RFI - Afghanistan Basic Education Activity.pdf

REQUEST FOR INFORMATION (RFI)

Posting Date: April 18, 2021

Questions and Comments Due Date: May 03, 2021

Opportunity Number:

Opportunity Category:

Agency Contact:

Point of Contact:

Subject:

11:59 p.m., Washington, DC Time

RFI-306-21-OED-000001

Other kblaidoaaoed@usaid.gov

Henok Amenu Oljira at: hamenu@usaid.gov

Request for information for a Basic Education Activity in Afghanistan

Dear Interested Parties:

The U.S. Agency for International Development’s Mission to Afghanistan (USAID/Afghanistan) is in the process of designing a basic education activity. This is not a solicitation for a proposal.

The purpose of this Request for Information (RFI) is solely for planning purposes. Specifically, USAID/Afghanistan seeks public comment/feedback to enhance its activity design process, conduct market research, and gain information from companies and organizations that have the capacity and proven track record to design and implement effective early grade math and reading programs and access to basic education programs that address quality and access to education.

USAID is looking for responses that take into consideration the culture, norms, and current context of Afghanistan (COVID-19 and the peace process).

The information obtained may be used in the design of the Activity or other activities and interventions in accordance with Federal Acquisition Regulation (FAR) Part 10 and FAR 15.201 (e).

This is an RFI, not a Request for Proposal (RFP), and is not to be construed as a commitment by the U.S. Government to issue any solicitation or ultimately award a contract or agreement based on this RFI, nor to pay for any information submitted as a result of this request, nor does it commit the Government to pay for costs incurred in the preparation and submission of any comments. FAR Clause 52.215-3 Requests for Information or Solicitation for Planning Purposes (October 1997) is attached and made part of this RFI.

mailto:kabulaidoaamailbox@usaid.gov mailto:hamenu@usaid.gov mailto:hamenu@usaid.gov

Request for Information USAID/Afghanistan Office of Education

Basic Education Activity

BACKGROUND

Planned Activity Description:

Term: Five years Type of funds: Basic Education Funds Managing Office: Office of Education, Afghanistan Proposed Mechanism: Contract Geographic Scope: TBD Link to other USAID Projects: Education Quality Reform in Afghanistan (EQRA), Girls Education Challenge (GEC), Capacity Building Activity (CBA), Strengthening Education in Afghanistan (SEA II), and Textbooks II.

In alignment with Afghanistan’s National Priority Programs and continuing education sector reform efforts, USAID’s Education Policy and the USAID/Afghanistan’s Strategy for Transformation, the activity will support measurable, consequential gains in three areas through a system strengthening approach: Access to education, quality of reading and math instruction and learning, improved learner well-being.

This activity aims to build on past gains, achievements and lessons learned; to continue evidence-based provision of instruction to students and expand the capacity of the Afghanistan government and community to improve math and reading outcomes in grades 1-3. The goal of this activity is to ensure improved equitable access to and measurable outcomes in reading and math for all students in grades 1-3. The activity will draw on almost 40 years of international research and a decade of USAID experience in improving literacy and numeracy, to work with the Ministry of Education (MoE) to: 1) offer students technically-sound, gender and socially inclusive math and reading instruction and materials; 2) increase access to mathematics and reading instruction through a multi-modality service delivery approach; 3) support safe-learning environments that promote well-being and are gender and socially inclusive; 4) provide teachers with high-quality pre-service, in-service, coaching, state of the art guides, and continuing formative assessment in the implementation of reading and math instruction, 5) mobilize communities in support of improved access to school and quality reading and math instruction, and 6) partner with MoE to strengthen the resilience of the basic education system.

This activity will build on the achievements of Increasing Access to Basic Education and Gender Equality and Afghan Children Read activities recently completed in Afghanistan and complement the work being done by Education Quality Reform in Afghanistan (EQRA), Strengthening Education in Afghanistan (SEA II), Capacity Building Activity (CBA), Girls Education Challenge (GEC), and Textbooks II. This activity will focus on applying innovative evidence-based multimodal approaches (examples: distance learning, self-learning, edutainment programing, community-based education, etc.) to sustainably increase access to education in both urban and rural areas. Under this mechanism, efforts must address critical access barriers to education in Afghanistan, especially for girls, children with disabilities and children living in the most marginalized communities.

Most importantly, the activity will focus on approaches that are evidence-based, flexible, cost-efficient, and must include a structured phased approach that identifies how the interventions will be institutionalized, operationalized, systematized and handed over to the MoE at various stages throughout the life of the activity to ensure the sustainability of investments. Furthermore, USAID/Afghanistan is looking to work with implementing partners that can adapt based on monitoring data and analysis, respond to changing circumstances and unanticipated events that impact the achievement of the objectives, or support new interventions that could enhance its results. This may include assistance to the Government of Afghanistan and other key stakeholders, taking advantage of new opportunities for large scale cross-sectoral activities that can enhance results, and other contingent interventions necessary to achieving set objectives and protecting basic education development gains in a changing operating environment.

USAID/Afghanistan is soliciting comments from companies and organizations with relevant development experience that will help the likelihood of success for the Activity in Afghanistan.

Please provide your comments on the results framework and illustrative indicators enclosed.

Furthermore, to maximize potential impact, USAID is also seeking feedback on the systems strengthening, phased approach to institutionalize, operationalize, systematize and handover to the MoE at various stages throughout the life of the activity to ensure the sustainability of investments.

Respondents must ensure that their comments are concise and specific to information included within the description above.

Finally, in addition to your general comments on the above, please respond to the following questions located here. USAID seeks additional information on programs, policies, research, data and activities that might be useful for the activity design.

https://docs.google.com/forms/d/e/1FAIpQLSevLIZWdIa6Rpet8zfdj9YYVw0wPdINWD--Puosel02Tg5Uww/viewform?usp=pp_url

Increased learning achievements at the lower primary level.

Outcome 1: Increased access to quality education.

Outcome 2: Improved quality of reading and math at the lower primary level.

Outcome 3: Improved learner well-being.

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

CUST-2: Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading and Math at the end of grade 3.

CUST- 3: Percent of targeted children that report improved well-being, school climate, or culture as a result of USG assistance.

1.1: Strengthened evidence-based multimodal approaches.

2.1: Remedial reading instruction in grades 1-3 is delivered through multimodal approaches.

3.1: Supported learning environments meet local minimum standards for safety.

CUST-1.1: Number of multimodal education approaches standardized, credentialed, or approved by the MoE with USG assistance.

ES 1-1: Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in reading at the end of grade 2.

ES.1-51: Number of learning environments supported by USG assistance that have improved safety, according to locally defined criteria.

1.2: Increased reach of multimodal learning opportunities.

2.2: Improved quality of grade 1 to 3 math instruction.

3.2: Students and teachers demonstrate improved social emotional learning skills.

CUST 1-2: Number of children able to access basic education services.

CUST-2.2: Percent of learners targeted for USG assistance who attain a minimum grade-level proficiency in Math at the end of grade 3.

CUST-3.2: Number of students and teachers who have improved social and emotional skills, as locally defined, with USG assistance.

1.3: Shuras and parents support learning and local education governance at the primary level.

2.3: Multimodal evidence-based teaching and learning materials (TLMs) are used in supported learning environments.

3.3: Strengthened local strategies to protect learners and education personnel during times of insecurity/crisis.

ES.1-13 Number of parent teacher associations (PTAs) or community-based school governance structures engaged in primary or secondary education supported with USG assistance.

CUST-2.3: Percent of educators or lower primary-grade learners targeted for USG assistance who have the appropriate variety of reading or math materials in the language of instruction with inclusive representation of diverse populations.

CUST-3.3: Number of new or adopted strategies/plans institutionalized to protect learners and education personnel during times of insecurity/crisis.

1.4: Education staff improve 2.4: Educators apply

Standard Clause: 52.215–3 REQUEST FOR INFORMATION OR SOLICITATION FOR

PLANNING PURPOSES (OCT 1997)

(a) The Government does not intend to award a contract on the basis of this solicitation or to otherwise pay for the information solicited except as an allowable cost under other contracts as provided in subsection 31.205–18, Bid and proposal costs, of the Federal Acquisition Regulation.

(b) Although ‘‘proposal’’ and ‘‘offeror’’ are used in this Request for Information, your response will be treated as information only. It shall not be used as a proposal.

(c) This solicitation is issued for the purpose of: “Requesting Comments” to the concept for a new program.

(End of provision)