Attachment 1 - IDIQ PWS (31 May 2024).docx

Defense Human Resources Activity (DHRA)

Defense Language and National Security Education Office (DLNSEO)

Performance Work Statement DLNSEO Language Instruction Services

1.0 INTRODUCTION

The Defense Language and National Security Education Office (DLNSEO) requires contracted services of language, regional expertise, and culture (LREC) instruction to Active Component, National Guard, Reserve Component, and/or Department of Defense (DoD) civilians (hereafter referred to as “DoD personnel”) in response to DoD training needs. The training will be held at U.S. accredited institutions of higher education (IHEs). A database of all accredited U.S. IHEs is provided by the U.S. Department of Education at https://ope.ed.gov/dapip/#/home.

2.0 BACKGROUND

2.1 DLNSEO leads the nation in recruiting, training, sustaining, and enhancing language and culture capabilities to ensure national security and defense readiness by:

a) Building a highly qualified pool of U.S. citizens with foreign language and international expertise committed to public service through programs and policies.

b) Leading the Department’s strategic policy planning regarding foreign language, culture, and regional expertise for Department of Defense personnel.

c) Providing programmatic oversight of high-value national security and Defense training and education initiatives; and

d) Ensuring national and Departmental governance through the National Security Education Board and the Defense Language Steering Committee, as well as other organizational and professional bodies.

2.2 DLNSEO manages several language training initiatives, one of which is the Language Training Center (LTC) Program. The LTC Program was established in 2011 under Section 529 of the National Defense Authorization Act of 2010 to accelerate the development of foundational or higher-level expertise in strategic languages and regional studies for DoD personnel by leveraging U.S. IHEs to meet the existing and demonstrated training needs of DoD units, offices, or agencies.

2.3 Over the past five years, the LTC program has provided grants to 10 higher education institutions that delivered over 1,400 language, regional studies, and culture courses to more than 10,000 Department of Defense employees, including Active Duty military, National Guard, Reserve, and civilian personnel. Over 2,500 DoD personnel completed intensive language training, consisting of 120 or more hours of instruction resulting in increased language proficiency. Additionally, the number of languages taught has increased, demonstrating the capacity of the LTCs to utilize local resources in meeting DoD training needs. Each center has an institutional capacity to provide customized training to meet the specific needs of various DoD entities. Each of the LTCs provide:

a) Training to DoD personnel that yields measurable language skills in reading, listening, and speaking;

b) Training to DoD personnel in critical and strategic languages that are tailored to meet operational readiness requirements; and

c) Alternative training of delivery systems and approaches to meet language and regional area studies requirements of DoD personnel, whether pre-, during, or post-deployment.

In the past, training provided by the LTCs included but is not limited to the following:

a) Instruction in Arabic, Chinese, English for Speakers of Other Languages (ESOL), French, German, Indonesian, Italian, Japanese, Korean, Kurdish, Pashto, Persian (Dari & Farsi), Polish, Portuguese, Romanian, Russian, Slovak, Somali, Spanish, Tagalog, Thai, Ukrainian, Urdu, and occasionally other requested languages.

b) Intensive language courses for DoD personnel who have achieved intermediate to advanced level proficiency in the target language and want to sustain or increase their language proficiency.

c) Iso-immersion courses that offer advanced level students the opportunity to communicate with native speakers in a simulated learning environment.

d) Short duration pre-deployment training for National Guard and Reserve Components to provide language and cultural awareness training.

e) Video teleconference courses for units, offices, or agencies that are able to offer DoD personnel release time for participation but are unable to fund travel and per diem expenditures.

f) Asynchronous online courses that allow DoD personnel to complete work while maintaining their typical work schedule.

g) Basic acquisition training to provide language and culture training to DoD personnel who begin with no prior knowledge of the proposed language.

IHEs experienced with the LTC pedagogical approach, and that developed models to provide critical foreign language instruction to DoD military and civilian personnel can be found at https://www.dodltc.org/. LTCs at these IHEs have a broad range of staff including instructors, language subject matter experts (SME), language training supervisors, and project managers Language instructors possess undergraduate degrees or higher (or equivalent), are experienced in teaching adults using proficiency-oriented methods and materials aimed at all ILR skill levels, and have four years or more of experience in teaching the target language to adult learners in an intensive, proficiency-oriented environment.

2.4 The LTC Program awards IHE grants for the purpose of exploring the instructional model and building a curricular foundation. As stated earlier, the LTC Program is the partnership between higher education institutions and DoD units, organizations, or agencies. This PWS allows DLNSEO to provide DoD components the opportunity to further expand and offer additional features that are not presently offered through the LTC Program.

3.0 SCOPE

DLNSEO seeks to identify a Contractor that can establish agreements with accredited IHEs to provide quality language and culture instruction that can provide sustainment or enhancement training, if desired count toward a degree requirement, or provide continuing education units if so desired. Therefore, the Contractor shall have negotiated agreements in place with IHEs that have the ability to provide training in the following functional languages: Arabic (including Levantine dialect), French, Indonesian, Korean, Japanese, Mandarin Chinese, Persian (Dari, Farsi, Tajik), Portuguese, Russian, Spanish, Tagalog, Ukrainian, and Vietnamese.

The Contractor shall also possess the ability to establish new agreements if additional languages are required that are not presently offered by the IHEs in their portfolio. The specific work to be performed under this agreement will be initiated through the issuance of individual task orders in accordance with the solicitation and the ordering guide established under the base contract. Individual task orders will include definitive task requirements, nature and scope of work, deliverables, and special requirements.

Instruction may include regional and cultural components, or teacher training. Language instruction services shall be provided beyond those available at the grant funded LTCs. Instruction shall be offered virtually, at the IHE, or at a Government facility, as defined by DoD organization or agency within each task order. LTC Program instruction within this contract can only be provided by IHEs as described under Section 529 of the National Defense Authorization Act of 2010.

The majority of the students trained under each task order will be serving in language-dependent assignments. Instruction shall include development of the speaking, listening, reading, and (as an ancillary ability) writing skills required to interact effectively with foreign nationals and members of a host country’s military. All work within this contract is at the classification level of UNCLASSIFIED.

Instruction will occur using a variety of methodologies:

· Platform-based instruction is provided within a physical facility where instructor and students are present with one another.

· Distance-based instruction is provided over the internet where instructor and students are not physically present with one another and utilize the assistance of a learning management system (e.g., Blackboard, Canvas, Moodle). Instruction can occur synchronously (with instructor and students interacting live and at the same time) or asynchronously (with instructor and students not interacting live).

· Iso-immersion instruction within the context of this requirement is to be provided domestically within the United States, and is intended to simulate living and learning in an environment where the language and culture are native to the area.

4.0 REQUIREMENTS The Contractor Shall:

4.1. Manage an administrative process that competes and issues task orders to IHEs based on requests from DoD organizations or agencies.

4.1.1 Program Management shall include providing a comprehensive contract and task order management process to include the following:

4.1.1.1 Provide management for the overall contract and its employees and their assigned activities, to include all required reports listed in the base PWS as well as any subsequent task order deliverables.

4.1.1.2 Maintain a network of IHEs in the United States sufficient to perform task order requirements.

4.1.1.3 Conduct comprehensive oversight of all task orders, financial management, and IHE performance.

4.1.1.4 Provide a comprehensive status update via monthly conference call meetings to address the requirement at the overall contract level, and comparative review of the task orders noting both successes and challenges.

4.1.2 Manage each task order to include:

4.1.2.1 Issue request-for-proposals to IHEs for each task order requirement.

4.1.2.2 Review proposals received from IHEs, provide a plan to the DLNSEO COR for final approval, and issue the award to fulfill the task order.

4.1.2.3 The contractor shall ensure that all necessary training material has been disseminated to the students to ensure they are prepared for their instruction.

4.1.3 In the unlikely event that a course needs to be canceled, the following percentages of the course’s cost will not be charged to the government:

· 100% - Canceled more than 90 days before the first day of class

· 85% - Canceled 45-90 days before the first day of class

· 75% - Canceled 30-44 days before the first day of class

· 60% - Canceled 10-29 days before the first day of class

· 30% - Canceled 0-9 days before the first day of class

4.2 Provide instruction through IHEs for each task order that meets the following criteria:

4.2.1 Provide language and culture instruction at various levels of language proficiency using the U.S. Government Interagency Language Roundtable (ILR) scale. The proficiency levels cited are defined in the U.S. Government Interagency Language Roundtable (ILR) skill level description at http://ww.govtilr.org. While ILR levels are expressed based on the specific communication modalities (reading, writing, listening, speaking), they are often discussed generically as one level. In the following sub-points, the ILR skill level descriptors for speaking are used to suggest the instructional goals of this requirement. The proficiency level for courses delivered through this contract will be identified at the task order level. The Contractor will not be required to conduct formal language proficiency assessments (i.e., a Defense Language Proficiency Test or an Oral Proficiency Interview), but should reflect that students provided instruction will receive assessments from their DoD components based on the following.

4.2.1.1 Provide instruction up to ILR level 1, which includes level 0, 0+ and 1. Level 0 is identified as No Proficiency. Students at this level are unable to function in the spoken language. Production is limited to occasional isolated words. Individuals at this level have essentially no communicative ability. Level 0+ is identified as Memorized Proficiency. Students are able to satisfy immediate needs using rehearsed utterances; shows little real autonomy of expression, flexibility, or spontaneity; can ask questions or make statements with reasonable accuracy only with memorized utterances or formulae. Students’ attempts at creating speech are usually unsuccessful. Level 1 is identified as Elementary Proficiency. Students are able to satisfy minimum courtesy requirements and maintain very simple face-to-face conversations on familiar topics. Vocabulary is inaccurate, and its range is very narrow. By repeating, such students can make themselves understood to native speakers who are in regular contact with foreigners.

4.2.1.2 Provide instruction between ILR level 1 and ILR level 2, which includes level 1+ and level 2. Level 1+ is identified as Elementary Proficiency, Plus. Students can initiate and maintain predictable face-to-face conversations and satisfy limited social demands. They may have little understanding of the social conventions of conversation. Speech largely consists of a series of short, discrete utterances. Communication ability may extend beyond immediate survival needs. Accuracy in basic grammatical relations is evident, although not consistent. Level 2 is identified as Limited Working Proficiency. Students are able to satisfy routine social demands and limited work requirements. They can handle routine work-related interactions that are limited in scope. They can handle with confidence, but not with facility, most normal, high-frequency social conversational situations including extensive, but casual conversations about current events, as well as work, family, and autobiographical information.

4.2.1.3 Provide instruction between ILR level 2 and ILR level 3, which includes level 2+ and level 3. Level 2+ is identified as Limited Working Proficiency, Plus. Students are able to satisfy most work requirements with language usage that is often, but not always, acceptable and effective. They show considerable ability to communicate effectively on topics relating to particular interests and special fields of competence. They also often show a high degree of fluency and ease of speech, yet when under tension or pressure, the ability to use the language effectively may deteriorate. Comprehension of normal native speech is typically nearly complete. Level 3 is identified as General Professional Proficiency. Students are often able to use the language to satisfy professional needs in a wide range of sophisticated and demanding tasks. They may exhibit some hesitancy, uncertainty, effort or errors which limit the range of language-use tasks that can be reliably performed. Typically, there is particular strength in fluency and one or more, but not all, of the following: breadth of lexicon, including low- and medium-frequency items, especially socio-linguistic/cultural references and nuances of close synonyms; structural precision, with sophisticated features that are readily, accurately, and appropriately controlled.

4.2.2 Provide language instruction in Arabic, French, Indonesian, Japanese, Korean, Levantine Arabic, Mandarin Chinese, Persian (Dari, Farsi, Tajik), Portuguese, Russian, Spanish, Tagalog, Ukrainian, and Vietnamese. Instructors must be U.S. citizens or legal residents.

4.2.3 Provide 90 or 120 hours of intensive target language instruction per course with a focus on language acquisition, sustainment, and/or maintenance. Courses may include international affairs, military technical vocabulary, along with regional and cultural components depending on DoD needs.

4.2.4 Provide courses either for up to 5 students or for up to 10 students.

4.2.4 Provide instructional courses that either award college credit hours or continuing education units (CEUs) and provide instruction that does not award college credit hours or CEUs.

4.2.4.1 For courses that award college credits or CEUs, courses of 120 hours shall offer up to 12 CEUs based on guidance from the International Association for Continuing Education and Training (IACET) for calculating CEUs, or up to eight (8) college credit hours based on guidance from the Carnegie Foundation for calculation of college credits. Courses of 90 hours shall offer up to nine (9) CEUs or up to six (6) college credit hours.

4.2.4.2 If additional hours are added to a course requiring credits or CEUs, each increment of 10 hours would equal one (1) CEU, or each increment of 15 hours would equal one college credit. Shorter periods of additional hours would not increase the number of CEUs or college credits.

4.2.5 Provide instruction virtually, at the IHE’s facility (e.g., university campus), or at a Government facility (e.g., military installation) which is contingent to the DoD organization or agency utilizing the instruction. The Contractor shall ensure that IHEs have complied with all of the necessary requirements outlined at the task order level. Access to a government facility is anticipated to be infrequent such that Common Access Cards (CACs) and background checks are not deemed necessary, and visitor escorts sufficient when access is needed.

4.3 Utilize the following instruction method:

4.3.1. Deliver instruction that will assist DoD employees in meeting the mission needs of the units, offices, or agencies, which will utilize the training.

4.3.2 Address the basic elements of proficiency-based instruction and communication-oriented principles of second language acquisition. Instruction must be culturally based, learner-centered, employing authentic speech and materials, and support the development of speaking, listening, reading and/or writing skills as articulated in each task order.

4.3.3 Provide instruction that is flexible and creative to meet the unique instructional needs of a diverse student population. At all levels of proficiency, from beginner to advanced, level- and topic-appropriate lessons, materials and activities shall be utilized to generate as much uninhibited, spontaneous manipulation of the language as possible and to advance the students’ proficiency in all three measured skills (reading, listening, and speaking). The primary skill students must improve on is speaking proficiency however, students study skills of non-participatory listening and reading comprehension to permit attainment of level objectives on tests of these discrete skills through deliberate and frequent exposure to a range and variety of authentic target-language materials, accompanied by tasks and activities. Syllabi for the LTC task orders will include, but not be limited to, an overview of the goals and methodology, a description of the instructional plan per day (for short courses) or week (for longer course), the products students are expected to provide the instructors, methods for informal formative assessment, and expected student performance levels for each final grade. The Contractor should also provide a plan for conducting summative assessments and evaluations for each course.

4.3.4 Provide instruction that exposes students to a wide range of level-appropriate, topic-relevant authentic foreign-language texts, both spoken and written. Mission specific topics to guide the training will be provided at the task order level.

4.3.5 Provide instruction that incorporates the use of diverse instructional technologies such as electronic flash cards, online applications (apps), games, computer programs, voice and video recorders.

4.3.6 Provide instruction that engages the students’ higher order thinking skills (analyze, evaluate, create) by employing task-based and project-based instruction as identified at the task order level.

4.3.7 Integrate culture into language instruction in all phases of training. Language and culture are intricately intertwined and difficult to separate, therefore, language skills are to be developed in a context that includes the value systems, behavioral patterns, institutions, geography, and political, economic, and social systems of the areas where the target language is spoken.

4.3.8 For the purposes of this contract, intensive training is defined as follows: The student is studying full-time, four to eight hours per day, with no other duties during the period of his/her training.

4.3.9 Utilize best practices in curriculum development, which documents a holistic view of instruction based on the techniques and methodologies described above in sections 4.2 and 4.3. Each curricular development model shall include a perspective on language pedagogy and second language acquisition theory based on the language being taught, an assessment scale on which instruction is based, a curriculum built on goals and backwards design, and task-based instruction.

4.4 Provide instruction through classroom, online, or in a language iso-immersion environment based on task order requirements.

4.4.1 Provide classroom instruction in accordance with the requirements identified at the task order level.

4.4.2 Online instruction will be provided through a system that an IHE has in place already. This instruction is to be provided synchronously or asynchronously as defined at the task level.

4.4.3 Language iso-immersion environments are provided domestically by the IHEs.

4.5 Provide teacher training to Department of Defense language instructors based on the methodologies described in 4.2 and 4.3 above.

4.5.1 Provide 40 hours of instruction within one week at an IHE or a government facility for up to 10 teacher trainees.

4.5.2 Teacher training shall provide a minimum of 4 CEUs. If required, teacher training shall provide a minimum of three (3) college credits instead of CEUs.

4.5.3 Instruction will focus on curriculum development, course/syllabi development, and teaching methodologies to promote higher proficiency level outcomes.

4.5.3.1 Provided a comprehensive review of course development and delivery based on best-practices utilized within the LTC model to include developing curricular goals and objectives, task-based instruction, and communicative approaches to second language acquisition all articulated through hands-on and group activities creating course syllabi and associated learning objects.

4.6 Provide additional effort beyond the requirements described above.

4.6.1 Provide additional hours of instruction to be added to a 40 hour teach training course, 90 hour language course, or 120 hour language course.

4.7 Provide the following documentation per task order:

4.5 4.6 4.7

4.7.1 Provide a plan summarizing how the IHE will fulfill the requirements as detailed in the task order including draft syllabi. For in-person instruction, provide accommodation recommendations, and a description of area amenities.

4.7.2 Develop a measurement for the student’s current performance, routine classroom testing, means for determining the probability of students achieving course goals in the training time scheduled, and recommended actions to be taken by the instructors and/or students to enhance the probability.

4.7.3 Close-out each task order with a final report to DLNSEO and the Government component including an evaluation of the course provided and student outcomes.

4.8 Provide overarching contract documentation:

4.8.1 Provide quarterly technical and financial reports that summarizes all contract related activities to include an evaluation of all contract related activities to date. These reports are to be delivered monthly in advance of quarterly in-person meeting with DLNSEO staff or conference calls for all other months.

4.8.2 Provide final technical and financial report on all contract related activities. This report will include, but not be limited to, a comprehensive list of students supported over the past year, available pre- and post-language assessment scores, and program information.

4.9 Participate in a Post Award Conference. This meeting shall provide an introduction between the Contractor personnel and Government personnel who will be involved with the contract. The meeting shall provide the opportunity to discuss technical, management and security issues, and travel authorization and reporting procedures. The Post Award Conference will aid both the Government and Contractor in achieving a clear and mutual understanding of all requirements and identify and resolve any potential issues. The Contractor shall be prepared to discuss any items requiring clarification and gather information as necessary to support each deliverable.

4.10 Key Personnel - The program manager is identified as key personnel and shall have at least 10 years of experience in program management, have no less than a bachelor’s degree in a relevant field, and be familiar with DoD LREC requirements. The Contractor shall ensure there is no degradation of services to the Government as a result of personnel turnover and shall provide written notification to the Government of any impending personnel changes 30 days prior to departure and notify the COR of the plan to transition the services to the new employee to ensure there is no loss of services. Key personnel must be U.S. citizens.

5.0 DELIVERABLES

The Contractor shall provide deliverable(s) in a format mutually agreed upon by the Government and the Contractor. All deliverables will be reviewed for timeliness, accuracy, and format. If a deliverable due date falls on a weekend or holiday, the Contractor shall submit the deliverable on the last workday prior to the due date. In fulfillment of this effort, the Contractor shall provide the following deliverables to the COR.

Final draft – five business days before the last day of contract

5.1 The contractor shall report contractor labor hours (including subcontractor labor hours) required for performance of services provided under this contract via the System for Award Management (SAM) (https://sam.gov) in accordance with DFARS 252.204-7023.

6.0 TRAVEL

6.1 Contractor personnel may be required to travel in support of tasks listed in this PWS, to include up to two (2) CONUS trips per year for site visits to task order locations. Travel is included in this contract and shall be specified by task order. All travel shall be approved in advance by the COR.

All travel shall be in accordance with FAR 31.205-46 and applicable travel regulations (Joint, Federal, or Standardized). Contractor payment claims shall include applicable documentation to support actual costs incurred (e.g., airfare and hotel/lodging receipts). No fee or G&A will be allowed, only actual costs will be reimbursed. Failure to provide appropriate documentation may result in a loss of reimbursement of travel expenses.

8.0. SECURITY

8.1 Personnel Security. Overarching security requirements are unclassified. The contractor and subcontractor personnel under this contract will not require access to Federal Government resources such as, DoD network(s), Information Technology (IT) systems or other assets. Including, space, Government Furnished Equipment (GFE), DoD credentials, also known as the Common Access Card (CAC) for physical and logical access to federally controlled facilities on a recurring basis and or DoD Information Systems (IS) containing Personally Identifiable Information (PII) or Controlled Unclassified Information (CUI).

8.2 Access to Sensitive Information. To the extent that the work under this contract requires the Contractor to have access to DoD sensitive information the Contractor shall after receipt thereof, treat such information as sensitive and safeguard such information from unauthorized use and disclosure. The Contractor agrees not to appropriate such information for its own use or to disclose such information to third parties unless specifically authorized by the Government in writing.

8.2.1 The Contractor shall: Establish appropriate administrative, technical, and physical safeguards to protect any and all non-public Government data to ensure the confidentiality, integrity, and availability of government data.

8.3 Conduct while on Government Installation. The Contractor shall not assign work or direct its employees to access government information, systems, or installations unless the employees have and maintain the required background investigation, clearances, and authorizations.

8.4 Weapons, Firearms, and Ammunition. Contractor employees are prohibited from possessing weapons, firearms, or ammunition, on themselves or within their contractor-owned vehicle or privately-owned vehicle while on all government installations.

8.5 Reporting Requirements. Contractor personnel shall report to an appropriate authority any information or circumstance of which they are aware that may pose a threat to the security of government or contractor personnel, resources, or information.

9.0 CYBERSECURITY

9.1 Cyber Incident Reporting. In addition to DFARS 252.204-7012, the Contractor shall notify the DMDC Incident Response (IR) team by emailing an initial cyber incident report to dodhra.dodc-mb.dmdc.list.ir-team@mail.mil, the Contracting Officer, and the COR within one hour of discovering any cyber incident. The Contractor shall follow up with a supplemental report every 24 hours until the incident is closed.

9.2 Information System Security. The Contractor shall implement IS security protections that are appropriate for the confidentiality, integrity, and availability needs of the contract. The protections must include the administrative, technical, and physical safeguards necessary to protect all nonpublic Government data.

10.0 GOVERNMENT FURNISHED ITEMS

10.1 The Government will provide mission specific information, including a student roster per course and incoming proficiency scores if available, to assist the Offeror in providing tailored language and cultural training at the Task Order Level.

10.2 If the training will be conducted at a Government Facility, the Government will provide the necessary training space to conduct the training, the contractor will be required to provide all training materials that are identified at the task order level.

10.3 Government students supported by this contract will provide their own travel, room and board expenses unless otherwise described by the Offeror. Specifically, the government understands that some iso-immersion programs may include room and board in the tuition due to the nature of the program. The Offeror should explicitly state if this is the case.

11.0 PLACE OF PERFORMANCE

11.1 The oversight of the contract shall be conducted on the Contractor's premises.

11.2 Specific training location will be identified at the task order level and can be anticipated to occur at IHE facilities within the United States, or at government provided facilities within the United States. The Contractor shall provide a regionally dispersed set of options to address instructional environments described in sections 4.4 and 4.5 above.

11.3 Training facilities at IHEs shall include, no less than the following features:

11.3.1 Classroom soundproofing, proper lighting, desks/tables and chairs, blackboards, or the equivalent, ventilation, and air conditioning/heating.

11.3.2 Current up-to-date technological facilities adequate to support training activities to satisfy the requirements of the task order. This includes audio, video, computers (if required at the task order level), internet, and reliable WIFI available to instructional staff and students.

12.0 QUALITY CONTROL

The Contractor shall implement and maintain a Quality Control Plan (QCP) to ensure work performed conforms to the scope of work and meets the requirements under this PWS. The QCP shall, at a minimum provide a method for performing inspections; identifying, correcting, and preventing problems/defective service; addressing customer complaints, and improving the quality of services over the life of the contract.

13.0 QUALITY ASSURANCE

13.1. The Government reserves the right to perform inspections and surveillance to evaluate the Contractor’s compliance to the contract terms and performance of the requirements in the PWS.

13.2. Contract Discrepancy Report (CDR). In the event of unsatisfactory Contractor performance, the COR or CO will issue a CDR that will explain the circumstances and findings concerning the incomplete or unsatisfactory service. The Contractor shall acknowledge receipt of the CDR and respond in writing as to how he/she shall correct the unacceptable performance and avoid a recurrence. The Government will review the Contractor's corrective action response to determine acceptability and will use any completed CDR as part of an overall evaluation of Contractor performance when determining present or future contractual actions.

14.0 APPLICABLE DOCUMENTS

15.0 PERFORMANCE REQUIREMENT SUMMARY (PRS)

15.1 Purpose. The PRS lists performance objectives for the required services the Government will surveil. The absence of any contract requirement from the PRS shall not detract from its enforceability nor limit the rights or remedies of the Government under any other provision of the contract including the clauses entitled “Inspection of Services” or “Inspection” or “Default” in Section E and Section I of the contract.

15.2 Components. The PWS states the performance objective (required service), and threshold (performance standard, accept and reject points (if applicable)) in either a qualitative or quantitative fashion for each critical success factor.

Performance Objective

PWS paragraph

Performance Standard/Acceptable Quality Level

a) The Government is notified at least 30 days prior to a vacancy and provided with a transition plan in writing.

AND

b) there is no mission impact due to position vacancies or unqualified personnel

Develop and submit all required deliverables

a) 100% of deliverable requirements are met and received on time

AND

b) critical information is accurate

16.0 MANDATORY TRAINING REQUIREMENTS

Contractor employees performing under this contract shall complete the following mandatory trainings within 30 calendar days of reporting for duty and annually thereafter when applicable.

1. OPSEC Awareness for Military Members, DoD Employees and Contractors IAW DoDM 5205.02, “DoD Operations Security (OPSEC) Program Manual”, dated October 29, 2020. The training is currently available at: https://securityawareness.usalearning.gov/opsec/index.htm

1. Unauthorized Disclosure of Classified Information and Controlled Unclassified Information IAW DoDI 5200.48, “Controlled Unclassified Information (CUI)”, dated March 6, 2020. The training is currently available at: https://securityawareness.usalearning.gov/disclosure/index.html

1. DoD Mandatory Controlled Unclassified Information (CUI) Training, Executive Order 13556, Controlled Unclassified Information and DoDI 5200.48, “Controlled Unclassified Information (CUI)”, dated March 6, 2020. The training is currently available at: https://securityawareness.usalearning.gov/cui/index.html

1. Insider Threat Awareness IAW DoDD 5205.16, “The DoD Insider Threat Program”, dated August 28, 2017. The Training is currently available at: https://securityawareness.usalearning.gov/itawareness/index.htm

1. Privacy Act and Personally Identifiable Information IAW DoDI 5400.11, “DoD Privacy and Civil Liberties Programs”, dated January 29, 2019. The training is currently available at: https://securityawareness.usalearning.gov/piiv2/index.htm or https://public.cyber.mil/cyber-training/training-catalog/

1. IT Security Awareness IAW title 5, Code of Federal Regulations, section 930.301. The training is currently available at: https://securityawareness.usalearning.gov/cybersecurity/index.htm or https://public.cyber.mil/cyber-training/training-catalog/

1. Counterintelligence Awareness and Reporting Training IAW DoD Directive 5240.06, “Counterintelligence Awareness and Reporting (CIAR)”, dated July 21, 2017. The training is currently available at: https://securityawareness.usalearning.gov/cidod/index.html

1. Annual OSD Records and Information Management Training (DHA-US1369) IAW Administrative Instruction 15, “OSD Records and Information Management Program”, dated November 17, 2020. The training is currently available at: https://jkodirect.jten.mil/

1. Antiterrorism (AT) Level 1 Training. IAW DoDI O-2000.16-V1, “DoD Antiterrorism Program Implementation” dated, November 17, 2016, Change 3, May 7, 2021. The training is currently available at: https://jkodirect.jten.mil/ (JS-US007).

The Contractor shall provide a copy of its employee(s)’ training certificates to the COR to meet the mandatory training requirements.