Edu_RFI_ TLM and Classroom Furniture.pdf

RFI Number: USAID-GHANA-RFI-00001 Issuance Date: May 6, 2024 Response Due Date and Time: May 20, 2024, 5:00pm Ghana time Response email addresses: Ruth Amegashie (ramegashie@usaid.gov); Prince Nduroh (pnduroh@usaid.gov)

Ladies and Gentlemen:

Pursuant to FAR 52.215-3 “Request for Information (RFI),” the United States Government represented by the United States Agency for International Development, Ghana Mission (USAID/Ghana) is conducting market research and seeking comments only from local entities on the attached Activity Description marked (Attachment A) for its anticipated USAID/Ghana Teaching and Learning Materials (TLM’s) and Classroom Furniture activity.

The proposed activity seeks to complement the ongoing USAID/Ghana Strengthening Accountability in Ghana’s Education Systems (SAGES) Systems Strengthening Activity and improve learning outcomes and learning environment in Ghana’s primary schools by increasing access to quality teaching and learning materials (books and writing materials), including those developed with USAID support under the Learning activity.

USAID is committed to engaging and working with local development partners. Local partners are strongly encouraged to respond to this RFI. USAID defines local entity as an individual or organization that:

o Is legally organized under the laws of a country that is receiving assistance from

USAID;

o Has its principal place of business or operations in a country receiving assistance from USAID; Is majority-owned by individuals who are citizens or lawful permanent residents of a country receiving assistance from USAID; and o Is managed by a governing body, the majority of whom are citizens or lawful permanent residents of the country receiving assistance from USAID.

https://www.usaid.gov/npi/npi-key-definitions

THIS IS A REQUEST FOR INFORMATION (RFI) ONLY. This RFI is issued solely for information and planning purposes, and so it does not constitute a Request for Proposal (RFP), a Request for Quotation (RFQ), a Request for Application (RFA), an Invitation for Bids (IFB), or a Solicitation. Responses to this RFI will in no way be deemed to form any binding agreement with the RFI issuing authority. Not responding to this request does not preclude participation in future solicitation, if such is issued.

Responses to this RFI will not be returned, and respondents will not be notified of the result of the review. There will be no debrief or evaluation letter to responders. It is the potential contractor/recipient responsibility to monitor the site for the release of any further mailto:ramegashie@usaid.gov mailto:pnduroh@usaid.gov https://www.usaid.gov/npi/npi-key-definitions information. It should be noted that responding to this RFI will not give any advantage to any organization in any subsequent procurement.

This RFI does not restrict the Government’s approach on a future solicitation. Information from this RFI may lead to one-on-one market research discussions and other recommended approaches to industry engagement.

Interested parties wishing to respond to this request must submit their response via email, in Microsoft Word or Adobe Acrobat formats are acceptable. Please email responses to: Ruth Amegashie (ramegashie@usaid.gov) and Prince Nduroh (pnduroh@usaid.gov) no later than the closing date as referenced above. Please reference the subject title “Organization’s Name, Response to RFI No: USAID-GHANA-RFI-00001

Thank you for your assistance and interest in USAID/Ghana programs.

Sincerely, Taniece Owusu Supervisory Contracting/Agreement Officer mailto:ramegashie@usaid.gov mailto:pnduroh@usaid.gov

I. RESPONSE GUIDELINES & REQUIREMENTS

Cover page, not to exceed one (1) page that includes:

1. Organization name, address, email address, phone number.

2. Size and type of organization, including if applicable U.S. business, or other status.

3. A brief statement of interest that indicates the organization's interest in applying.

4. Point of contact name, phone number, and email address.

5. If you have, your Unique Entity Identifier (UEI) issued by the U.S. government. This is not required to respond to this RFI.

II. INFORMATION REQUESTED

Technical Questions Please carefully review the attached draft Activity Description (Attachment A) and respond to some or all of the following questions. (No more than four (4) pages).

1. What are the biggest challenges facing teachers and students in accessing teaching and learning materials?

2. How does classroom furniture improve the learning environment?

3. What key challenges are encountered distributing teaching and learning materials to rural and urban schools, including those in northern Ghana and other parts of the country?

4. How can USAID support the Ministry of Education and its agencies to improve the teaching and learning materials supply chain management?

5. How can this activity collaborate with USAID SAGES Systems Strengthening activity, other ongoing activities (name them) and the private sector to improve the provision of teaching and learning materials and classroom furniture?

6. What types of approaches, models, or good practices should USAID consider for promoting inclusive provision of teaching and learning materials and classroom furniture in selected schools, including those in northern Ghana?

7. What approach would be best for establishing the number of beneficiary schools and pupils?

8. How can the draft activity description (including the Results Framework) be made clearer?

9. What other objectives might be necessary for the successful achievement of the proposed activity purpose?

10. What other considerations should be included in the activity description?

Organizational Capability Statement USAID is also seeking brief organizational capability statements from organizations who believe they are capable of performing the proposed activity described in the attached Activity Description. USAID requests you to provide the following information.

1. Have you worked directly in providing teaching and learning materials in the past?

Yes…….. No………

2. Have you worked directly in providing classroom furniture in the past? Yes……..

No………

3. Are you a local organization registered in Ghana? Yes……. No……….

4. What is or are your sectoral area(s) of expertise?

5. Please provide a brief corporate qualification that demonstrates your organization’s ability to supply teaching and learning materials and classroom furniture to schools in vulnerable districts (as defined by Ghana Education Service), including northern Ghana.

6. Are you likely to participate in this procurement opportunity should it be available in future?

Attachment A USAID/Ghana Teaching and Learning Materials (TLM’s) and Classroom Furniture

Activity Description

BACKGROUND

The 2020 Ghana Education Fact Sheet (UNICEF Data) shows that most children aged 7-14 years live in a household with no child-oriented books. The report also indicates that some children are further marginalized because access to such books varies by wealth quintile and mother’s level of education. For instance, among children in the poorest quantile, 86% of the children have no access to the child-oriented materials, compared to 32% national average and 27% for children whose mothers have higher education. A 2023 study on Inclusive Education in Ghana1 observed that Teaching and Learning Materials (TLMs) were only visible in 36.1% of the classrooms in the 38 schools2 assessed, and where visible and accessible the ratio was between 2 and 3 pupils per textbooks. The study also showed that only 61.1% of the pupils had [writing] books and pens or pencils.

The USAID-sponsored Learning Activity, which implemented a nationwide Early Grade Reading (EGR) program in public primary schools from 2017-2019, concluded that one of the enabling factors for improved reading included the availability of well-structured teaching and learning materials that are closely aligned with the national primary curriculum and children’s learning needs3, in addition to strong teacher compliance with the EGR curriculum.

PURPOSE

This TLMs and Classroom Furniture short-term activity seeks to complement the ongoing SAGES activity and improve learning outcomes and learning environment in Ghana’s primary schools by increasing access to quality teaching and learning materials (books and writing materials), including those developed with USAID support under the Learning activity. The TLMs and Classroom Furniture activity will also contribute toward an improved learning environment by providing desks to pupils in all regions of Ghana, including those in the USAID zone of influence (ZOI) in northern Ghana where there is limited access to conducive basic classroom facilities.

The aim is to provide books and furniture, especially classroom desks, to children in kindergarten 1 (where the primary school is comprised of KG, not a standalone KG school) to primary grades 1-4 (B1-B4) in selected vulnerable districts in all the regions (using the vulnerability criteria by the Ghana Education Service [GES]). The TLMs would include English language books, including those developed through the USAID Learning activity, vetted MOE-approved math and science books for the same classes, pupil workbooks, exercise books, pens, pencils, and related school supplies.

1 Inclusive Education in Ghana: A Mirage or a Reality, April 2023 https://www.linkedin.com/pulse/lnclusive-education-ghana-mirage-reality-maxwell-ashon/ 2 Sample schools: Upper West: 14 schools; Upper East 12 schools; Northeast 7 schools and Northern 5 schools.

3 'I think the key driver of success of the T2E+ program is the learning materials…. Had it not been for the materials, it would not have been effective…the materials are made available and very accessible, it has made the program [Learning Activity] very effective.' — District Actor, Bawku Municipal, 2022

The proposed activity will coordinate with the Ministry of Education, GES, and other organizations and implementing partners supplying TLMs and school furniture to avoid duplication of effort.

PROBLEM STATEMENT

The 2020 Ghana Education Fact Sheet (UNICEF Data) shows that most children aged 7-14 years live in a household with no child-oriented books. The report also indicates that some children are further marginalized because access to such books varies by wealth quintile and mother’s level of education. For instance, among children in the poorest quantile, 86% of the children have no access to the child-oriented materials, compared to 32% national average and 27% for children whose mothers have higher education. A 2023 study on Inclusive Education in Ghana4 observed that TLMs were only visible in 36.1% of the classrooms in the 38 schools5 assessed, and where visible and accessible the ratio was between 2 and 3 pupils per textbooks. The study also showed that only 61.1% of the pupils had [writing] books and pens or pencils.

The USAID-sponsored Learning Activity, which implemented a nationwide Early Grade Reading (EGR) program in public primary schools from 2017-2019, concluded that one of the enabling factors for improved reading included the availability of well-structured teaching and learning materials that are closely aligned with the national primary curriculum and children’s learning needs6, in addition to strong teacher compliance with the EGR curriculum.

According to the Ministry of Education 2021 Policy Brief, 596,000 out of 1.2 million KG pupils and

1.28 million out of 3.2 million pupils in primary schools did not have desks. The policy brief shows that the desk situation is worse in the most underserved regions in the education sector including, Northern, North East and Oti regions See Figure 1 in the Education Policy Brief.7

PROPOSED OUTCOMES AND RESULTS

USAID/Ghana’s proposed short-term (18-month) TLMs and Classroom Furniture activity will complement the current USAID/Ghana Systems Strengthening Accountability in Ghana’s Education System (SAGES) G2G8, SAGES Systems Strengthening, and Advancing Partnerships for Improved Learning (APIL) activities and will be implemented by a local non-government organization (NGO) toward improved learning outcomes. The TLMs and Classroom Furniture activity will support GoG efforts to scale up the use of the quality language arts books developed

4 Inclusive Education in Ghana: A Mirage or a Reality, April 2023 https://www.linkedin.com/pulse/lnclusive-education-ghana-mirage-reality-maxwell-ashon/ 5 Sample schools: Upper West: 14 schools; Upper East 12 schools; Northeast 7 schools and Northern 5 schools.

6 'I think the key driver of success of the T2E+ program is the learning materials…. Had it not been for the materials, it would not have been effective…the materials are made available and very accessible, it has made the program [Learning Activity] very effective.' — District Actor, Bawku Municipal, 2022 7 Education Alert Policy Brief Vol. 25 - February 6, 2023A 8 USAID/Ghana Systems Strengthening Accountability in Ghana’s Education System (SAGES) G2G https://drive.google.com/open?id=1yEfsAn0M9Gc50DxgKzPepuMMRYImxdNo under the previous USAID-supported Learning activity as well as science and math books that have been developed and approved for use in schools.

USAID will support Ghana’s efforts to improve access to quality teaching and learning materials while providing desks to schools in the vulnerable districts. Given that provision of such materials and furniture is the role of the GOG through the Ministry of Education, the proposed activity will work closely with the Ministry and relevant agencies, in coordination with SAGES SS, SAGES G2G, and APIL, to ensure improved sustainability and accountability of regular textbook and writing materials, and furniture supply beyond the short-term activity. The Implementing Partner will work in close coordination with the three activities plus the Ministry of Education and other relevant Agencies, to update/revise Ghana’s pre-tertiary textbook policy and develop recommendations on how to improve the country’s TLM supply chain management.

The following activity outputs/outcomes are envisaged through implementation of the TLMs and Classroom Furniture toward improved learning outcomes at the school level:

1. Improved pupil-textbook ratio

2. Improved access to writing materials (such as pupil workbooks, copy books, pens, pencils, and wall charts)

3. Increased access to quality classroom furniture (e.g., desks, cupboards, teachers’ chairs, and tables)

4. Improved book and classroom furniture recording and tracking system.

5. Increased time-on-task (dedicated instructional time for learning in the classroom)

The proposed activity will address issues impeding effective teaching and learning including the lack of resources critical to performance improvement which are not procured or distributed in good time.

Interventions will include:

1) Identification of vulnerable schools (as per GES vulnerability criteria) to benefit.

2) Procurement of teaching and learning materials

3) Delivery and distribution of relevant, approved teaching and learning materials and classroom furniture to selected schools.

4) Tracking of the delivery to the school level

Activities involving the beneficiary schools are behavior-led and include an efficient procurement and distribution model that ensures the materials are received and used by the pupils in a timely manner. Using, valuing, securing, and taking good care of the materials received will be part of the expected behavior change.

PROGRAMMATIC AND GEOGRAPHIC FOCUS

Objectives The short-term TLMs and Classroom Furniture activity will complement ongoing efforts to improve learning outcomes and accountability through SAGES G2G, SAGES SSA and APIL activities. The school-level intervention will ensure that every pupil in kindergarten (KG 1 and 2) and primary grades 1-4 (B1- B4) in the beneficiary schools has a book each in the language arts (English/Literacy), Mathematics and Science and access to a desk. The aim is to procure and distribute these basic materials to the selected vulnerable schools within the districts to ensure no child is left behind and to reach the ratio of one book per child (for each of the three core subjects) and a desk space per child. Furthermore, the proposed activity will support the Ministry of Education’s efforts to improve the country’s teaching and learning materials supply chain management.

Target Population and Geographic Area The implementing partner will implement this activity in the Zone of Influence (ZOI) in northern Ghana plus vulnerable districts (as defined by Ghana Education Service) in all the other regions.

The proposed activity will focus on KG 1 through B49 pupils from the benefiting schools. The beneficiary KG classes will be those that are attached to respective beneficiary primary schools.

Strategic Alignment Alignment with USAID Education Policy

The USAID Education Policy, released in November 201810, provides an Agency-wide vision and direction for supporting partner countries in strengthening their capacity to deliver quality learning opportunities for children and youth. The primary purpose of programming in education by USAID is to achieve sustained, measurable improvements in learning outcomes and skills development. The policy applies to education programming across all levels (from pre-primary through higher education), contexts (stable contexts to crisis and conflict-affected environments), settings (formal and non-formal), and providers (state and non-state). Further, the policy states that missing or outdated equipment and a lack of textbooks, lab supplies, and other educational materials create challenges to teaching, learning, and skills development for children and youth across all levels of education.

In line with the policy, this activity targets pupils in pre-primary through primary grade 4 (KG1 through B4) and is aimed at strengthening local entities to deliver quality learning materials and classroom furniture. This will ensure that children, particularly the most marginalized and vulnerable, have increased access to quality education that is safe, relevant, and promotes social well-being.

Alignment with the Government of Ghana Education Policy According to the Ministry of Education 2021 Policy Brief, 596,000 out of 1.2 million KG pupils and

1.28 million out of 3.2 million pupils in primary schools did not have desks. The policy brief shows

9 The benefitting kindergarten classes will be those embedded in the selected primary schools.

10 USAID Education Policy, November 2018: https://www.usaid.gov/policy/education https://www.usaid.gov/policy/education that the desk situation is worse in the most underserved regions in the education sector including, Northern, North East and Oti regions See Figure 1 in the Education Policy Brief.11

The Report on Textbook Tracking in Public Primary Schools12 (November 2023) examined the availability of teaching and learning materials, exercise books and other teaching and learning resources in public primary schools in 20 selected districts reflecting the geographic north, middle and southern belts of Ghana and the rural urban divide. The primary schools in the 20 districts had an enrolment of 270,134 pupils against a lower number of textbooks distributed, 138,618 for mathematics, 225,136 for science, 196,684 for English, and 120,234 for Creative Arts. The TLMs deficit was as shown in Table 1.

Table 1: Access to Textbooks in Public Primary Schools - Africa Education Watch Study (November 2023)

20 Sample Districts Scenario

Primary School Enrolment

Teaching and Learning Materials Available

Deficit Percentage Deficit

Mathematics 270,134 138,618 131,516 48.7%

Science 270,134 225,136 44,998 16.7%

English 270,134 196,684 73,450 27.2%

Creative Arts 270,134 120,234 149,900 55.5%

The report recommends that the GES ensure that any future distribution of teaching and learning materials prioritizes districts with high deficits to attain a balanced Pupil-Textbook Ratio among the various districts. District Education Offices must map out schools within their district with excess teaching and learning materials and retrieve the same for redistribution to schools with deficits. Since the latter is an issue of systemic accountability, collaboration with the SAGES Systems Strengthening (SS) Activity and the SAGES Government-to-Government (G2G) Activity will be critical.

According to UNESCO13 textbooks are important for accessibility, quality, and relevance to the curriculum and are also a useful tool for peace and global citizenship, in addition to shaping the teaching and learning processes. Likewise, UNICEF emphasizes the fact that ‘learning is an outcome of a complex interplay of educational inputs such as teacher characteristics, learning materials, and school infrastructure, and the educational processes taking place in the classroom, characterized by learning time, and child-centered learning philosophy and practice.’14

11 Education Alert Policy Brief Vol. 25 - February 6, 2023A 12 https://africaeducationwatch.org/publication/report-on-textbook-tracking-in-public-schools 13 https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/learning-and-teaching-materials 14 https://www.unicef-irc.org/files/upload/documents/TTT%20-%20Research%20proposal%20(2).pdf https://drive.google.com/open?id=1yEfsAn0M9Gc50DxgKzPepuMMRYImxdNo https://drive.google.com/open?id=1ULdQAiJq3YlrVUQtDMxjC0B0bYAJ7rtn https://learningportal.iiep.unesco.org/en/issue-briefs/improve-learning/learning-and-teaching-materials https://www.unicef-irc.org/files/upload/documents/TTT%20-%20Research%20proposal%20(2).pdf

Alignment with the USAID New Partnerships Initiative The TLM and Classroom Furniture activity is aligned with USAID’s New Partnerships Initiative (NPI) in the goal of equipping and empowering new and underutilized development partners, such as local non-government organizations (NGOs). By leveraging NPI, USAID can directly support new and underutilized partner(s) who would not historically have had organizational capability for a USAID partnership. This support has multiple potential benefits, it reaches into a broad marketplace of ideas for strengthening self-reliance and providing capacity building for education service providers.

[END OF ATTACHMENT A]