Pre Solicitation Notice 72068824R00001-Protective Education for Girls in Mali.pdf

Issuance Date: October 23, 2024

Deadline for Questions: November 6, 2024, 10:00pm, Bamako, Mali

Time

Phase One Technical Concept Due Date: November 25, 2024, 10:00pm, Bamako, Mali

Time

Solicitation N0: 72068824R00001

Subject: Request for Technical Concepts for

Protective Education for Girls in Mali

Dear Potential Offerors:

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

USAID/Mali anticipates the award of one (1) Firm Fixed Price Contract resulting from this solicitation to be implemented over a 5-year period of performance.

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

Sincerely, Michele Maximilien Contracting Officer

Contents

ACRONYMS

SECTION A: CONCEPT PAPER

I. INTRODUCTION

II. THEORY OF CHANGE

III. PROBLEM STATEMENT

IV. OUTCOME

V. PURPOSE

VI. RESULTS FRAMEWORK

SECTION B: FEDERAL AWARD INFORMATION

I. ESTIMATE OF FUNDS AVAILABLE AND NUMBER OF AWARDS CONTEMPLATED

II. START DATE AND PERIOD OF PERFORMANCE FOR FEDERAL AWARD

III. AUTHORIZED GEOGRAPHIC CODE

SECTION C: OFFERORS INFORMATION

I. OFFERORS INFORMATION

SECTION D: PROPOSAL AND SUBMISSION INFORMATION

I. AGENCY POINT OF CONTACT

II. QUESTIONS AND ANSWERS

III. PROPOSAL PROCESS

SECTION E: INFORMATION ON THE EVALUATION OF TECHNICAL CONCEPTS

I. EVALUATION OF TECHNICAL CONCEPTS

II. EVALUATION CRITERIA AND CONSIDERATIONS

1. Understanding of Local Context

ACRONYMS

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

SECTION A: CONCEPT PAPER

I. INTRODUCTION

This concept paper outlines a proposed intervention designed to address the critical barriers faced by vulnerable learners, particularly girls, in Mali mining regions of Kayes and Bougouni.

USAID/Mali through the Protective Education for Girls in Mali Activity aims to increase access to basic education and foundational learning particularly for girls (age: 6-19) and learners who have been marginalized due to exposure and/or engagement in the mining industry, with improved foundational skills and social emotional competencies, even in the face of violence, exploitation and abuse.

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

II. THEORY OF CHANGE

“IF communities and vulnerable learners have increased access and retention in accelerated learning centers; teachers have improved well-being and skills to deliver quality instruction that enhances foundational skills in reading, math and social emotional competencies; and girls are provided supportive services; then, a greater number of community and vulnerable primary school-aged children will develop strong foundational skills and improved social emotional competencies, even in the face of risks of exploitation, violence and abuse.”

III. PROBLEM STATEMENT

In Mali, despite progress in primary school enrollment, significant challenges persist, particularly for vulnerable learners such as girls. A disproportionate number of Malian primary school-aged children in and around mines are unable to complete their primary school education or receive quality instruction and therefore struggle to acquire foundational skills. Factors including insecurity, forced displacement and migration risks, economic hardship, and exposure to risks like exploitation and child labor undermine educational access and retention further exacerbate poor education conditions for these community-based learners, particularly girls. Most of the teachers with poor well-being do not have required technical or professional qualifications and socio emotional competencies which plays a significant role in the poor learning of children. And reproductive health and hygiene barriers to education including water, sanitation, and hygiene (WASH) facilities affect the retention. To address these challenges, the proposed program leverages a theory of change that posits:

● Increased Access and Retention: If communities and vulnerable learners have greater access to and retention in accelerated learning centers, particularly girls, their educational outcomes will improve.

● Enhanced Teacher Well-being and Skills: If teachers experience improved well-being and are equipped with enhanced skills to deliver quality instruction, they will better support foundational skills in reading, math, and social-emotional learning (SEL).

● Supportive Services for Girls: If girls are provided with targeted supportive services, their participation and retention in school will increase.

IV. OUTCOME

A greater number of community and vulnerable primary school-aged children, especially girls, will complete an accelerated learning program and transition to further their education with demonstrated foundational skills and improved social-emotional competencies, mitigating the impact of risks such as exploitation, violence, and abuse and early marriage.

V. PURPOSE

The proposed program aims to address the multifaceted barriers faced by vulnerable learners, especially girls, in Mali by focusing on improving access to quality education, enhancing teacher capacity, and providing targeted support for girls. By implementing a comprehensive approach that includes accelerated learning centers, teachers’ professional development, and community-driven support, the program seeks to achieve significant improvements in educational outcomes and ensure that primary school-aged children, particularly girls, complete their education with the necessary skills and competencies.

VI. RESULTS FRAMEWORK

Result 1: Improved entry, retention and transition of community and vulnerable learners in accelerated learning centers, especially girls

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

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

Example of Possible Activities:

1. Accelerated Learning Centers: Establish and support accelerated learning centers to provide a condensed, intensive education for learners at risk of dropping out or falling behind.

2. Community and Household Support: Conduct assessments to identify barriers to education and provide targeted interventions such as awareness campaigns and resource support for families.

3. Monitoring and Evaluation: Implement a robust monitoring and evaluation system to track enrollment, retention, and completion rates, disaggregated by sex, region, and displacement status.

Sample Indicators:

● Percentage of learners attaining minimum grade-level proficiency in reading and math.

● Number of learners in primary schools or equivalent settings reached with USG assistance.

● Transition rates to further education or training following program participation.

Result 2: Improved social emotional competencies of teachers to deliver quality instruction that enhances foundational skills and student well-being (reading, math, SEL)

Objective: Enhance teachers’ social-emotional competencies and instructional skills to improve foundational skills and student well-being.

Context: Teachers in Mali face significant stress due to security threats and the challenging educational environment. Supporting teacher well-being and professional development is crucial for delivering quality instruction.

1. In-Service Teacher Training: Provide targeted professional development and in-service training to improve teachers’ instructional skills and their ability to support students’ growth and well-being.

2. Collaboration with the Ministry of Education: Work closely with the Mali Ministry of National Education to align training efforts with national standards and frameworks.

3. SEL Framework Integration: Implement evidence-based approaches to SEL and psychosocial support, drawing on existing frameworks and best practices.

● Number of educators completing professional development activities.

● Percentage of learners demonstrating improved social and emotional skills.

● Improvement in foundational skills proficiency in reading and math.

Result 3: Increase girls’ entry and retention in school through household economic strengthening, multisector support, and peer-to-peer learning

Objective: Increase girls' school enrollment and retention by implementing targeted economic support measures such as conditional cash transfers, enhancing multi sectoral support through improved WASH facilities and community engagement, and fostering peer-to-peer learning through mentorship programs and role model initiatives.

Context: Economic barriers, lack of support, and inadequate WASH facilities contribute to girls' school absenteeism and dropouts. Addressing these barriers through targeted support and community engagement is essential.

1. Conditional Cash Transfers (CCTs): Provide mobile money transfers to cover school fees, purchase necessities, and support girls’ attendance in accelerated learning programs.

2. Peer Education Programs: Recruit secondary school female graduates to serve as role models and mentors for girls, facilitating study groups and extracurricular activities.

3. Menstrual Hygiene Management: Support the production and distribution of low-cost menstrual hygiene products and implement WASH infrastructure improvements in schools.

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

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

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

[END OF SECTION A]

SECTION B: FEDERAL AWARD INFORMATION

I. ESTIMATE OF FUNDS AVAILABLE AND NUMBER OF AWARDS CONTEMPLATED

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

Subject to the availability of funds, USAID/Mali anticipates supporting up to one award of $24.9 million over the life of the award.

II. START DATE AND PERIOD OF PERFORMANCE FOR FEDERAL AWARD

The anticipated period of performance for this award is five years. The estimated start date will be determined at the time of the award.

III. AUTHORIZED GEOGRAPHIC CODE

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

[END OF SECTION B]

SECTION C: OFFERORS INFORMATION

I. OFFERORS INFORMATION

1. All interested offerors should start the process to:

● Have their Unique Entity Identifier number.

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

● Have an active registration in SAM.

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

[END OF SECTION C]

https://www.sam.gov/

SECTION D: PROPOSAL AND SUBMISSION INFORMATION

I. AGENCY POINT OF CONTACT

The Agency Contracting Office for this Award is:

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

II. QUESTIONS AND ANSWERS

Questions regarding this pre solicitation should be submitted in writing via email to Mali.oaa@usaid.gov by the due date and time specified on the cover page of this pre solicitation.

The subject line should be: 72068824R00001 Protective Education for Girls in Mali- Technical Concepts Questions-the offeror’s acronym.

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

III. PROPOSAL PROCESS

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

1. An open call for a brief (4-page) Technical Concepts and Limited Pricing Information (1 page), which must be submitted separately from the Technical Concepts.

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

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

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

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

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

mailto:Mali.oaa@usaid.gov

Technical Concept Submission

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

Technical Concepts must be four (4) pages or less, with Calibri 12 points font. Content above four pages will not be evaluated. Smaller text will not be evaluated. The technical concept may use smaller font for legends to graphs, content of tables, and footnotes, but no smaller than 10 points. Smaller text will not be evaluated. Technical Concepts are due by the due date and time specified on the cover page of this pre solicitation. Technical Concepts submitted after the deadline will not be evaluated.

Not included in the page limitation is:

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

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

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

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

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

Limited Pricing Information

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

CONTRACT LINE Total over Five Years

Salaries and Wages $

Fringe Benefits $

Allowances $

Travel, Transportation, and Per Diem $

Equipment $

Supplies $

Other Direct Costs $

Subcontracts $

Rehabilitation (Renovation) of Latrine Blocks for Females

Total Direct Costs $

Indirect Cost $

Total Estimated Cost $

Fixed Fee $

Total Estimated Cost + Fee $

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

Technical Concept Evaluation

Technical Concepts will be evaluated based on the proposed approach, feasibility, and alignment with the above-referenced purpose of the Protective Education for Girls in Mali. Additionally, technical concepts should be consistent with USAID legal and policy restrictions, including those set forth in USAID’s Automated Directives System (ADS) and in the Foreign Assistance Act of 1961, as amended.

Budget Review

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

Co-Creation Process

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

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

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

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

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

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

Full Proposal

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

[END OF SECTION D]

SECTION E: INFORMATION ON THE EVALUATION OF TECHNICAL CONCEPTS

I. EVALUATION OF TECHNICAL CONCEPTS

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

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

II. EVALUATION CRITERIA AND CONSIDERATIONS

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

1. Understanding of Local Context

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

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

2. Innovativeness and Feasibility

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

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

3. Evidence-Based Strategies

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

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

4. Measurable Outcomes and Indicators

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

● Monitoring and Evaluation: The technical concept should include a robust monitoring and evaluation plan to track progress and measure outcomes, disaggregated by sex, region, and displacement status.

5. Capacity and Expertise

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

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

6. Risk Management

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

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

[END OF SECTION E]

[END OF PRE-SOLICITATION]