television, radio) content, and online teacher training/mentoring content through engagement and capacity building of appropriate public and private sector partners;

● Provision of appropriate technology to support learning, training, and data collection, with a particular focus on combating the secondary effects of COVID-19;

● Annual work, budget, sustainability, implementation, monitoring, and evaluation plans developed in partnership with host-government partners, other development partners, and USAID Mission teams;

● Applied research related to ‘what works’ to improve learning in different contexts and at affordable costs, including ‘just in time’ action research related to on-going program or project implementation;

● Performance monitoring and performance and impact evaluation;

● Provision and delivery of content for training courseware; and

● Information dissemination and sharing nationally and internationally through the internet, seminars, workshops, working papers, and/or other media.

USAID requires that the findings of a gender analysis are used to inform the design of projects/activities.

Each project will need to carry out gender analysis with sex-disaggregated data, with a focus on gender issues linked to, for example, reading outcomes in primary grades. USAID encourages the use of relevant gender analyses conducted by other donors or NGOs. Gender analysis can be integrated into and/or completed in coordination with any other assessments that will be conducted as part of the planning process.

C.5. RESULTS

The precise nature and mix of activities to improve student learning outcomes, particularly reading skills in a given country, will depend on the national and local contexts and needs, the investments of other

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development development partners, as well as the opportunities that will arise from working with partners in the public and private sectors. Reading programs funded by USAID, especially those in East Africa, have demonstrated that (1) improving teacher effectiveness in teaching primary grade reading; (2) increasing the availability and use of well-designed instructional materials; and (3) strengthening classroom and school management can result in measurable impact on student learning in a relatively short time frame.6 There is also widespread agreement that improving learning outcomes on a national scale, particularly in reading, requires simultaneous interventions at four levels: (1) teaching and learning in the classroom, (2) effective school management, (3) national policy and structural reforms to support school and classroom level changes, and (4) engagement and accountability by communities and the public at large.

The activities below exemplify but shall not limit the types of activities the Contractor may be required to support.

RESULT 1: IMPROVED LEARNING THROUGH EVIDENCE-BASED READING INSTRUCTION

Improving classroom-level instructional interactions is fundamental to improving learning and this contract will focus on classroom-level interventions. The Contractor may be required to work with governments and host country/regional organizations and networks to:

● Establish reading standards and benchmarks and develop or revise curricula and teaching and learning materials aligned to evidence and international best practices.

● Develop materials and teaching and learning approaches that are inclusive and gender sensitive.

● Develop materials and teaching and learning approaches that incorporate social emotional learning.

● Develop materials and teaching and learning approaches appropriate to crisis and conflict affected areas.

● Develop materials and teaching and learning approaches appropriate and accessible to children with disabilities.

● Incorporate activities that build learners’ vocabulary in other key content areas as well as reading comprehension strategies that include development of higher order thinking skills.

● Ensure an adequate supply of age, language, gender and stage-appropriate print and online reading and instructional materials including in formats accessible to learners with disabilities for classroom instruction, remediation/catch-up learning, and extra reading practice both in and outside of school.

The materials shall include a large number of appropriately leveled titles (both narrative and expository) as well as varied instructional materials particularly geared towards emergent and beginning readers.

● Train teachers in-person or virtually to teach reading effectively, in pre-service as well as in-service teacher development, using evidence-based approaches for reading instruction.

● Train school directors, other education system staff, as well as other host-country organizations in-person or virtually, to coach, monitor and supervise teachers.

● Train teachers in-person or virtually to use continuous assessment in their classrooms to track student progress.

● Use information from continuous assessments to identify and target students falling behind with extra in-school and afterschool remediation.

● Pilot and evaluate new basic education learning interventions.

● Address gender issues and reduce barriers that impact the reading levels of girls and boys.

6 USAID/Kenya Tusome External Evaluation Midline Report, 2017.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

● Address disability issues and reduce mainstreaming barriers that impact the reading levels of children with disabilities.

● Develop programs and incentives to reduce teacher and student absenteeism.

● Encourage reading with families as well as with peers, youth, and/or elders at home or in the community.

● Support literate and illiterate parents to increase their knowledge of curricular goals and help them support their children’s learning at home.

RESULT 2: STRENGTHENED BASIC EDUCATION SYSTEMS FOR IMPROVED INSTRUCTION, INCREASED

RESILIENCE AND GREATER SUSTAINABILITY

A strong and resilient education system includes evidence-based decision making, a focus on results, transparent and cost-effective resource allocation, well-functioning and accountable institutions, effective management, and proper incentive mechanisms. Recognizing that improved learning outcomes at national scale generally presuppose a strong education system, USAID will support countries’ efforts to strengthen their basic education systems, with the goal of improving reading instruction at scale as well as support sustainability and host-country ownership. To improve reading delivery systems at the systems level, the Contractor may be required to:

● Build the capacity of appropriate line ministries, parastatal institutions, and relevant public and private sector partners to respond to the evolving needs of the education sector.

● Strengthening systems such as those designed for testing learning outcomes; collecting, analyzing and using education data for decision making; monitoring performance over time; supervision (including teacher time on task); and teacher preparation and professional development--using technology and/or different training modalities (e.g., in-person, online) as appropriate.

● Increase the resilience of the education system to respond to external shocks due to conflict and crisis such as through the provision of access to quality synchronous and asynchronous distance learning.

● Strengthen the capacity of line ministries, parastatal institutions, and relevant public and private sector partners to set clear standards and benchmarks for learning; implement policies that promote learning, including allocating sufficient instructional time; develop relevant curricula that align with host-country standards; and develop relevant teaching and learning materials that align with host-county curricula.

● Improve timely distribution and utilization of textbooks and instructional materials.

● Scale up successful education programs through host-country systems, adapting key program elements to be more feasible and cost-effective as needed to ensure sustainability and local ownership.

● Strengthen national assessment systems for learning.

● Strengthen national data collection systems that help planners make informed, targeted decisions regarding policy and resource allocation.

● Support appropriate, cost-effective and scalable technologies (e.g., audio, video, computers, internet, and mobile devices) that have the potential to improve system performance and student learning.

● Support program cost data collection, reporting, and analysis in order to assist host-governments to determine the sustainability of key programs.

● Evaluate and improve the value for money of basic education investments by measuring the cost, impact, and the cost-effectiveness of interventions.

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

● Promote parent/caregiver and community engagement in children’s learning outcomes including through strengthened school management committees if appropriate.

RESULT 3: GREATER ENGAGEMENT, ACCOUNTABILITY AND TRANSPARENCY BY COMMUNITIES AND THE

PUBLIC

Civil society, the private sector, community and parental engagement in education are useful to remove barriers to quality education, mobilize scarce education resources, and increase accountability for learning results. To achieve greater engagement, accountability and transparency by national leaders, service providers and stakeholders, the Contractor may be required to:

● Encourage civil society and community dialogue and discussion about reading issues and promising interventions.

● Encourage national-level program design, implementation, evaluation and research.

● Develop and support networks of reading practitioners and/or policymakers in government and civil society to build technical communities of practice, policy support and advocacy for improved student learning.

● Support school management committees to include reading reports in school report cards and school improvement plans.

● Develop a range of activities to support reading and reading-related learning, including reading competitions, spelling bees, essay contests, mass media programs, teacher activities, etc.

● Promote reading through a media and outreach-based advocacy strategy targeting children, parents, teachers, civil society, etc.

● Produce education data in formats for diverse audiences and develop innovative ways to strengthen civil society, community and education stakeholder access to and utilization of data for national, regional, and local decision making.

● Implement varied media campaigns to increase public awareness about the importance of basic education issues such as but not limited to ways to safely return to school during COVID-19, regularly attending school, reading, the current status of reading in countries, and constructive public responses (reading to children, for example).

● Mobilize and engage civil society and the private sector to become involved in addressing basic education issues such as reading and/or to advocate for improved reading outcomes.

● Develop contextualized, innovative approaches to promoting reading, possibly including community-level assessments, book fairs, reading contests, reading programs during school vacations, collaboration with libraries and booksellers, etc.

● Pilot and evaluate new community engagement programs.

RESULT 4: GREATER ACCESS TO LEARNING OPPORTUNITIES FOR ALL STUDENTS

Improving access to quality education, particularly evidence-based reading instruction, is vital to strengthening learning outcomes. This contract will focus on putting all pupils, especially the most marginalized, into some type of high-quality basic education (as defined by host-country governments such as but not limited to grades 1-8, pre-primary levels, and alternative or accelerated education programs in public or non-state schools or refugee camps). The Contractor may be required to work with governments and host country/regional organizations and networks to:

Request for Proposals # 72062321R00006 USAID/Kenya and East Africa/Reading for East Africa’s Development

● Develop and support networks of education practitioners (especially reading practitioners) and/or policymakers in government and civil society to create more effective avenues for all pupils to receive high-quality basic education.

● Improve synchronous and asynchronous distance learning options (online, television, radio) through the use of appropriate technology.

● Support school and education management systems to constantly reach out to communities and caretakers to increase retention and access to high-quality basic education.

● Develop contextualized, innovative approaches to…