RFQ_No._95332419Q0086_-_Cote_d’Ivorie_Secondary_Education_Activity_Evaluation_Solicitation.pdf

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DPE-PR-19-0086

95332419Q0086

Kapakasa, Yembeka J LOCAL TIME

08/05/19 11:00 AM ET

541690

See Schedule

See Schedule

953324

See Schedule

MCC-HQ

Millennium Challenge Corporation, Contracts and Grants Management Division, 1099 Fourteenth St NW, Suite 700 Washington, DC, 20005-3550, US

STANDARD FORM 1449 (REV. 3/2005) BACK

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95332419Q0086

TABLE OF CONTENTS:

Listing of Incorporated Purchase Requisitions Section B - Supplies or Services and Prices/Costs Section C - Description/Specifications/Work Statement Section D - Packaging and Marking Section E - Inspection and Acceptance Terms Section F - Delivery or Performance Section G - Contract Administration Data Section H - Special Contract Requirements Section I - Contract Clauses Section J - List of Documents, Exhibits, and other Attachments Section K - Representations, Certifications, and Other Statements of Offerors Section L - Instructions, Conditions and Notices to Offerors Section M - Evaluation Factors for Award

Listing of Incorporated Purchase Requisitions

Incorporated Purchase Requisition Numbers:

DPE-PR-19-0086

Section B - Supplies or Services and Prices/Costs

Item Number Base Item Number

Supplies/Services Quantity Unit

0001 Base Period: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Base Period: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODCs: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions DPE-PR-19-0086

IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

1001 Option Period 1: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs

Extended Price

Description:

Option Period 1: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODCs: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 1 Option Time Date: 9/24/20 Option Time Duration: 364 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

2001 Option Period 2: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Option Period 2: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODC: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 2 Option Time Date: 9/24/21 Option Time Duration: 364 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

3001 Option Period 3: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Option Period 3: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODC: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 3 Option Time Date: 9/24/22 Option Time Duration: 364 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

4001 Option Period 4: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Option Period 4: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODC: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 4 Option Time Date: 9/24/23 Option Time Duration: 365 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

5001 Option Period 5: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Option Period 5: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODC: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 5 Option Time Date: 9/24/24 Option Time Duration: 364 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Item Number Base Item Number

Supplies/Services Quantity Unit

6001 Option Period 6: Cote d'Ivoire Secondary Education Activity

Evaluation

Contract Type:Time and Materials Unit Price

Other Direct Costs Extended Price

Description:

Option Period 6: Cote d'Ivoire Secondary Education Activity Evaluation

Labor: $TBD

ODCs: $TBD

Period of Performance: TBD (12 Months)

Purchase Requisitions

Option: 6 Option Time Date: 9/24/25 Option Time Duration: 364 Option Time Units: Days IDC Type: Not Applicable FSC Codes: R410 SUPPORT- PROFESSIONAL: PROGRAM

EVALUATION/REVIEW/DEVELOPMENT

NAICS Code: 541690 Other Scientific and Technical Consulting Services

Clauses incorporated by reference

None

Clauses incorporated by full text

DPE IE Section B Section B SUPPLIES OR SERVICES AND PRICE/COSTS

B.2. FAR 52.216-1 -- Type of Contract (APR 1984)

The Government contemplates award of a time-and-materials (T&M) contract resulting from this solicitation.

B.3. Funding Type

This contract will be funded, at the time of award, with no-year Due Diligence funding. As such, funding obligated to this contract may be used during the life of the contract.

B.4. Limitation of Funds -- Incrementally Funded Contracts

In accordance with clause MCC 52.232-72, "Limitation of Funds -- Incrementally Funded Contracts," funds in the amount of [TBD] have been allotted to this contract. It is contemplated that funds now obligated under this contract will cover the work to be performed until [TBD]. If the contractor considers the funds obligated under this contract to be insufficient to cover the work to be performed until the date specified herein, or another date agreed to by the parties, the contractor shall notify the contracting officer in writing and indicate the date on which it expects expended funds to approximate 75 percent of the total amount obligated. The notice shall state the estimated amount of additional funds required to continue performance through the date for which incremental funds are provided.

The Contractor shall not perform work on the contract which exceeds the total amount actually allotted by the Government to the contract. The Government is not obligated to reimburse the Contractor for costs incurred in excess of the total amount allotted by the Government to this contract. The contractor assumes the risk for any increased costs beyond what the Government obligates.

B.5. Labor Rates and Other Direct Costs (ODCs)

Labor rates at the inception of a contract period will carry through as "fixed-price" without adjustment for the life of that contract period.

Hours by labor category and pricing under ODCs are estimates only and may be increased/decreased as necessary for successful completion of the contract requirements and as approved by the COR/PM. However, the contractor's expenditures at any given point shall not exceed the total obligated amount or the total ceiling price for this contract as specified below.

Using the template below, Offerors must include all proposed labor categories, fully-burdened hourly rates and Other Direct Costs (ODCs) for each contract period identified above.

PRICING SUMMARY PER CONTRACT PERIOD

Base Option 1 Option 2 Option 3 Option 4 Option 5 Option 6 TOTAL

Total Labor Hours

Total Labor Costs

Total ODCs $ $ $ $ $ $ $ $ Total Est.

Cost

Base Period Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

0001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Base Period)

Option Period I Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

1001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Option Period I)

Option Period II Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

2001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Option Period II)

Option Period III Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

3001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Option Period III)

Option Period IV Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

4001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Option Period IV)

Option Period V Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

5001 hr.

Data Collection Lot 1 $ 00,000.00 $ 00,000.00 hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1) 5001 Data Collection

Subcontract(s) Endline

Lot 1 $400,000.00 $400,000.00

ODC Sub-Total

Total Estimated Value (Option Period V)

Option Period VI Period of Performance TBD (est. 12 months) Item # Description(2) U/I Qty Rate Total

LABOR

6001 hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1)

ODC Sub-Total

Total Estimated Value (Option Period VI)

TOTAL COST SUMMARY

Description(2) U/I Qty Rate Total

LABOR

hr.

hr.

hr.

hr.

hr.

hr.

Total Labor Hours - -

Labor Sub-Total

ODCs(1) Data Collection Subcontract(s)

Lot 1 $ 00,000.00 $ 00,000.00

ODC Sub-Total

Total Estimated Cost

NOTE (1): MCC anticipates approximately $ 00,000.00 worth of data collection subcontracting costs for which the requirements are unknown at this time. To be fair to all vendors providing a quotation, a plug number is utilized for data collection subcontracting costs in the respective period(s) in which data collection is expected to occur. However, if the Offeror believes this plug number is inadequate, please advise during the Question and Answer period of the solicitation.

"Data Collection Subcontract(s)," as used in the tables above, refers only to the cost of subcontracting a data collection firm and any associated indirect costs (e.g., subcontract handling fees). It does not include any prime contractor labor associated with overseeing/managing the data collection effort; this time should be incorporated into the level of effort proposed under the respective Labor CLIN (Option Period 5). Subcontracting costs for data collection are subject to the requirements of FAR 52.244-2, Subcontracts.

NOTE (2): A job description shall be included for each labor category proposed, except for the Key Personnel labor categories identified at Section H.8. The job description must identify essential and non-essential tasks that are assigned to a specific position. It must also identify reporting relationships and shall also describe required qualifications, minimum requirements, working conditions and desirable qualifications.

(END OF SECTION B)

Section C - Description/Specifications/Work Statement

Clauses incorporated by reference

None

Clauses incorporated by full text

Section C DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK C.1. Introduction and Background

This scope of work (SOW) is for the purpose of engaging an Evaluator to perform independent evaluation services in support of the Secondary Education Activity of the Côte d'Ivoire Compact's Skills for Employability and Productivity Project. The Evaluator will be contracted to meet MCC's accountability and learning requirements as detailed in MCC's M&E Policy ( https://www.mcc.gov/resources/doc-pdf/policy-for-monitoring-and-evaluation).

The Government of the Republic of Côte d'Ivoire (GoCI) and the Millennium Challenge Corporation (MCC), on behalf of the United States Government, entered a Compact Agreement for a US $525 million grant to be implemented over a 5 year period. The Compact was signed on November 7, 2017 and is expected to enter into force in mid- to late 2019. The Millennium Challenge Account Côte d'Ivoire (MCA-CI) will be responsible for implementing the Compact Program. The Compact Program consists of two projects: the Abidjan Transport Project and the Skills for Employability and Productivity (Skills) Project.

The Skills Project ($155M) is comprised of two Activities:

(i) Secondary Education Activity ("Secondary Ed") and

(ii) Technical and Vocational Education and Training (TVET) Activity.

The Secondary Education Activity ($111.3M) aims to increase the access to and quality of lower secondary education in two regions of Côte d'Ivoire (Gbêkê and San Pedro). Specifically, the Activity is expected to increase the number of years of education received and improve the acquisition of quality, in-demand basic skills, including reading, math, and soft skills, for lower secondary students. The Activity will be pursued through four sub-activities that will invest in new education infrastructure, expand and improve teacher training, reduce gender disparities in educational outcomes, and enhance GoCI's education management information system and its use for decision-making in the national education sector. Descriptions of the sub-activities are below.

New Secondary Schools for Equitable Access Sub-Activity ($73.3 million)

The New Secondary Schools for Equitable Access Sub-Activity (Equitable Access) will construct, equip, and provide support for up to 74-84 new lower secondary schools, or collèges de proximité, in the rural and peri-urban areas of the Gbêkê and San Pedro regions. Gbêkê houses Côte d'Ivoire's second-largest city population-wise, and San Pedro has the second-largest port city and economy in the country. Both of these regions were deeply and adversely affected by the recent conflict in Cote d'Ivoire, and both regions suffer from low educational performance. The schools will be constructed based on agreed standard designs and are envisioned to be of two sizes, either: (i) a smaller school model to accommodate up to 320 students in four grade levels with two classrooms per grade (Base 2), or (ii) a larger school modeled to accommodate the same number of grade levels, and up to twice the number of students and classrooms as the smaller model (Base 4).

The specific villages selected to receive a college de proximité will be chosen in a transparent and data-driven manner through the application of criteria mutually agreed upon by the Côte d'Ivoire Ministry of Education and MCC. The primary selection criteria include:

• Locality is within a rural area

• Locality has at least one primary school (public and / or private)

• Locality is deemed eligible in the Ministry of Education's school map

• Locality does not have an existing lower secondary school

• Approximately 90-160 secondary school students are projected to live within a 5km radius of the locality

Depending on the number of eligible villages that meet the primary selection criteria, additional selection criteria may be applied.

The selection of each specific school site and size will be based on a plan, the availability of land, and community engagement. The final number of schools constructed will largely depend on the size of schools (Base 2 or Base 4) determined to be appropriate for each area, although other factors must be considered as well.

MCC Funding will also support community mobilization and participation to achieve the effective design, construction and sustainability of each school. A consultant has been hired to work with communities to better understand and stimulate household demand for education, inform the construction of the collèges de proximité, foster community participation in the school site selection, and facilitate communication between the community and the contractors. The need to foster community participation arises from the fact that there have been conflicts between neighboring villages of diverse ethnic groups over public resource allocation. MCC is working with the Ministry of Education to mitigate this risk. After school construction is complete, community mobilization efforts will also support the establishment and capacity building of school management committees (COGES comités de gestion des établissements scolaires), parent-teacher associations, and other school support groups. The Community Mobilization effort will also promote community and partnership initiatives to encourage academic success and the sustainability of new schools. This will include raising awareness of the importance of education, activities like "mother-daughter clubs" that would encourage school participation, and addressing teacher accommodation, which can affect teacher availability.

Improving and Expanding Teacher Training Sub-Activity ($19.7 million) The Improving and Expanding Teacher Training Sub-Activity (Teacher Training) seeks to expand the capacity of the education sector to provide pre-service secondary-school teacher training, improve the quality of pre-service training for secondary school teachers in Côte d'Ivoire, and improve the Ministry of National Education's ability to provide supervision for secondary school teachers. MCC Funding will support the following interventions:

• Expand the Capacity To Provide Pre-Service Training:

Currently, pre-service training for secondary school teachers is provided only at Abidjan's Ecole Normale Supérieure ("ENS"). To expand the potential for training of secondary school teachers so that the education sector may better meet nationwide demand, MCC Funding will support the construction and equipping of two ENS satellite campuses one each in Gbêkê and San Pedro. Each satellite campus will be designed to accommodate up to two cohorts of 200 students each and will include classrooms and other spaces and facilities to support an appropriate teaching and learning environment.

• Improve the Quality of Pre-Service Training:

MCC Funding will support the review and redesign of the pre-service teacher training curriculum currently used in Côte d'Ivoire by the Ministry of Higher Education and Scientific Research ("Ministry of Higher Education") at each ENS campus. The redesigned curriculum will be implemented in Abidjan and at the two new satellite campuses in Gbêkê and San Pedro. MCC Funding will support the necessary reforms to implement the new curriculum, as well as training of the staff or professors to deliver the new curriculum. MCC Funding will also support institutional strengthening and improvements to the administration and management of ENS and the new satellite campuses, with specific attention to integrating the Gender Policy (defined in the next sub-activity) and the recruitment of women teachers, as well as math and science teachers. MCC Funding will provide new equipment and training materials to the ENS and its practicum school in Abidjan.

• Improved Supervision of and Support for Teachers:

MCC Funding will support technical assistance to design and field-test a new Ministry of Higher Education teacher-supervision program, including training and support for the "inspecteurs" that supervise student-teachers during their practicum and once they have entered service. This new supervision program will be closely coordinated with the ENS. MCC Funding will also provide equipment and vehicles to the Ministry of National Education to facilitate the supervision of the new program.

The Teacher Training and Equitable Access sub-activities have a common objective: improving the quality of and access to schooling. There is a severe shortage of teachers in Côte d'Ivoire, and the anticipated expansion of schools will only further increase the demand for teachers. However, not all MCC-funded schools will have new graduates from the training centers.

The training centers will supply newly trained teachers nationwide, not just to Gbêkê and San Pedro.

Gender in Education Policy and Institutional Strengthening Sub-Activity ($9 million) The Gender in Education Policy and Institutional Strengthening Sub-Activity seeks to reduce or mitigate gender disparities in the Ivorian education system as a means to address the associated implications of such on the economic opportunities for women in Côte d'Ivoire. This sub-activity will develop, institutionalize, and operationalize a national gender policy for Côte d'Ivoire's national educational system. The sub-activity includes:

• Development of the national gender policy ("Gender Policy") for the education sector to be adopted by the Ministry of National Education, with an accompanying five-year implementation plan, satisfactory to MCC

• Development, creation, and operationalization of a new gender action unit ("Gender Unit") within the Ministry of National Education to implement the Gender Policy

• Training and mentoring to build the knowledge and ability of the Gender Unit and key stakeholders to realize the goals and objectives of the Gender Policy

• Assistance for the administration and budgeting for the Gender Unit

• Priority actions identified in the Gender Policy, including the accompanying five-year implementation plan, particularly those that reduce impediments that constrain access to education for girls.

Once the Gender Unit is created, the GoCI is expected to fund, on an annual basis, the operationalization, functioning and sustainability of the Gender Unit. By the beginning of the second year of the Compact, the Government is expected to have, satisfactory to MCC, (i) created and staffed the Gender Unit and formalized the Gender Unit in the Ministry of National Education's organigram; and (ii) included a budget line item in the Ministry of National Education's budget to support such a unit.

Management Systems for Decision-Making Sub-Activity ($9.3 million) The Management Systems for Decision-Making Sub-Activity ("Management Systems") aims to improve the collection, management, analysis and use of information relevant to the education sector in Côte d'Ivoire. The purpose of this investment is to promote and implement decision-making based on relevant information in the education sector. This sub-activity has three components:

• Integrated EMIS:

MCC Funding will support investments in hardware, software and technical assistance at the Ministry of National Education to develop and implement an integrated education management information system ("Integrated EMIS").

The Integrated EMIS will enable the Ministry of National Education to manage and analyze data related to, among other things, human resource management, school-level budget and asset management, and school exams. The Integrated EMIS will permit the analysis and reporting on education data by decision-makers within the Ministry of National Education and the assessment of gender, regional, and other disparities while also having the capability of generating disaggregated data. MCC Funding will further support the deployment of the Integrated EMIS in Gbêkê and San Pedro, and in new schools constructed under the Skills Project. To ensure the effective implementation of this component, the Ministry of National Education agrees to establish an inter-departmental committee to manage the introduction of the Integrated EMIS.

• National and International Student Assessments:

MCC Funding will be used to (i) provide technical assistance to develop a multi-year plan for the implementation of all international and national assessments, (ii) develop a new national student assessment program at the secondary education level, (iii) provide needed equipment and software to facilitate the development and implementation of national assessments, and (iv) participate in international testing programs, that could include the Programme for International Student Assessment or PISA. MCC Funding will further support training for the Ministry of National Education to improve the development and implementation of national and international assessments in Côte d'Ivoire. The training may include (a) the study and use of psychometrics, or psychological-based testing that incorporate gender- and culturally-sensitive assessments, (b) statistical software, and (c) assessment implementation. During the Compact Term, the GoCI agrees to provide funding to implement field-operations for one or more national assessments at the secondary education level.

• Institutional Strengthening for Decision-Making:

MCC Funding will provide technical assistance to the Ministry of National Education to improve institutional capacity and processes to use information generated from the Integrated EMIS and student assessments to make data-driven decisions to improve student performance.

Logic

Every MCC Compact must have a Monitoring and Evaluation Plan (M&E Plan). The M&E Plan must be developed within 90 days of the Cote d'Ivoire Compact's Entry into Force (EIF) in mid- to late 2019. The M&E Plan will summarize all indicators that must be reported to MCC on a regular basis, as well as a description of any complementary data to be collected for evaluation of the Program. The M&E Plan will also include any M&E requirements that MCA-CI must meet in order to receive disbursements, and will serve as a communication tool so that MCA-Côte d'Ivoire staff and other stakeholders clearly understand the objectives and targets the MCA-Côte d'Ivoire is responsible for achieving. The M&E Plan will be published on MCC's website and updated as necessary.

The Côte d'Ivoire M&E Plan will summarize the clearly-defined Project-level logic model, which illustrates how the Activities and sub-Activities contribute to the Project Objectives. The Project-level logic model will be complemented by lower-level logic models at the Activity and sub-Activity levels depending on Project design and implementation. All logic models will clearly summarize the outputs, outcomes, and goals expected to result from the Project. A description and visual representation of the logic of the Secondary Education Activity is included below in Figure 1. This logic was developed in mid-2017. There have not been any major modifications since then, but the logic may be updated at the time of EIF or when the M&E Plan is developed within 90 days of EIF.

Please see Attachment J.12. for Figure 1. Secondary Education Activity Program Logic image

The Secondary Education Activity is expected to increase access to and the quality of lower secondary education, particularly in the target regions (Gbêkê and San Pedro), by creating new lower secondary schools, improving training for teachers, and increasing the pipeline of teachers. The activity is expected to reduce the gap in access to lower secondary schools in Gbêkê and San Pedro, which would lead to more new students per year attending school who would otherwise not have had access to school. Improved management and data systems will support more performance-driven decision-making and a more efficient allocation of resources. These combined interventions are expected to result in improved acquisition of in-demand basic skills, increased completion rates for lower secondary, and ultimately increased lifetime earnings for beneficiaries. The Ivoirian education system should be better able to deliver a more skilled and employable workforce which could lead to improved employment outcomes, increased household income, and increased firm productivity. The Activity may also contribute to reducing gender- and region-based disparities in education outcomes. The Ministry of Education will have improved monitoring and evaluation tools for data-driven decision-making.

Economic Rates of Return

Cost-benefit analysis ("CBA") is completed to calculate an economic rate of return ("ERR") and determine the cost effectiveness of MCC investments. A threshold of 10% is typically used to inform investment decisions. The table below provides a summary of the estimated ERRs for the Secondary Education Activity, as well as the ERR for the entire Skills Project. To ensure consistency, the program logic provided above also underlies the economic logic used for the CBA models.

However, there are additional assumptions and uncertainties required to estimate the final ERR. More information on the general methodology, logic of the CBA model, key benefit streams, costs, assumptions, etc., for each of the calculated ERRs is provided in Annex III of the Compact, which is publically available on MCC's website.

Project/Activity Estimated Economic Rate of Return Skills for Employability and Productivity Project 10.6% Secondary Education Activity 11.5% New Secondary Schools for Equitable Access Sub-Activity 11.6% Improving and Expanding Teacher Training Sub-Activity 21.6% Gender in Education Policy and Institutional Strengthening Sub-Activity

No ERR Calculated*

Management Systems for Decision-Making Sub-Activity No ERR Calculated* *No ERR was calculated at the time of the investment decision for this sub-activity either due to limited data available, the early stage of Project design, or the intervention does not lend itself to this type of analysis.

C.2. Scope

Provide Independent Evaluation Services in support of the Secondary Education Activity of MCC's Côte d'Ivoire Skills for Employability and Productivity Project.

C.3. Evaluation Questions and Guidance on Methodology

The anticipated evaluation questions are listed below. The Evaluator will be expected to work with MCC, the MCA, and local stakeholders to assess and finalize this list as a part of the elaboration of the Evaluation Design Report. To the extent possible, these questions shall also include an assessment of why changes were or were not observed, a discussion of major unanticipated outcomes (positive or negative), whether the observed changes are likely to be sustainable, as well as an analysis as to how (and why) effects may vary by sex, region, and/or ethnicity of the student.

Process Evaluation

1. Was the Secondary Education Activity implemented according to plan?

a. Were there any deviations from the original design? If so, then why? Any deviations should be documented to the greatest extent possible.

b. What were the major challenges of implementing this Activity? How do these challenges vary by sub-activity?

2. How were the different sub-activities integrated amongst each other in order to achieve the common outcomes?

Overall Long-Term Outcomes

1. To what extent were the objectives of the Activity achieved (1. Increase access to and quality of lower secondary education in two regions of Cote d'Ivoire and 2. Improve the access to and quality of secondary education and the governance of the education sector in Cote d'Ivoire broadly)?

a. Quality: What was the effect of the Activity on reading, math and soft skills; perceptions of the education provided in targeted communities; and promotion and transition rates?

b. Access: What was the effect of the Activity on enrollment, attendance, and dropout rates?

c. Sustainability: What evidence is there that the outcomes of the Activity will be sustained and further scaled post-Compact (i.e. operation plans and budgeting)?

Learning Agenda Below are points for consideration for each sub-activity as the Evaluator answers the key evaluation questions above.

However, it should be noted that these points are intended to guide the evaluator as to MCC's learning agenda and will be further refined with the assistance of the evaluation team and as the Activity's design evolves. The evaluation may not address all aspects of the agenda outlined below.

Equitable Access

1. Key education indicators (enrollment, attendance, promotion, dropout, transition, and completion rates)

2. Perceptions of the collèges de proximité in the participating communities

Teacher Training

1. Number of teachers enrolling and graduating from ENS and obtaining employment and their geographic location

2. Degree to which trained teachers adopt the new teaching methods

3. Specific institutional strengthening and improvement activities that were identified and implemented to enable better administration and management of ENS

Gender Policy Outcomes

1. Changes in (i) the school environment and (ii) the perceptions and realities associated with girls' and boys' education at the lower secondary level due to policies and practices established in the national strategy and piloted by the new Gender Action Unit

2. Addition of national budget line for the Gender Policy and the level of financial commitment to the Gender Policy (% of national education budget)

3. Allocation of the Gender Policy budget and other supports at the regional level

Management Systems Outcomes

1. Efficiency of resource allocation and performance-driven decision-making in the Ministry of Education

2. Condition of data and policy feedback loops in the Ministry of Education

Additional Considerations:

The first schools will not be opened and operating until the 2021-2022 academic year. The school construction will be completed in 5 tranches beginning in Compact year 2 and ending by year 5 of the Compact. However, work on community mobilization will begin as soon as the Compact implementation period begins (mid- to late 2019). Thus community perceptions and behaviors may begin to change in late 2019.

Baseline data collection could begin in late 2019 or early 2020. The suggested exposure periods are:

• 2 to 3 years from the completion of construction of the first tranche of schools to observe changes in community attitudes to the schools and some short-term educational outcomes and

• 7 years from the completion of construction of the schools to observe medium- to long-term outcomes.

The Evaluator should consider and discuss the proposed exposure periods in its proposal and propose new ones if necessary.

Careful consideration was focused on the possibility of conducting a randomized control trial (RCT) for the Equitable Access sub-activity. An RCT approach was deemed infeasible for several reasons: lack of strong buy-in from GoCI, the possibility of contamination of the control areas, potentially small sample size/statistical power in the two regions due to selection criteria, data quality and availability concerns, and cultural/ethnic considerations in a post-conflict society.

Given the differing implementation timelines, participants, beneficiaries, locations, and exposure periods of the 4 sub-activities, the Evaluator will need to demonstrate careful consideration of the challenges to designing and implementing an evaluation covering all four sub-activities. The Evaluator may propose a more optimal approach with clear elaboration of the advantages and limitations of that approach while meeting MCC's requirement for the most rigorous evaluation possible.

C.4. Roles and Responsibilities

A. Independence:

MCC's Policy on Independent Evaluations. Based on the 1991 DAC Principles for Evaluation of Development Assistance, MCC's Evaluation Policy requires independent evaluations of each MCC project. MCC's implementation of this independence policy adheres to these principles, especially the following: "Impartiality and independence will best be achieved by separating the evaluation function from the line management responsible for planning and managing development assistance." (P.6.)

Organizational Conflicts of Interest. MCC-M&E is responsible for adhering to our policy-driven requirements for independence.

These requirements are distinct from Organizational Conflicts of Interest (OCI) as proscribed in the Federal Acquisition Regulations (FAR); however, in some instances, independence and OCI issues may intersect. Interpretations and enforcement of the OCI statutes are the remit of our Contracts and Grants Management Division and Office of General Counsel.

Independence of Evaluation Team. Evaluation team members must be impartial and therefore should not have contributed to the design or implementation of the project being evaluated. In cases where individuals or firms that have worked on the project are proposed to be part of the evaluation team, a justification and independence risk mitigation plan must be provided to MCC for consideration.

The Independent Evaluator's Role. To remain consistent with the principles of independent evaluations during project planning and implementation, the independent evaluator's feedback is restricted to reporting evidence and findings. Recommendations shall not be made before completing a final evaluation as they can influence project planning or implementation, thereby jeopardizing the independence an evaluation. Prescriptions and recommendations may be included in final evaluations.

Real-time feedback to project implementation. MCC supports monitoring and evaluation activities intended to provide feedback on how to improve program planning and implementation. But this support shall be separate from the independent evaluator. Any contribution of the Independent Evaluator to this feedback shall be limited to reporting evidence and findings.

Any exceptions to this rule must be approved in advance by the EMC.

B. MCC & Government of Cote d'Ivoire (GoCI) Responsibilities: The MCC, GoCI, along with the Independent Evaluator, play critical roles in designing, implementing, and disseminating the independent evaluations. The MCC and MCA roles are as follows (For further detail see Section J: Evaluation Management and Review Process):

1. Millennium Challenge Corporation (MCC): MCC is responsible for oversight of the Independent Evaluator and quality control of evaluation activities, including the following specific responsibilities:

a. Assess when a program is ready for evaluation planning through evaluability assessment;

b. Determine what program components (Project(s), Activities, Sub-Activities) will be covered by the evaluation;

c. Set the evaluation questions to achieve accountability and learning objectives;

d. Build buy-in and ownership of the evaluation;

e. Contract and Supervise the Independent Evaluator;

f. Conduct quality reviews of all evaluation products (reports, questionnaires, etc);

g. Facilitate public dissemination efforts to inform decision-makers on learning generated by the evaluation;

h. Oversee preparation of public-use data that ensures appropriate balance of enabling verification of analysis and broad use of the data with adherence to promises of confidentiality to survey respondents; and

i. Determine the evaluation budgets.

2. Millennium Challenge Account (MCA) and country partners: MCA-CI and country partners are responsible for building local ownership and commitment to the evaluation, oversight of the data collection firm, and quality control of evaluation activities, including the following specific responsibilities:

a. Assess when a program is ready for evaluation planning through evaluability assessment;

b. Set the evaluation questions to achieve accountability and learning objectives;

c. Build buy-in and ownership of the evaluation;

d. Manage the data collection firms;

e. Conduct quality reviews of all evaluation products (reports, questionnaires, etc); and

f. Facilitate public dissemination efforts.

C.5. Tasks

Independent Evaluator: The Independent Evaluator shall be responsible for the overall design, implementation, and dissemination of the evaluation, to include the following specific responsibilities:

a. Develop the most rigorous evaluation design feasible given rules of program implementation (Tasks 1-2)

b. Support MCC and MCA to build buy-in and ownership of evaluation. (Tasks 2 and 7)

c. Develop evaluation materials that are held to international standards (Tasks 3, 8 and 12)

d. Ensure Institutional Review Board clearance of survey protocols (Tasks 4, 9 and 13)

e. Manage the data collection firms (Post-Compact) (Tasks 4, 9 and 13)

f. Ensure data quality during collection and entry through supervision and management (Tasks 4, 9 and 13)

g. Lead data cleaning, analysis, and interpretation of results (Tasks 5, 10 and 14)

h. Produce high quality, credible, transparent evaluation reports (Tasks 5, 10 and 14)

i. Lead preparation of public-use data that ensures appropriate balance of enabling verification of analysis and broad use of the data with adherence to promises of confidentiality to survey respondents (Tasks 10 and 14)

j. Lead public dissemination efforts (Tasks 6, 11 and 15)

Task 1: Assess Evaluation Plan

• The Evaluator shall be responsible for conducting an Evaluability Assessment on all existing documentation related to the program and proposed evaluation plan provided by MCC and MCA using the MCC Evaluability Assessment Tool (See Section J) as a guide.

• MCC and the Evaluator should identify all MCC and MCA self-evaluation activities and determine how the independent evaluation will (i) validate findings of self-evaluation(s), (ii) use self-evaluation(s) to inform the independent evaluation, particularly around understanding what was designed, what was implemented, and understanding any necessary course corrections, (iii) complement the self-evaluation(s) by expanding on self-evaluation activities.

• The Evaluator shall produce an Evaluability Assessment Report that provides an independent assessment of the program being evaluated. This assessment should be guided by the Evaluability Assessment Tool and should assess the quality, completeness, and/or appropriateness of the Problem Diagnostic, Program Logic, Cost-Benefit Analysis, Risks & Assumptions, Monitoring Indicators, and Proposed Evaluation Questions. The report should aim to convey the Evaluator's overarching assessment of the coherence of the program design, the underlying economic analysis, and the M&E approach.

• Develop a Work Plan with expected deadlines for deliverables. Any revisions to the Work Plan shall be submitted in the Evaluator's Progress Reports.

Task 2: Develop Evaluation Design Report

• The Evaluator shall conduct missions to the field as needed to discuss program design and implementation issues to inform the evaluation design, as well as engage local stakeholders (MCA and Implementing Entities, as well as local government) on the proposed evaluation. This includes hosting local stakeholder workshops to develop/refine research questions, assess appropriate and feasible quantitative and qualitative evaluation methodologies, develop evaluation timeline, and build local stakeholder commitment to the evaluation design.

• The Evaluator shall develop the Evaluation Design Report, including all technical analysis required for assessing and confirming (as necessary) internal validity, power calculations, and required sample sizes. The Evaluation Design Report outline shall be developed in consultation with the MCC M&E lead. Please reference the Evaluation Design Report Outline (See Section J) as a guide.

• As per MCC's Gender Policy and Gender Integration Guidelines, the Evaluator shall ensure that evaluation design, data collection requirements, and analysis address gender and other social differences as appropriate. This involves including research questions that address social and gender dimensions of the project logic, assumptions, and project design; disaggregating impacts by gender, age, income, and other social difference (e.g. ethnicity) as appropriate; including special modules or studies as needed.

• The Evaluator shall design a strategy to facilitate the estimation of the project's post-compact economic rate of return (ERR), whether by providing key parameters relevant to the cost-benefit analysis or by conducting an independent cost-benefit analysis, as agreed by MCC in the approved Evaluation Design Report:

o In the Evaluation Design Report, the Evaluator shall specify which key input, output and outcome parameters modeled in the MCC CBA will be measured as part of the proposed evaluation design. If the Evaluator believes it is infeasible or prohibitively expensive to measure a benefit stream in the MCC CBA, this should be made explicit and a justification provided for MCC to consider.

o The Evaluator should propose a CBA methodology to estimate the project's post-compact ERR. The methodology may be based on an existing MCC model or developed by the Evaluator. It should be documented in the EDR, citing sources where relevant. The Evaluator may recommend to MCC that it is not feasible or worthwhile to build a CBA model of the project. A justification for this recommendation should be provided in the EDR for MCC's consideration.

• The Evaluator shall document feedback from local stakeholders and the response to that feedback in an annex to the final report. In order to obtain feedback, the Evaluator may lead local workshops and/or virtual reviews of the Design Report by MCA and Implementing Entities.

o In accordance with Section H, the Evaluator is responsible for allowing any key local stakeholders the opportunity to submit a public Statement of Difference or Support, as agreed with MCC and the MCA/designated representative.

• The Evaluator shall submit the Evaluation Design Report to MCC and may be asked to present to the Evaluation Management Committee (See Section J). All feedback and response to feedback shall be documented by the Evaluator in an annex to the final report.

o In accordance with Section H, MCC may: (i) select to obtain external peer review; and (ii) make the Report and peer reviews public on the MCC website.

• The Evaluator shall produce a Nesstar Metadata file (See Section J) summarizing the final Evaluation Design Report for dissemination on the MCC Evaluation Catalog. Prior to publication, the Evaluator should review the current version of MCC's Evaluation Microdata Guidelines (See Section J) for guidance on preparation of public documentation that links to microdata to reduce re-identification risk.

• The Evaluator shall continue to maintain the Evaluation Design Report as the evaluation develops. The Evaluation Design Report shall remain a living document that is updated by the Evaluator as necessary and resubmitted to MCC as necessary.

Task 3: Develop Evaluation Materials

• The Evaluator shall provide technical support to the MCA on the development of data collection firm TORs for data collection during the compact period. The Evaluator shall develop the data collection firm TORs for the post-compact period.

• The Evaluator shall lead development of any necessary survey instruments for primary data collection (including questionnaires and accompanying enumerator manuals) or a data extraction approach for existing sources.

• The Evaluator shall develop survey materials in English, unless otherwise agreed with MCC. When necessary, the Evaluator shall utilize existing instruments to improve coordination across MCC independent evaluations for meta-analysis.