Revised3 Presolicitation Notice 72068824R00001-Protective Education for Girls in Mali.pdf

Original Issuance Date: October 23, 2024 Revised Issuance Date: January 2, 2025 Original Deadline for Questions: November 6, 2024, 10:00pm, Bamako, Mali Time Revised Deadline for Questions: January 13, 2025, 10:00pm, Bamako, Mali Time Original Phase One Technical Concept Due Date: November 25, 2024, 10:00pm, Bamako, Mali Time Revised Phase One Technical Concept Due Date: January 28, 2025, 4:00pm, Bamako, Mali Time

Solicitation N0: 72068824R00001

Subject: Revised 2 Request for Technical

Concepts for Protective Education for Girls in Mali

Dear Potential Offerors:

The U.S. Agency for International Development (USAID) in Mali (USAID/Mali) is soliciting Technical Concepts from qualified offerors interested in providing the services as described in the attached concept paper and subsequent request for full proposals.

USAID/Mali anticipates the award of one (1) Firm Fixed Price Contract resulting from this solicitation to be implemented over a 3-year period of performance.

The issuance of this pre solicitation does not in any way obligate the United States of America Government (USG) to award a contract, nor does it commit the USG to pay for costs incurred in the preparation and submission of a proposal. Furthermore, the U.S. Government reserves the right to reject any or all offers if such action is considered to be in its best interest.

Sincerely, Michele Maximilien Contracting Officer

Contents

ACRONYMS

SECTION A: CONCEPT PAPER

I. INTRODUCTION

II. PROBLEM STATEMENT

III. THEORY OF CHANGE

IV. KEY PROGRAM COMPONENTS

V. RESULTS FRAMEWORK

VI. FLEXIBILITY/CRISIS MODIFIER

SECTION B: FEDERAL AWARD INFORMATION

I. ESTIMATE OF FUNDS AVAILABLE AND NUMBER OF AWARDS CONTEMPLATED

II. START DATE AND PERIOD OF PERFORMANCE FOR FEDERAL AWARD

III. AUTHORIZED GEOGRAPHIC CODE

SECTION C: OFFERORS INFORMATION

I. OFFERORS INFORMATION

SECTION D: PROPOSAL AND SUBMISSION INFORMATION

I. AGENCY POINT OF CONTACT

II. QUESTIONS AND ANSWERS

III. PROPOSAL PROCESS

SECTION E: INFORMATION ON THE EVALUATION OF TECHNICAL CONCEPTS

I. EVALUATION OF TECHNICAL CONCEPTS

II. EVALUATION CRITERIA AND CONSIDERATIONS

1. Understanding of Local Context

ACRONYMS

CCTs: Conditional Cash Transfers FAA: The Foreign Assistance Act OFAC: Office of Foreign Assets Control RFP: Request for Proposals SAM: System for Award Management SEL: Social-emotional learning SDN: Specially Designated Nationals USAID: U.S. Agency for International Development USG.: United States of America Government WASH: Water, Sanitation, and Hygiene

SECTION A: CONCEPT PAPER

I. INTRODUCTION

This amended concept paper outlines a proposed intervention designed to address the critical barriers faced by vulnerable learners, particularly girls, in Mali mining regions of Kayes and Bougouni. USAID/Mali through the Protective Education for Girls in Mali Activity aims to increase access to basic education and foundational learning particularly for girls (age: 6-19) and learners who have been marginalized due to exposure and/or engagement in the mining industry, with improved foundational skills and social emotional competencies, even in the face of violence, exploitation and abuse.

The proposed program aims to enhance educational outcomes by improving access to and retention in schools through the implementing accelerated learning programs, boosting teacher well-being and instructional quality, and providing targeted support for girls.

II. PROBLEM STATEMENT

In Mali, despite progress in primary school enrollment, significant challenges persist for vulnerable learners, particularly girls. A disproportionate number of primary school-aged children in mining areas fail to complete their education, often due to factors such as child labor, early marriage, economic hardship, insecurity, and exposure to exploitation and violence.

Poor teacher well-being, inadequate qualifications, and lack of socio-emotional competencies further hinder effective instruction. Moreover, reproductive health and hygiene challenges, including poor WASH facilities, disproportionately affect girls' retention and participation.

III. THEORY OF CHANGE

If we improve access to education and retention for vulnerable learners by establishing accelerated learning centers, supporting teacher well-being and skills, providing targeted support for girls, and building the capacity of local organizations, then we will see increased enrollment, retention, and completion rates, particularly for girls. This will lead to improved foundational skills, enhanced social-emotional competencies, and greater resilience among learners, enabling them to overcome risks such as exploitation, violence, and abuse.

IV. KEY PROGRAM COMPONENTS

1. Identification and capacity building of gender-sensitive and protection oriented local educational actors, organizations and networks:

The offeror will be responsible for identifying and selecting legitimate local organizations that have experience in working on girls’ education and empowerment in the targeted regions (Kayes, Bougouni, and Bamako). These organizations will be essential for the implementation of the program. The offeror will provide technical assistance to strengthen these organizations' capacities in areas such as organization management, project management, monitoring and evaluation, financial management, gender-sensitive programming, and inclusion. This capacity-building approach will enable local organizations to effectively contribute to the education and empowerment of girls in their communities.

2. Grant Under Contract Management and Monitoring:

The offeror will provide grants under contracts for a 3-year period to these local organizations. The grants under contract should be up to $250,000 per organization per year. These grants will fund activities such as the establishment of accelerated learning centers, teacher professional development, community outreach, and economic support programs. The offeror will be responsible for managing these grants, ensuring that local organizations comply with program objectives, financial reporting requirements, and performance targets. The offeror will monitor progress through regular site visits, performance assessments, and financial audits to ensure accountability and successful program implementation. In addition, USAID/Mali would like to use these grants under contract to build the capacity of the selected local organizations towards direct partnerships in the future.

3. Coordination and Technical Support:

The offeror will coordinate the efforts of the local organizations to ensure consistency and high-quality implementation across all areas of the program. This coordination will involve regular communication, joint planning meetings, shared reporting systems, and continuous technical support. The offeror will facilitate the exchange of best practices among local organizations, ensuring that all partners adhere to program standards and effectively collaborate on common objectives. Additionally, the offeror will work with government authorities, to ensure alignment with national education priorities. The offeror will also connect the selected organizations with other stakeholders such as other donors and the private sector.

V. RESULTS FRAMEWORK

Result 1: Improved Entry, Retention, and Transition of Vulnerable Learners.

Objective: Enhance the entry, retention, and transition rates of community and vulnerable learners, with a particular focus on girls.

Context: Data reveals low access and retention rates for girls, particularly in the Kayes and Bougouni regions, exacerbated by factors such as household poverty, child labor, and regional mining activities. Accelerated learning programs have shown promise in addressing educational disruptions.

Key Activities:

1. Establish accelerated learning centers to provide intensive, catch-up education.

2. Conduct assessments to identify barriers to education, followed by targeted community interventions.

3. Implement a robust monitoring and evaluation system to track progress.

Sample Indicators:

● ES.1-1 Percentage of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading skills.

● ES.1-3 Number of learners in primary schools or equivalent non-school-based settings reached with USG education assistance.

● ES.1-46 Percentage of individuals who transition to further education or training following participation in USG-assisted programs.

● Retention rate of girls in accelerated learning programs.

Result 2: Increased Girls’ School Enrollment and Retention.

Objective: Implement targeted economic support, multi-sectoral support, and peer-to-peer learning to increase girls’ enrollment and retention in schools.

Context: Economic barriers, lack of family support, and inadequate WASH facilities contribute to girls’ school absenteeism and dropout rates. Addressing these barriers is critical to improving girls' education outcomes.

1. Provide Conditional Cash Transfers (CCTs) to cover school fees, purchase school supplies, and incentivize school attendance.

2. Create peer education programs, mentoring girls through role models and secondary school graduates.

3. Improve menstrual hygiene management through school-based programs and WASH infrastructure.

● ES.1-56- Number of learners with improved access to education through USG-assisted programs

● Number of girls receiving CCTs and their impact on school attendance.

● Number of peer educators trained and their influence on girls’ academic success.

● Improvement in girls' menstrual hygiene knowledge and school attendance.

● Retention rate of girls receiving CCTs.

Result 3: Enhanced Teacher Well-Being and Instructional Capacity.

Objective: Improve teachers’ social-emotional competencies and instructional skills to better support learners’ foundational skills (reading, math, SEL).

Context: Teachers in Mali often face high stress due to insecurity and resource challenges.

Enhancing teacher well-being and pedagogical skills is key to improving student outcomes.

1. Provide in-service training to educators on effective teaching practices and SEL integration.

2. Collaborate with the Ministry of Education to align training efforts with national standards.

3. Implement evidence-based SEL frameworks and psychosocial support.

● ES.1-6- Number of educators who complete professional development activities with USG assistance

● Percentage of learners demonstrating improved social and emotional skills.

● Percentage of teachers reporting improved well-being and reduced stress.

Result 4: Improved Capacity of Local Organizations to Address Barriers Faced by Vulnerable Learners.

Objective: Reduce barriers to education for vulnerable learners, including girls through engaging gender-sensitive and protection oriented local community and civil society groups to function as independent organizations operating in the mining zones of Mali.

Context: Local organizations are often under-resourced and lack the technical skills and institutional support to address the complex challenges faced by vulnerable learners.

Strengthening these organizations is essential for ensuring sustainable, high-quality interventions to improve the access to quality education for girls, and better learning outcomes for girls and marginalized children in mining areas.

1. Identify and select legally registered local organizations working on girls’ education and empowerment.

2. Assess the institutional and organizational capacity of selected local organizations.

3. Provide capacity-building activities such as training in project management, monitoring and evaluation (M&E), financial oversight, gender-responsive programming, and community engagement.

4. Facilitate partnerships between local organizations and other key stakeholders, such as government bodies, community leaders, the private sector and international organizations.

5. Offer ongoing technical support to enhance program implementation and ensure that local organizations meet agreed-upon outcomes.

● CBLD-9 - Percent of USG-assisted organizations with improved performance

● Number of local organizations implementing gender-responsive and inclusive educational programs.

VI. FLEXIBILITY/CRISIS MODIFIER

This activity was designed to allow flexibility in the event of a crisis. The security situation in Mali is substantially fluid. It could worsen and thus prevent, hinder, or delay the implementation of USAID funded contractor activities in certain areas, or it might show improvement that would allow for the free movement of USAID funded activities in all geographic focus areas of this award. A crisis may occur during the award performance period. If such a crisis develops, it will be important for the contractor to use adaptive management principles to respond in a timely manner and appropriately to the crisis. This includes making all possible attempts to maintain development gains achieved through activity implementation up until the crisis ends.

The contractor is required to set aside $1,000,000 over the life of the activity for the “Windows of Opportunity” fund. This will allow the contractor and USAID flexibility in responding to urgent, unexpected or politically sensitive situations which may not be foreseen at the time of the issuance of the award. The contractor should be prepared to react quickly to opportunities or challenges that may emerge and offer the potential to advance the program’s objectives.

Prior to using the Windows of Opportunity funds, the contractor shall identify the activity to be funded, including the required amount for funding such activity, and obtain written approval from the USAID/Mali Contracting Officer. Funds from the Windows of Opportunity budget line item must not be expended without the prior written approval from the Contracting Officer.

[END OF SECTION A]

SECTION B: FEDERAL AWARD INFORMATION

I. ESTIMATE OF FUNDS AVAILABLE AND NUMBER OF AWARDS CONTEMPLATED

This program is authorized in accordance with the Foreign Assistance Act (FAA) of 1961, as amended. Issuance of this pre solicitation does not constitute an award commitment on the part of the U.S. Government, nor do those commit the USG to pay for any costs incurred in the preparation or submission of questions, comments, suggestions, technical concepts, or a proposal. Offerors submit Technical Concepts at their own risk, and all preparation and submission costs are at their expense.

Subject to the availability of funds, USAID/Mali anticipates supporting up to one award of up to $12,000,000 over the life of the award.

II. START DATE AND PERIOD OF PERFORMANCE FOR FEDERAL AWARD

The anticipated period of performance for this award is three years. The estimated anticipated start date will be in September 2025.

III. AUTHORIZED GEOGRAPHIC CODE

The geographic code for the procurement of commodities and services under this program is Code 935 (any area or country including the cooperating country but excluding foreign policy-restricted countries).

[END OF SECTION B]

SECTION C: OFFERORS INFORMATION

I. OFFERORS INFORMATION

1. All interested offerors should start the process to:

● Have their Unique Entity Identifier number.

● Be registered in the System for Award Management (SAM) website https://www.sam.gov

● Have an active registration in SAM.

2. Offerors contemplating to participate in the pre-solicitation and solicitation should also start collecting information related to implementing partners' official registration and authorization to exercise in Mali.

[END OF SECTION C]

https://www.sam.gov

SECTION D: PROPOSAL AND SUBMISSION INFORMATION

I. AGENCY POINT OF CONTACT

The Agency Contracting Office for this Award is:

USAID/MALI/Office of Acquisition and Assistance Bamako, Mali Mali.oaa@usaid.gov

II. QUESTIONS AND ANSWERS

Questions regarding this pre solicitation should be submitted in writing via email to Mali.oaa@usaid.gov by the due date and time specified on the cover page of this pre solicitation. The subject line should be: 72068824R00001 Protective Education for Girls in Mali- Technical Concepts Questions-the offeror’s acronym.

The Agency will furnish promptly to all prospective offerors as an amendment to this pre solicitation any information concerning this pre solicitation given to a particular prospective offeror, if that information is necessary in submitting technical concepts, or if the lack of it would be prejudicial to any other prospective offeror.

III. PROPOSAL PROCESS

The proposal process for the Protective Education for Girls in Mali will be conducted in accordance with FAR 15.202 as follows:

1. An open call for a brief (5-page) Technical Concepts and Limited Pricing Information (1 page), which must be submitted separately from the Technical Concepts.

2. Evaluation of Technical Concepts by USAID as outlined below.

3. In-person and/or virtual co-creation discussions and/or workshop(s) with offerors considered to be viable competitors by invitation only. Will be considered to be viable competitors, the most highly qualified technical concept offerors that pass.

4. Invitation of Respondents that pass to submit Full Proposal(s).

USAID/Mali anticipates notifying offerors of the result of the Technical Concepts evaluation within 90 days of submission of the technical concepts.

mailto:Mali.oaa@usaid.gov

USAID/Mali will be responsible for the evaluation of Technical Concepts and Full Proposals and management of any subsequent award. Additional information about each phase of the Proposal and Evaluation process is provided below.

Technical Concept Submission

All Technical Concepts must be prepared and submitted in English with a French version.

Technical Concepts must be five (5) pages or less for the English version, with Calibri 12 points font. Content above four pages for the English version will not be evaluated. The English version is the version that will be evaluated. The number of pages in the French translation shall not exceed 6 pages. The Technical Concept should be submitted both in Word and PDF documents.

Smaller text will not be evaluated. The technical concept may use smaller font for legends to graphs, content of tables, and footnotes, but no smaller than 10 points. Smaller text will not be evaluated. Technical Concepts are due by the due date and time specified on the cover page of this pre solicitation. Technical Concepts submitted after the deadline will not be evaluated.

Not included in the page limitation is:

● Title/cover page with signature of the responsible authorized party for the organization.

● Table of Contents.

● List of acronyms.

In the event of inconsistency between any terms of the Technical Concept and its translation into French, the English language meaning shall control.

After a technical concept note is received, USAID/Mali reserves the right to request supplementary information or pose clarifying questions to any offeror. Requesting supplementary information or posing clarifying questions to one offeror does not obligate USAID to do so with all offerors, nor does it guarantee invitation to submit a full proposal. USAID will host a two-week Q&A period, where prospective offerors are invited to ask questions until the date and time specified on the cover page of this pre solicitation. Questions regarding the substance and objectives of the USAID Protective Education for Girls in Mali should be directed to Mali.oaa@usaid.gov. One week after the closure of the Q&A submission period, USAID/Mali will post written responses on SAM.gov.

Technical Concepts should be submitted via email to Mali.oaa@usaid.gov by the due date and time specified on the cover page of this pre solicitation. The subject line should be:

72068824R00001 Protective Education for Girls in Mali- Revised Technical Concepts Submission-the offeror’s acronym.

Limited Pricing Information

A high-level nominal budget must be prepared and submitted in English separately from the Technical Concepts. The Limited Pricing Information must be one (1) page or less, Excel and PDF documents. Offerors must submit the nominal budget in the format below, and briefly explain the allocation of resources to different components of the intervention.

CONTRACT LINE Total over Three Years

Salaries and Wages $ Fringe Benefits $ Allowances $ Travel, Transportation, and Per Diem $ Equipment $ Supplies $ Other Direct Costs $ Subcontracts $ Grants under Contract $ Renovation (Rehabilitation) of Latrine Blocks

Flexibility/Crisis Modifier $ Total Direct Costs $ Indirect Cost $ Total Estimated Cost $

Limited Pricing Information should be submitted separately from the Technical Concepts via email to Mali.oaa@usaid.gov by the due date and time specified on the cover page of this pre solicitation. The subject line should be: 72068824R00001 Protective Education for Girls in Mali- Revised Limited Pricing Info Submission-the offeror’s acronym.

Not included in the page limitation is:

● Title/cover page with signature of the responsible authorized party for the organization.

Technical Concept Evaluation

Technical Concepts will be evaluated based on the proposed approach, feasibility, and alignment with the above-referenced purpose of the Protective Education for Girls in Mali.

Additionally, technical concepts should be consistent with USAID legal and policy restrictions, including those set forth in USAID’s Automated Directives System (ADS) and in the Foreign Assistance Act of 1961, as amended.

Budget Review

Budgets will be reviewed based on the allocation of resources to different components of the intervention.

Co-Creation Process Subject to the availability of funds, USAID/Mali will invite the Ministry of Education and a subset of the most highly qualified technical concept offerors that pass and are considered to be viable competitors to engage in a round of co-creation with USAID/Mali prior to submission of full proposals.

The aim of the co-creation phase is to further define activity objectives, design interventions.

Through discussions, both the offeror(s) and USAID/Mali may identify additional resources, partners, or strategies necessary to successfully implement the activity. This process may involve extensive discussions with USAID/Washington, USAID Mission staff, or other experts, within or outside of USAID. Co-creation may happen in-person or virtually, through video conference, and phone calls.

By applying to the Protective Education for Girls in Mali, offerors give USAID/Mali the right to share technical concepts with appropriate external partners for the purposes of evaluation or co-creation. All parties privy to the contents of submitted technical concepts, whether within or outside of USAID, will be required to keep contents in confidence.

Communication with USAID/Mali during the technical concept /co-creation phase shall NOT be interpreted as a commitment to funding or guaranteed request for a full proposal. Any expenses incurred by offerors during this time are solely the responsibility of the offerors, unless otherwise stated in writing by USAID/Mali.

If USAID/Mali decides to continue with the proposed activities following the co-creation phase, USAID/Mali will request a full proposal from the Respondents that pass, inclusive of all modifications, expansions, discussions, etc. resulting from the co-creation.

Full Proposal

USAID/Mali will accept full proposals from the Respondents that pass during the pre-solicitation phase. USAID/Mali’s Request for Proposals (RFP) shall NOT be interpreted as a commitment of funds.

[END OF SECTION D]

SECTION E: INFORMATION ON THE EVALUATION OF TECHNICAL CONCEPTS

I. EVALUATION OF TECHNICAL CONCEPTS

Once a Technical Concept has been submitted in response to the USAID Protective Education for Girls in Mali pre solicitation, USAID/Mali will conduct a technical evaluation of the Technical Concepts using the criteria outlined in the Technical Evaluation Criteria and Considerations section below.

The purpose of the initial evaluation and related communication is to determine whether USAID wishes to engage in further discussions regarding the proposed approach and activities. The initial evaluation and communication will result in an invitation to engage in more in-depth and specific co-creation discussions aimed at further developing the proposed approach and requesting Full Proposals.

II. EVALUATION CRITERIA AND CONSIDERATIONS

All offerors will be rated on a score of either: a) Pass, or b) Fail. Offerors must fulfill at least 4 out of 6 evaluation factors to pass.

1. Understanding of Local Context

● Knowledge of Regional Issues: The offeror should demonstrate a deep understanding of the educational challenges in Mali, particularly in the Kayes and Sikasso regions.

● Context-Sensitive Solutions: The proposed solutions should be sensitive to the local socio-economic and cultural context, including factors like regional mining activities, household poverty, and displacement.

2. Innovativeness and Feasibility

● Innovative Approaches: The proposed technical concept should propose innovative and creative solutions to improve educational outcomes for girls and vulnerable learners.

● Practical Implementation: The proposed interventions should be practical and feasible within the local context, with a clear plan for implementation and sustainability.

3. Evidence-Based Strategies

● Use of Best Practices: The proposed technical concept should incorporate evidence-based strategies and best practices in education, teacher development, and support for girls.

● Data and Research: Offerors should use relevant data and research to support the proposed interventions and demonstrate their potential impact.

4. Measurable Outcomes and Indicators

● Clear Objectives: The proposed technical concept should outline specific, measurable objectives and indicators for assessing the success of the proposed interventions.

● Monitoring and Evaluation: Offerors should include in the technical concept a brief description on how progress and results will be measured.

5. Capacity and Expertise

● Organizational Experience: The submitting offeror should have relevant experience and expertise in implementing similar educational interventions or working in similar contexts.

● Staff Competency: The technical concept should outline the qualifications and experience of the project team, demonstrating their ability to successfully carry out the proposed activities.

6. Risk Management

● Identification of Risks: The proposed technical concept should identify potential risks and challenges associated with the intervention.

● Mitigation Strategies: The proposed technical concept should include strategies for mitigating identified risks and addressing potential challenges.

[END OF SECTION E]

[END OF PRE-SOLICITATION]

ACRONYMS