Section J.pdf

J.1 Budget Line Items and Budget Definitions

Budget Line Items:

A. Direct Costs

1. Personnel

a. International Staff

i. Expatriate Staff

ii. HQ Technical Staff

b. Local In-Country Staff

i. Program Staff

ii. Operational Staff

2. Fringe Benefits

a. Fringe Benefits (including but not limited to fringe local staff, pooled benefits

– Expatriate & HQ Staff, expat staff allowances, i.e., shipment of HHE, relocation allowances, storage of HHE, education allowance, housing allowance, post differential, vehicle shipment, consumables, etc.)

3. Travel

a. International travel

b. Local and domestic travel (car rental, taxis etc.)

c. Per Diem

4. Equipment (unit cost greater than $500;

5. Supplies (equipment with a unit cost less than $500, including but not limited to work stations & chairs, file cabinets, computers, cellular phones, printers, etc.). This cost category does not include office supplies, which should be included under Miscellaneous Direct Costs.

6. Contractual

a. Direct Program activities (including fixed-price, but not cost type, subcontracts).

Non-fixed type subcontracts should be broken down into the categories specified in this section i.e. personnel salaries, fringe benefits etc.;

b. Training;

c. MEL costs;

d. Consultants (including but not limited to expatriate consultants, local consultants, studies, analyses, etc.)

e. Subgrants if any.

7. Miscellaneous Direct Costs

a. Equipment operation costs (e.g. including, but not limited to, vehicle rental/lease, vehicle and equipment maintenance/fuel/repair, motorcycle fuel/maintenance, generator fuel/maintenance, software licenses)

b. Insurance/Travel (e.g. DBA, Medevac, visas, permits, immunizations, exams, vehicle insurance, equipment insurance, other insurance)

c. Office operation costs (e.g. rent/utilities/repairs/maintenance, security services, office supplies, make ready costs)

d. Communication costs (e.g. general communications expense, mobile/cellular communication, internet, printing/photocopying, courier)

e. Other (e.g. professional fees – audit/legal/payroll, branding & marking, banking fees)

B. Indirect Costs (as applicable based on the offeror’s NICRA or otherwise)

1. Material Handling

2. Overhead

3. G&A

C. Total Estimated Cost (Direct Cost plus Indirect Cost)

D. Fees The budget must include fixed fee and a rationale for the proposed amounts must be included in the budget narrative.

E. Total Estimated Cost Plus Fee This item is the total price, which equals the total estimated cost plus fixed fee as specified in Section B.

Budget Line Item Definitions

Personnel: FAR 31.205-6, AIDAR 731.205-46 and AIDAR 752.7007 provides for compensation for personnel services. Direct salary and wages should be proposed in accordance with the Offeror’s personnel policies and meet the regulatory requirements. For example, costs of long- term and short-term personnel should be broken down by person years, months, days or hours. Bio Data Sheets are required for any individual specifically identified in the cost or technical proposal.

Fringe Benefits: FAR 31.205-6 provides for allowances and services provided by the Contractor to its employees as compensation in addition to regular wages and salaries.

If fringe benefits are provided for as part of a firm’s indirect cost rate structure, see FAR 42.700. If not part of an indirect cost rate, a detailed cost breakdown by benefits types should be provided.

Allowances: AIDAR 752.7028 provides for differentials and allowances with further references to Standardized Regulations. For example, allowances should be broken down by specific type and by person, and should be in accordance with Offeror’s policies and regulations. The Independent Government Cost Estimate for these services includes allowance limits established by the U.S. Department of State for Egypt. The allowance caps include the following:

Post Differential (25%) and COLA (15%)

Travel, Transportation, and Per Diem: FAR 31.205-46, AIDAR 731.205-46 and AIDAR 752- 7032 provide for costs for transportation, lodging, meals and incidental expenses. For example, costs should be broken down by the number of trips, domestic and international, cost per trip, per diem and other related travel costs.

Equipment and Supplies: FAR 2.101 provides for supplies as all property except land or interest in land, FAR 31.205-26 provides for material costs, and FAR 45 prescribes policies and procedures for providing Government property to Contractors, Contractors’ use and management of Government property, and reporting, redistributing, and disposing of Contractor inventory.

For example, costs should be broken down by types and units, and include an analysis that it is more advantageous to purchase than lease.

Consultants: FAR 31.205-33 provides for services rendered by persons who are members of a particular profession or possess a special skill and who are not officers or employees of the Contractor. For example, costs of consultants should be broken down by person years, months, days or hours.

Subcontracts: FAR 44.101 provides for any contract entered into by a subcontractor to furnish supplies or services for performance of a prime contract or a subcontract.

For every subcontract that involves development services or deliverables AND is not expected to be awarded on a fixed-price basis, separate spreadsheets should be submitted for each such subcontract with the same detail, organization and format set forth above in Subsection L.11(b)(2).

Participant Training: AIDAR 752.7019 and ADS 253 provides for participant training and training in development. For example, costs should be broken down by types and participants.

Miscellaneous Direct Costs: FAR 31.202 and FAR 31.205 provides for the allowability of direct costs and many cost elements. For example, costs should be broken down by types and units.

Overhead, G&A and Material Overhead: FAR 31.203 and FAR 42.700 provides for those remaining costs (indirect) that are to be allocated to intermediate or two or more final cost objectives. For example, the indirect costs and bases as provided for in an Offeror’s indirect cost rate agreement with the Government, or if approved rates have not been previously established with the Government, a breakdown of bases, pools, method of determining the rates and description of costs. Any indirect cost rate agreements for the offeror or a subcontractor should be included in the cost proposal.

Fixed Fee: FAR 15.404-4 provides for establishing the profit or fee portion of the Government pre-negotiation objective, and provides profit-analysis factors for analyzing profit or fee. For example, proposed fee with rationale supported by application of the profit-analysis factors.

J.2: IDENTIFICATION OF PRINCIPAL GEOGRAPHIC CODE NUMBERS

The USAID Geographic Code Book sets forth the official description of all geographic codes used by USAID in authorizing or implementing documents, to designate authorized source countries or areas. The following are summaries of the principal codes:

(a) Code 000--The United States: The United States of America, any State(s) of the United States, the District of Columbia, and areas of U.S.-associated sovereignty, including commonwealths, territories and possessions.

(b) Code 899--Any area or country, except the cooperating country itself and the following foreign policy restricted countries: Libya, Cuba, Iran, North Korea, and Syria

(c) Code 935--Any area or country including the cooperating country, but excluding the foreign policy restricted countries.

(d) Geographic code 937-- USAID’s statutory procurement authority, Section 604(a) of the FAA, authorizes procurement “from the United States, recipient country or developing countries.” Tracking that statutory authority, the Regulation establishes a presumptive USAID Principal Geographic Code, Code 937, for all USAID federally financed procurement of commodities and services under implementation instruments, unless otherwise specified.

(e) Code 941--The United States and any independent country (excluding foreign policy restricted countries), except the cooperating country itself and the following: Albania, Andorra, Angola, Armenia, Austria, Australia, Azerbaijan, Bahamas, Bahrain, Belgium, Bosnia and Herzegovina, Bulgaria, Belarus, Canada, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Gabon, Georgia, Germany, Greece, Hong Kong, Hungary, Iceland, Ireland, Italy, Japan, Kazakhstan, Kuwait, Kyrgyzstan, Latvia, Liechtenstein, Lithuania, Luxembourg, Macedonia*, Malta, Moldova, Monaco, Mongolia, Montenegro*, Netherlands, New Zealand, Norway, Poland, Portugal, Qatar, Romania, Russia, San Marino, Saudi Arabia, Serbia*, Singapore, Slovak Republic, Slovenia, South Africa, Spain, Sweden, Switzerland, Taiwan*, Tajikistan, Turkmenistan, Ukraine, United Arab Emirates, United Kingdom, Uzbekistan, and Vatican City.

* Has the status of a "Geopolitical Entity", rather than an independent country

AID 1420-17 Page 1 of 2

OMB Control No: 0412-0520; Expiration Date: 3/31/2021

CONTRACTOR EMPLOYEE BIOGRAPHICAL DATA SHEET

The Privacy Act Statement is found at the end of this form.

1. Name (Last, First, Middle)

2. Contractor’s Name

3. Employee’s Address (include ZIP code)

4. Contract Number

5. Position Under Contract

6. Proposed Salary

7. Duration of Assignment

8. Telephone Number (include area code)

9. Place of Birth

10. Citizenship (If non-U.S. citizen, give visa status)

11. Names, Ages, and Relationship of Dependents to Accompany Individual to Country of Assignment

12. EDUCATION (include all college or university degrees) 13. LANGUAGE PROFICIENCY (see Instruction on Page 2)

NAME AND LOCATION OF INSTITUTION MAJOR DEGREE DATE LANGUAGE Proficiency Speaking

Proficiency Reading

14. EMPLOYMENT HISTORY (List last three (3) positions held by the individual)

POSITION TITLE EMPLOYER’S NAME AND ADDRESS

POINT OF CONTACT &TELEPHONE #

Dates of Employment (M/D/Y)

From To

15. SPECIFIC CONSULTANT SERVICES (give last three (3) years). Continue on a separate sheet of paper, if required, to provide this information.

SERVICES PERFORMED EMPLOYER’S NAME AND ADDRESS

POINT OF CONTACT &TELEPHONE #

Dates of Employment (M/D/Y)

From To

16. RATIONALE FOR PROPOSED SALARY (Provide the basis for the salary proposed in Block 6 with supporting rationale for the market value of the position. Continue on a separate sheet of paper, if required) Salary definition – basic periodic payment for services rendered. Exclude bonuses, profit-sharing arrangements, commissions, consultant fees, extra or overtime work payments, overseas differential or quarters, cost of living or dependent education allowances.

17. CERTIFICATION: To the best of my knowledge, the above facts as stated are true and correct.

Signature of Employee Date

18. CONTRACTOR'S CERTIFICATION (To be signed by responsible representative of Contractor)

Contractor certifies in submitting this form that it has taken reasonable steps (in accordance with sound business practices) to verify the information in this form. Contractor understands that USAID may rely on the accuracy of such information in negotiating and reimbursing personnel under this contract. Certifications that are false, fictitious, or fraudulent, or that are based on inadequately verified information, may result in appropriate remedial action by USAID, taking into consideration all the pertinent facts and circumstances, ranging from refund claims to criminal prosecution.

Signature of Contractor’s Representative Date

AID 1420-17 Page 2 of 2

INSTRUCTION

Indicate your language proficiency in block 13 using the following numeric Interagency Language Roundtable levels (Foreign Service Institute Levels). Also, the following provides brief descriptions of proficiency levels 2, 3, 4, and 5. “S” indicates speaking ability and “R” indicates reading ability. For more in-depth description of the levels refer to ADS 438

2. Limited working proficiency

S Able to satisfy routine special demands and limited work requirements.

R Sufficient comprehension to read simple, authentic written material in a form equivalent to usual printing or typescript on familiar subjects within familiar contexts.

3. General professional proficiency

S Able to speak the language with sufficient structural accuracy and vocabulary to participate effectively in most formal and informal conversations on practical, social, and professional topics.

R Able to read within a normal range of speed and with almost complete comprehension of a variety of authentic prose material on unfamiliar subjects.

4. Advanced professional proficiency

S Able to use the language fluently and accurately on all levels normally pertinent to professional needs.

R Able to read fluently and accurately all styles and forms of the language pertinent to professional needs.

5. Functionally native proficiency

S Speaking proficiency is functionally equivalent to that of a highly articulate well-educated native speaker and reflects the cultural standards of a country where the language is natively spoken.

R Reading proficiency is functionally equivalent to that of the well-educated native reader.

PAPERWORK REDUCTION ACT INFORMATION

The information requested by this form is necessary for prudent management and administration of public funds under USAID contracts. The information helps USAID estimate logistic support and allowances, the educational information provides an indication of qualifications, and the proposed salary, along with the basis and rationale for the market value is used to monitor cost and help determine reasonableness of proposed salary.

PAPERWORK REDUCTION ACT NOTICE

Public reporting burden for this collection of information is estimated to average thirty minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to:

United States Agency for International Development Bureau for Management

Office of Acquisition and Assistance Policy Division (M/OAA/P)

Washington, DC 20523-7100;

and

Office of Management and Budget Paperwork Reduction Project (0412-0520) Washington, DC 20503

PRIVACY ACT STATEMENT

Authority: Foreign Assistance Act, Pub. L. 87-165, as amended; and 48 CFR Ch. 7 - AIDAR, Purpose: To collect, use, maintain, and disclose information to determine the qualifications of an individual for a specific contract position and to determine the reasonableness of proposed salary or consultant rate for the services proposed under the contract.

Routine Uses: The personal information is used by USAID to maintain administrative records and to perform other administrative functions inherent in the administration of the contract. This information will be used by USAID Contracting Officers and will not be disclosed outside USAID.

Disclosure: Contractor employees/consultants under USAID cost-reimbursement contracts must submit personal, employment history, and educational data, and the contractor must provide the basis and rationale for the proposed salary as specified in the form. Providing personal information is voluntary. However, failure to provide any of the requested information may delay or prevent approval of the individual proposed under the specific contract.

J.4: SF LLL DISCLOSURE OF LOBBYING ACTIVITIES

This form is available at the following link:

https://www.usaid.gov/sites/default/files/sflllin.pdf https://www.usaid.gov/sites/default/files/sflllin.pdf

J.5: PAST PERFORMANCE QUESTIONNAIRE

(To be completed by the offeror)

1. Contract Number:

2. Contractor (Name and Address):

3. Type of Contract: Negotiated Sealed Bid Fixed Price Cost Reimbursement _____ Hybrid (explain) _______________________

4. Complexity of Work: Difficult Routine

5. Description, location, and relevancy of work:

6. Contract Dollar Value:

Status: Active Completed

7. Date of Award:

Contract Completion Date (including extensions): _____

8. Type and Extent of Subcontracting:

9. Name, Address, Telephone Number, and E-mail Address of the Procuring Contracting Officer and/or the Contracting Officer ’s Representative (and other references—e.g., Administrative Contracting Officer —if applicable):

Section J.7, page 1

RFP SECTION J.6 - SMALL BUSINESS, VETERAN-OWNED SMALL BUSINESS, SERVICE-

DISABLED VETERAN-OWNED SMALL BUSINESS HUBZONE SMALL BUSINESS

CONCERNS, SMALL DISADVANTAGED BUSINESS, and WOMEN-OWNED SMALL

BUSINESS MODEL SUBCONTRACTING PLAN OUTLINE *

Identification Data

Contractor: ______________________________________________________________

Address: ________________________________________________________________

Solicitation or Contract Number: _____________________________________________

Project Title: _____________________________________________________________

Total Amount of Contract (Including Options) $_________________________________

Period of Contract Performance (MO. & YR.) __________________________________

* Federal Acquisition Regulation (FAR), paragraph 19.708(b) prescribes the use of the clause at

FAR 52.219-9 entitled "Small Business Subcontracting Plan." The following is a suggested model for use when formulating such subcontracting plan. While this model plan has been designed to be consistent with FAR 52.219-9, other formats of a subcontracting plan may be acceptable. However, failure to include the essential information as exemplified in this model may be cause for either a delay in acceptance or the rejection of a bid or offer where the clause is applicable. Further, the use of this model is not intended to waive other requirements that may be applicable under FAR 52.219-9. "SUBCONTRACT" as used in this clause, means any agreement (other than one involving an employer-employee relationship) entered into by a

Federal Government prime Contractor or subcontractor calling for supplies or services required for performance of the contract or subcontract.

1. Type of Plan (Check One)

____ Individual plan (All elements developed specifically for this contract and applicable for the full term of this contract).

____ Master plan (Goals developed for this contract; all other elements standard; must be renewed annually).

____ Commercial products plan (Contractor sells large quantities of off-the-shelf commodities to many Government agencies. Plans/goals negotiated by a lead agency on a company-wide basis

Section J.7, page 2 rather than for individual contracts. Plan effective only during year approved. Contractor must provide copy of lead agency approval).

The Offeror's subcontracting plan shall include the following:

(1) Goals, expressed in terms of percentages of total planned subcontracting dollars, for the use of small business, veteran-owned small business, service-disabled veteran-owned small business, HUBZone small business, small disadvantaged business, and women-owned small business concerns as subcontractors. The Offeror shall include all subcontracts that contribute to contract performance, and may include a proportionate share of products and services that are normally allocated as indirect costs.

(2) A statement of--

(i) Total dollars planned to be subcontracted for an individual contract plan; or the Offeror's total projected sales, expressed in dollars, and the total value of projected subcontracts to support the sales for a commercial plan is:

$_______________ and _______________%

(ii) Total dollars planned to be subcontracted to small business concerns is:

$_______________ and _______________%*

(iii)Total dollars planned to be subcontracted to veteran-owned small business concerns is:

Total dollars planned to be subcontracted to service-disabled veteran-owned small business concerns is:

(iv) Total dollars planned to be subcontracted to HUBZone small business concerns is:

(v) Total dollars planned to be subcontracted to small disadvantaged business concerns is:

(vi) Total dollars planned to be subcontracted to women-owned small business concerns is:

(*Expressed as a percentage of "A")

(3) A description of the principal types of supplies and services to be subcontracted, and an identification of the types planned for subcontracting to--

(i) Small business concerns;

(ii) Veteran-owned small business concerns;

Section J.7, page 3

(iii) service-disabled veteran-owned small business,

(iv) HUBZone small business concerns;

(v) Small disadvantaged business concerns; and

(vi) Women-owned small business concerns.

(check all that apply)

Subcontracted

Supplies/Services____LB SB VOSB SDVOSB HUBZone SDB WOSB

(Attach additional sheets if necessary.)

(4) A description of the method used to develop the subcontracting goals in paragraph (d)(1) of this clause.

(5) A description of the method used to identify potential sources for solicitation purposes (e.g., existing company source lists, the System for Award Management (SAM), veterans service organizations, the

National Minority Purchasing Council Vendor Information Service, the Research and Information

Division of the Minority Business Development Agency in the Department of Commerce, or small, HUB Zone, small disadvantaged, and women-owned small business trade associations). A firm may rely on the information contained in SAM as an accurate representation of a concern's size and ownership characteristics for the purposes of maintaining a small, veteran-owned small, HUB Zone small, small disadvantaged, and women-owned small business source list. Use of SAM as its source list does not relieve a firm of its responsibilities (e.g., outreach, assistance, counseling, or publicizing subcontracting opportunities) in this clause.

(6) A statement as to whether or not the Offeror included indirect costs in establishing subcontracting goals, and a description of the method used to determine the proportionate share of indirect costs to be incurred with—

(i) Small business concerns;

(ii) Veteran-owned small business concerns;

(iii) service-disabled veteran-owned small business,

(iv) HUBZone small business concerns;

(v) Small disadvantaged business concerns; and

(vi) Women-owned small business concerns.)

Section J.7, page 4

(7) The name of the individual employed by the offeror who will administer the Offeror's subcontracting program, and a description of the duties of the individual.

(8) A description of the efforts the Offeror will make to assure that small business, veteran-owned small business, service-disabled veteran-owned small business, HUB Zone small business, small disadvantaged business, and women-owned small business concerns have an equitable opportunity to compete for subcontracts.

(9) Assurances that the Offeror will include the clause of this contract entitled "Utilization of Small

Business Concerns" in all subcontracts that offer further subcontracting opportunities, and that the offeror will require all subcontractors (except small business concerns) that receive subcontracts in excess of $650,000 ($1.5 M for construction of any public facility with further subcontracting possibilities) to adopt a subcontracting plan that complies with the requirements of this clause.

(10) Assurances that the Offeror will--

(i) Cooperate in any studies or surveys as may be required;

(ii) Submit periodic reports so that the Government can determine the extent of compliance by the

Offeror with the subcontracting plan;

(iii) Submit Standard Form (SF) 294, Subcontracting Report for Individual Contracts, and/or SF

295, Summary Subcontract Report, in accordance with paragraph (1) of this clause. The reports shall provide information on subcontract awards to small business concerns, veteran-owned small business concerns, service-disabled veteran-owned small business concerns, small disadvantaged business concerns, women-owned small business concerns, and Historically Black Colleges and Universities and Minority Institutions. Reporting shall be in accordance with the instructions on the forms or as provided in agency regulations.

(iv) Ensure that its subcontractors agree to submit SF 294 and SF 295.

(11) A description of the types of records that will be maintained concerning procedures that have been adopted to comply with the requirements and goals in the plan, including establishing source lists; and a description of the Offeror's efforts to locate small business, veteran-owned small business, service-disabled veteran-owned small business, HUBZone small business, small disadvantaged business, and women-owned small business concerns and award subcontracts to them.

SUBCONTRACTING PLAN AUTHORIZATION:

NAME:__________________________________________________________

TITLE: ________________________________________________________

DATE: __________________________________________________________

SIGNATURE: ____________________________________________________

Technical Education 2.0 Principles, Pillars, Priorities and Planning

February 2019

1- Introduction

This document briefly outlines the Ministry of Education and Technical Education’s vision for the transformation to Technical Education 2.0 (TE 2.0). It has been developed through a collaborative and participatory process that included analysis of the present situation of technical education and the lessons learnt, research, first-hand exposure to international best practice as well as actual implementation of some projects like the introduction of the Applied Technology Schools (ATSs) during the past year and half. This process of articulation and development was done by a team of experts that constituted the Ministry’s Advisory Board for the Reform of Technical Education headed by the current Deputy Minister for Technical Education and under the guidance of H.E. the Minister of Education and Technical Education.

The objective of this document is to map the MoETE’s key Principles, Pillars and Priorities for the transformation to TE 2.0 in order for international development partners to align their efforts and activities towards the above-mentioned 3 P’s in their support for the Ministry’s objectives and to develop a joint action Plan for 2019, thus reaching the fourth P.

The document starts with stating the current vision and mission of Technical Education which lead to the underlying principles by which TE 2.0 will be achieved. Then the key pillars of Transformation (the 6 T’s) and their key priority actions will be listed. While this document predominately addresses the MoETE’s vision and activities, the Ministry is well-aware that it does not operate in isolation of the wider TVET eco-system and understands that some of its priority activities will be affected by external factors within the TVET environment, therefore the last section of the document outlines the TVET system priorities on a systemic level that also need to be addressed with the support of international development partners.

2- Principles of TE 2.0

The following are the current Vision and Mission statements for Technical Education at the MoETE:

Vision: A Technical Education system with international standards that addresses labour market demand for a skilled workforce.

Mission: The Ministry of Education and Technical Education is committed to ensuring inclusive and high-quality technical education and life-long learning opportunities in accordance with international quality standards. Taking into account the technological transformation and the green economy in compliance with Egypt’s ongoing economic development and sustainable development vison 2030 by supplying the local, regional and international labour market with skilled workers according to the needs of and in collaboration with the private sector.

From the above statements, the following underlying principles guide the TE 2.0 vision for transforming the Egyptian Technical Education system:

• Transformation Vs. Reform: The Ministry’s methodology does not seek to reform the currently failing system, but rather to build a new system on new foundations of quality and international benchmarking. Thus, it is more of a process of changing mindset rather than just reform. Some functions of the system will require rapid and immediate change thus the transformation element while some functions will require gradual transformation into the new systems, thus the reform element, however both will work in parallel until the complete transformation is achieved.

• Learner-centered: All aspects of the transformation must be focusing on the student’s best interest in terms of learning outcomes, health and safety, proper career guidance, prospects to decent employment with skills required in the labour market, constructive citizen with a strong sense of responsibility and discipline.

• Employer Engagement: All aspects of the transformation will involve and engage private sector employers at all levels from the school to the governance of the system as well as the encouragement of investment in TE through Public Private Partnership s (PPP).

• According to National Development Plans: The TE transformation will be closely aligned with national economic plans, the investment map, industrial development strategy and Egypt’s Vision 2030. This also means that flexibility and adaptability is important in planning for the current transformation according to changing national priorities.

• International Standards of quality: All aspects of the transformation will be benchmarked with international standards including quality assurance, ToT, infrastructure, learning material and outcomes etc.

• Inclusiveness and Attractiveness: All transformation elements will address gender equality, people with special needs and will work at making schools attractive and accommodating for students thus raising the image of TE.

• Comprehensive Transformation: While piloting initiatives are important and beneficial, however Egypt has had its big share of piloting. Therefore there will be a focus on transformation that guarantees a critical mass in terms of impact and any new initiative will have a mainstreaming and replication plan. For example, there will be no upgrading of parts or a school or programme, the upgrading and development must be comprehensive.

• Coordinated Egypt-led Transformation: All transformation initiatives will be led by the GoE and the MoETE, it will no longer be donor-driven. With a clear and agreed vison and priorities for the transformation, international development partners will no longer work in isolation and will adapt their progarmmes according to national priorities and all international development partners will be required to effectively work together under the leadership of the MoETE to achieve the required impact. Sustainability is also a major aspect to consider when collaborating with international partners.

3- Pillars and Priorities of TE 2.0

This section of the document outlines the 5 Key Pillars of TE 2.0 which will require radical transformation thus the 5 T’s of transformation. Under each pillar the main activities are listed according to priority for the short-term (2019-2020), medium term (2021-2025) and long term (2026 and beyond).

T1- Transformed Quality of Technical Education

Key Priorities:

Short-term (2019-2020)

1. Establishment of the Continuous Improvement of Quality Assurance of Technical Education (CIQAT) unit to lead the transformation and to provide support for schools to apply for accreditation

2. Recruitment and provide capacity building for CIQAT staff

3. Sustainability strategy for CIQAT

4. Gap analysis of all TE Schools

5. Internal restructuring of the TE sector, HR policies, review current legislation and prose new ones etc.

6. Digital Solutions (Online database and communication portal/ Quality M&E software)

7. Develop and launch a dynamic database/system of MoETE resources (Schools, equipment, teachers, experts)

8. Quality control and assurance system within MoE

9. Establish a monitoring and evaluation system

10. Develop new admission system for students of TE

11. Competitions for best students, teachers and schools

12. Creation and continuous development of a pool of internal verifiers and assessors Medium Term (2021-2025)

13. Provide a model of the Technical Education best practices School that is of high quality and attractive to students, teachers, parents and the community

14. Improve internal school processes structured PPP

15. Accreditation of most schools and programmes by ETQAAN-Authority by 2030.

T2-Transformed Relevance of Technical Education by Transferring to Competency-based Curricula

Key Priorities:

Short-term (2019-2020)

1. Transfer all curricula into competency-based (CBE) making Egyptian graduates more competitive locally, regionally and internationally.

2. Review exiting specializations in all sectors for relevance to labour market needs

3. Review and development of Commercial technical education and introducing specializations that address future jobs

4. Introduce new programmes in all sectors including Green jobs, industry 4.0, modern agriculture jobs.

5. Train curricula developers

6. Train teachers on CBE

7. Train assessors on CBE

8. Integration of career guidance, entrepreneurship and innovation in all new curricula

9. Integration of soft skills, citizenship and languages in the general curricula framework

10. inclusion in developing new curricula (gender and people with disabilities)

11. Review Programme names for relevance and attractiveness

Medium Term (2021-2025)

1. Validate new curricula with private sector employers

2. More synergies with general education in core curricula subjects

3. Digitalization of material and content

4. Conduct tracer studies on the supply and demand sides to continually assess the relevance of programmes to labour market needs

T3-Transformed Teachers through Training & Qualification

Key Priorities:

Short-term (2019-2020)

1. Establishment of the Technical & Vocational Education Teachers Academy (TVETA).

2. Recruitment and capacity building for TVETA staff

3. Train technical teachers and trainers (10% in 2019)

4. Capacity building and accreditation of Master trainers on technical skills

5. Competency-based training and awareness

Medium Term (2021-2025)

6. Qualification system for teachers including continuous development.

7. Language training and education for teachers and managers

8. Training of assessors and internal verifiers

9. Develop a TVET research unit within TVETA

10. Twinning agreement for TVETA

11. Set initial education standards for technical teachers and instructors training and qualification standards for in-company tutors and instructors

12. Training of teachers in the factories.

T4-Transformed Schools through Employer Engagement & Work-based Learning

Key Priorities:

Short-term (2019-2020)

1. Expanding Applied Technology Schools to 100 by 2030 in partnership with large enterprises based on Egypt’s economic development priorities and investment map

2. Expanding Duel system education to 10% of the number of technical education students by 2030 in partnership with MSMEs

3. Integrate best practices quality concepts that is of high quality and attractive to students, teachers, parents and the community in all schools

4. Graduate accredited schools into the concept of Centers of Excellence as a knowledge hub for other schools

5. Establish 2 Sector-specific Centers of Excellence as lighthouses in the priority sectors and governorates

6. Link the CoE with regional branches for TVETA

7. Transfer of Duel System curricula into competency-based

8. Support the implementation of internship/apprenticeship programmes

9. Transition to Employment. Includes entrepreneurship and CG services on TVET institution level

10. Systematic integration of the private sector into the system of technical education

11. Review the operations of the productive schools’ concept

Medium to Long Term (2021 and beyond)

1. Piloting CoE with various international partners (Germany, China Luban workshops, USAID etc.)

2. Establish 25 further Sector-specific Centers of Excellence as lighthouses in the priority sectors and governorates.

3. CoE becoming the innovation Hubs for TE development at the regional level in terms of research, ToT, and student-centered education.

4. Innovation in introducing Green schools

5. Plan for infrastructure repair, upgrading or replacements

6. Provision of enhanced equipment to match the newly designed curricula

T5-Transformed Image of Technical Education through Changing Social Perception

This pillar is a cross cutting pillar that both depends on the outcomes of the other pillars and the transformation initiative in general as well as informs and raises awareness about the transformation that takes place.

Key Priorities:

Short-term (2019-2020)

1. Raising the profile of Technical Education by developing and disseminating modern and attractive branding for TE.

2. Including TE in the 2019 Year of Education

3. Providing information and prompting all reform initiatives and their impact

4. Developing and disseminating TE success stories

5. Engaging all stakeholders in the process especially the private sector, Profile the jobs, decent jobs, pay etc. very important

6. Launching the TE portal and social platform

7. Uniforms and identity of students

8. Promoting and covering quality competitions

Medium Term (2021-2025)

9. Raising the profile of TE teachers and schools.

The following diagram illustrates the guiding principles, the 6 pillars and their key priorities:

4- Planning for Success.

This document is the starting point for the planning phase that will be done in cooperation with the Ministry’s key development partners. The above sections outline the pillars and priorities, the next step is for development partners to map their current and future activities against these priorities. Once this exercise is conducted, all parties will plan jointly for 2019/20 and will identify the gaps that the ministry needs to address to activities it TE 2.0 vision.

5- Priorities for the Wider TVET Eco-system

While the above sections addressed the Ministry’s vision and priorities, it is important to acknowledge that the ministry is part of a larger TVET landscape with numerous stakeholders with limited coordination and cooperation. TVET reform will definitely influence the MoETE’s activities and being the largest player in terms of learners, teachers and institution numbers, the MoETE has a responsibility for and interest in TVET reform, on example is the support it provided in the establishment of the Egyptian TVET Quality Assurance and Accreditation National Authority (ETQAAN-Authority). While each stakeholder must take responsibility for their own activities and objectives, MoETE can and will support the system and is willing to take the lead in some initiatives and support others to succeed.

The following are some of the TVET reform priorities which also fall under the mandate of some of the development partners to support:

• Establishment and operation of a National Accreditation Body for TVET institutions and programmes- ETQAAN-Authority

• Development of Occupational Skills Standards in key economic sectors, including the establishment of Sector Skills Councils as well as occupational licensing

• Support NAQQAE in finalizing and piloting the National Qualifications Framework

(NQF)

• Developing TVET financing models

• Establishment of Technological Universities to provide relevant education pathways for TVET graduates

• System coordination and leadership improvement to reduce fragmentation and development of comprehensive strategic framework for TVET and supporting legislations and policies

• Establishing a national Labour Market Information System (LMIS)

• Institutional Development to all relevant stakeholders

• Develop and start the implementation of a national strategy for improving image and social perception of TVET sector

J.9: Labor Study Produced by WISE:

http://www.mtctrains.com/wp-content/uploads/2018/01/LaborSkills_Productivity.pdf http://www.mtctrains.com/wp-content/uploads/2018/01/LaborSkills_Productivity.pdf

Table of Contents

Introduction

Summary of Main Findings

Overview of the Egyptian Gender Context

A. Social Considerations

B. Economic Factors

C. Democracy and Legal Framework

Institutional Context

1. The Egyptian Constitution

2. The National Council for Women

3. Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)

4. Progress in the Millennium Development s Goals

5. Media

Donors’ Efforts in Egypt

Sector Analysis and the Way Forward

I. Economic Growth

A. Macroeconomics

B. MSMEs/Entrepreneurship

C. Trade

D. Agriculture

E. Tourism

II. Investing in People

A. Basic Education

B. Higher Education

C. Health

III. Democracy and Governance

A. Political Participation

B. Governing Institutions / Access to Justice

C. Civil Society

Recommendations

List of Acronyms

References

Gender analysis 2015

Introduction

USAID/Egypt is in the process of preparing a Country Development Cooperation Strategy (CDCS) 2015- 2020. This analysis is prepared to inform the Mission on the current gender inequality situation in Egypt by identifying the main gender gaps in the relevant sectors and their root causes; major challenges and hindering practices causing inequalities; as well as positive signals and windows of opportunities that have recently appeared and emerged. The analysis also provides recommendations to the Development Objectives (DO) teams preparing the CDCS on how to promote gender equality and advance the status of Egyptian women and girls. Though gender integration is about roles and power relations between men and women and should generally not be synonymous to women empowerment, Egypt’s statistic and rankings (below described and discussed) make the analysis lean towards the latter meaning except for a very few disciplines where the gender gap is reversed. Given the lack of published literature and the cultural sensitivity nature of LGBTI issues in Egypt, this analysis does not address the topic. The analysis also does not include a dimension for people with disabilities.

In 2010, USAID/Egypt commissioned a gender assessment/analysis that was very useful in designing the projects that are currently active. But given the 2011 and 2013 major political changes that caused a lot of social transformations, it became necessary to conduct a new analysis to inform the CDCS. According to ADS 205, the gender analysis at the strategy or country level should identify macro or sectoral level societal inequalities and/or obstacles to female empowerment. On the other hand, gender analysis at the project design level, should identify gaps that could hinder the project outcomes and include qualitative and quantitative information supporting different findings.

This analysis was prepared internally by USAID/Egypt Program Office staff using primary and secondary local and international sources; the findings of the gender analyses included in the current Project Appraisal Documents (PAD) prepared by the Development Objective teams with guidance and input from a team from E3/GEWE; lessons learned shared by other donors; and observations noted in field-visits to projects sites. The analysis incorporates input from Cairo Mission staff as well as reviewers from the Agency’s other bureaus such as the Middle East Bureau and the Bureau of Economic Growth, Education, and Environment (E3).

Egypt’s dense population and the very steep diverse lifestyles that differ extremely according to social class, educational status, urban vs rural, upper vs delta, Bedouin vs others, makes it is impossible to generalize statements or use a one size fit all approach.

Some countries in the region, such as Jordan, have a separate DO dedicated for women. However, given the current broad nature of USAID/Egypt programs, and the detailed Agency tools and guidance available to address gender dynamics, the analysis team recommends that approaching gender in the upcoming CDCS would be through a cross cutting approach. This approach should be embedded in the context and supported by quantitative and qualitative indicators demonstrating how this is reducing the current gender gaps. It is recommended that the CDCS addresses the low ranking of Egypt in the global gender gap in the political and labor force participation and addresses alarming issues such as gender based violence specially sexual harassment. This will also address Agency’s policies on gender equality and women empowerment, counter trafficking in persons, violence against women and girls, and women peace and security.

https://www.usaid.gov/sites/default/files/documents/1865/GenderEqualityPolicy_0.pdf, Counter- Trafficking in Persons (C-TIP) Policy, Executive Order: Preventing and Responding to Violence Against Women and Girls Globally https://www.usaid.gov/sites/default/files/documents/1865/GenderEqualityPolicy_0.pdf http://pdf.usaid.gov/pdf_docs/PDACT111.pdf http://pdf.usaid.gov/pdf_docs/PDACT111.pdf http://www.whitehouse.gov/the-press-office/2012/08/10/executive-order-preventing-and-responding-violence-against-women-and-gir http://www.whitehouse.gov/the-press-office/2012/08/10/executive-order-preventing-and-responding-violence-against-women-and-gir

Summary of Main Findings

Egypt ranks low in gender equity according to international indices. Dominant cultural and religious beliefs and prevailing poverty conditions prioritize the education of boys, the future breadwinners, over girls. Moreover, the unequal distribution of household responsibilities between men and women does not avail free time for the latter to seek paid work or participate in the public sphere. Accordingly, women became less represented in the labor market, in the judicial courts, and in Parliament.

The legal framework and the efforts of women empowerment institutions, such as the National Council for Women (NCW), are not sufficient to uphold and implement equal rights granted under the constitution. The existing social policies and regulations, including labor law, support working mothers but do not financially compensate or recognize women’s internal “care work” as an economic contribution. Accordingly, women became financially dependent on their husbands and prone to their aggression and social violence. Fearing the termination of marriage, up to 31% of women justify being beaten for different reasons. Women’s ability to gain financial independence allows them to assert themselves in light of domestic violence. Unfortunately, women’s limited representation in courts and in religious leadership perpetuates this vulnerability. According to the Central Agency for Public Mobilization and Statistics (CAPMAS), graduates of El Azhar faculties studying Islamic sharia law are strictly men. Moreover, women judges in 2015 do not constitute more than 68 judges over around 18,000 judges nationwide.

Using both the World Economic Forum’s Gender Gap Index (GGI) methodology for gender gap ranking and CAPMAS data, this analysis ranked governorates with the highest gender disparities in Egypt.

Matrouh governorate has the highest gender gap in basic education nationwide, with the percentage of girls never enrolled in any type of school twice as much the percentage of boys. Aswan, Assiut, and Port Said have the highest gender gap in employment, where the percentage of women employed is almost half that of men’s. Exemplary governorates include Sharkia in basic education, and Matrouh in employment, with full equity in schools enrollment and in employment percentages of male and female respectively. The Ministry of Education’s 2015 statistics indicated that, for the first time, girls’ enrollment rate in primary schools exceeded boys’ with 92.2 percent and 90 percent respectively, closing hence the basic education enrollment gap. Moreover, according to CAPMAS 2012 statistics, the number of women graduates from both public and private universities is higher than men, with a ratio of 54 to 46 respectively.

Egypt’s gender discrepancy’s impact on the economy is high. Fully utilizing women’s potential in the labor market can achieve significant gains. According to the IMF’s “Women, Work, and the Economy” discussion paper, raising the female labor force participation rate to the male level would increase GDP by around 34 percent. During the past decade, women have begun, in small numbers, to penetrate in professions that traditionally employ men, such as pilots, judges, and law enforcement. Similarly, within the medical and para-medical fields, gender dynamics are shifting; more men are joining nursing faculties, and more women are working as surgeons.

USAID/Egypt supports the reduction of gender gaps across a wide range of sectors and activities, including addressing sexual harassment in the agricultural workforce; removing constraints to women’s economic participation in micro, small, and medium enterprises; and improving access for girls to STEM (Science, Technology, Engineering, and Mathematics) schools and scholarships. USAID/Egypt also plans to strengthen the managerial and technical know-how of women’s political participation, to train judges as part of a rule of law program, and to increase coordination among local organizations to reduce gender-based violence (GBV). With additional funding, recommendations included at the end of this analysis can also be addressed.

Overview of the Egyptian Gender Context

Egypt ranks low in gender equity compared to other countries worldwide. The 2014 Global Gender Gap Index, 2014 (GGI), measuring disparities between men and women across countries, ranks Egypt at 129 out of 142 countries worldwide. The Organization for Economic Cooperation and Development (OECD) Social Institutions and Gender Index (SIGI) 2014, measuring legislation, practices, and attitudes, restricting women’s rights and opportunities, classifies Egypt to be among the countries ‘very high’ in gender discrimination together with others in Africa and the Middle East.

There are certain areas in which Egypt is performing particularly poor compared to others. Per the GGI, Egypt is the seventh worst country worldwide in the labor force participation sub-index (136/142 countries) and the ninth worst in the women’s political empowerment sub-index (134/142 countries) just before Yemen, Kuwait, and Iran.