SOL-267-12-000005.Education Project.04 12 2012.pdf

U.S. Agency for International Development Office of Acquisition and Assistance - Baghdad

Iraq Mission, DPO, AE 09870-9998 Fax +1(202)216-6196

ISSUANCE DATE: April 12, 2012 DEADLINE FOR QUESTIONS: April 23, 2012; 5:00 PM, Baghdad, Iraq, Local Time CLOSING DATE AND TIME: May 21, 2012; 5:00 PM, Baghdad, Iraq, Local Time

SUBJECT: Request for Proposals (RFP) Number SOL-267-12-000005

Education Sector Strengthening Project

The U.S. Agency for International Development (USAID) Mission to Iraq is seeking proposals from qualified organizations to implement a five-year program entitled Education Sector Strengthening Project as described in Section C of the attached RFP. The purpose of this project is to support the Government of Iraq (GOI) to improve its capacity to deliver quality primary education.

This is a full and open competition solicitation pursuant to Part 15 of the Federal Acquisition Regulation (FAR) (48 CFR Chapter 1). All types of organizations are eligible to compete. The prospective contract is a Cost-Plus-Fixed-Fee (CPFF) completion-type contract. The estimated cost range for this contract is $90,000,000 - $92,000,000.

If substantive questions are received which affect the response to the solicitation, or if changes are made to the closing date and time, as well as any other aspects of this RFP, this solicitation will be amended. All amendments to this solicitation will be issued and posted on the Federal Business Opportunities (FBO) website. Offerors are encouraged to check this website (http://www.fbo.gov) periodically.

An Interested Vendors List is not included in this solicitation. Offerors can register and use the Interested Vendor List (IVL) on the FBO page, so that firms can contact one another for consideration of teaming arrangements and/or small business subcontracting opportunities in response to this solicitation.

It is the responsibility of the recipient of this solicitation to ensure that the solicitation has been received from the Internet in its entirety. USAID bears no responsibility for data errors resulting from download or conversion processes.

An organization submitting a proposal in response to this solicitation must do so by the designated date and time indicated above and in Block 9 of the cover page (Standard Form 33) and in accordance with Section L of this RFP. Proposals in response to this solicitation must be valid for at least 120 days.

Only electronic submissions Baghdadsolicitations@usaid.gov will be accepted. Other forms of submission will not be accepted. Please note that the designated initial point of entry to the Government infrastructure for the proposal submissions is the USAID/Washington internet server(s).

Only questions regarding this RFP submitted to Baghdadsolicitations@usaid.gov and with a copy to Mr. Patrick Mugabo at pmugabo@usaid.gov and received by the deadline for questions indicated above will be accepted and the answers will be provided in writing in an amendment to the RFP.

mailto:Baghdadsolicitations@usaid.gov mailto:Baghdadsolicitations@usaid.gov mailto:pmugabo@usaid.gov

SOL-267-12-000005

SOLICITATION, OFFER AND AWARD

4. TYPE OF SOLICITATION2. CONTRACT NUMBER 3. SOLICITATION NUMBER

7. ISSUED BY CODE 8. ADDRESS OFFER TO (If other than Item 7)

ORDER UNDER DPAS (15 CFR 700)

6. REQUISITION/PURCHASE NUMBER

NOTE: In sealed bid solicitations "offer" and "offeror" mean "bid" and "bidder".

NEGOTIATED (RFP)

SEALED BID (IFB)

5. DATE ISSUED

1. THIS CONTRACT IS A RATED RATING PAGE OF PAGES

1 122

C. E-MAIL ADDRESS

EXT.NUMBERAREA CODE

B. TELEPHONE (NO COLLECT CALLS)A. NAME

10. FOR

INFORMATION

CALL:

CAUTION: LATE Submissions, Modifications, and Withdrawals: See Section L, Provision No. 52.214-7 or 52.215-1. All offers are subject to all terms and conditions contained in this solicitation.

(Date)(Hour) local timeuntildepository located in copies for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if hand carried, in the

SOLICITATION

9. Sealed offers in original and

PART IV - REPRESENTATIONS AND INSTRUCTIONS

OTHER STATEMENTS OF OFFERORS

EVALUATION FACTORS FOR AWARD

INSTRS., CONDS., AND NOTICES TO OFFERORS

REPRESENTATIONS, CERTIFICATIONS AND

LIST OF ATTACHMENTS

CONTRACT CLAUSES

PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

I

J

K

L

M SPECIAL CONTRACT REQUIREMENTS

CONTRACT ADMINISTRATION DATA

DELIVERIES OR PERFORMANCE

INSPECTION AND ACCEPTANCE

PACKAGING AND MARKING

DESCRIPTION/SPECS./WORK STATEMENT

SUPPLIES OR SERVICES AND PRICES/COSTS

SOLICITATION/CONTRACT FORM

PART II - CONTRACT CLAUSESPART I - THE SCHEDULE

H

G

F

E

D

C

B

A

SEC. DESCRIPTION PAGE(S) (X) DESCRIPTION SEC. (X)

11. TABLE OF CONTENTS

18. OFFER DATE17. SIGNATURE

SUCH ADDRESS IN SCHEDULE.

IS DIFFERENT FROM ABOVE - ENTER

15C. CHECK IF REMITTANCE ADDRESS

EXT.NUMBERAREA CODE

15B. TELEPHONE NUMBER

(Type or print)AND

ADDRESS

OF

OFFEROR

CODE FACILITY

16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN OFFER15A. NAME

DATEAMENDMENT NO.DATEAMENDMENT NO.

and related documents numbered and dated):

amendments to the SOLICITATION for offerors

(The offeror acknowledges receipt of

14. ACKNOWLEDGEMENT OF AMENDMENTS

CALENDAR DAYS (%)30 CALENDAR DAYS (%)20 CALENDAR DAYS (%)10 CALENDAR DAYS (%)

(See Section I, Clause No. 52.232.8)

13. DISCOUNT FOR PROMPT PAYMENT

designated point(s), within the time specified in the schedule.

by the offeror) from the date for receipt of offers specified above, to furnish any or all items upon which prices are offered at the price set opposite each item, delivered at the

12. In compliance with the above, the undersigned agrees, if this offer is accepted within ______________ calendar days (60 calendar days unless a different period is inserted

NOTE: Item 12 does not apply if the solicitation includes the provisions at 52.214-16, Minimum Bid Acceptance Period.

OFFER (Must be fully completed by offeror)

IMPORTANT - Award will be made on this Form, or on Standard Form 26, or by other authorized official written notice.

28. AWARD DATE

(Signature of Contracting Officer)

27. UNITED STATES OF AMERICA

25. PAYMENT WILL BE MADE BY

26. NAME OF CONTRACTING OFFICER (Type or print)

CODE 24. ADMINISTERED BY (If other than Item 7)

ITEM

(4 copies unless otherwise specified)

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

41 U.S.C. 253 (c) ( 10 U.S.C. 2304 (c) (

22. AUTHORITY FOR USING OTHER THAN FULL AND OPEN COMPETITION:

21. ACCOUNTING AND APPROPRIATION20. AMOUNT19. ACCEPTED AS TO ITEMS NUMBERED

AWARD (To be completed by government)

CODE

REQ-267-12-00001204/12/2012

X

IRAQ

USAID IRAQ

00001 Box 47, Unit 2047

APO, AE 09870-2047

BaghdadSolicitations@usaid.gov Attention: Mr. Patrick R. Mugabo Sr. Contracts Specialist

1600 LT 05/21/2012

Patrick Mugabo Rugasira 202 x1462 pmugabo@usaid.gov

216-6276

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PAGE(S)

Jerry Kryschtal

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

Prescribed by GSA - FAR (48 CFR) 53.214(c)

6-8

9-19 21-22 23-34 35-38 39-52

53-83

84-90

91-101

RFP No.: SOL-267-12-000005

TABLE OF CONTENT

SECTION B – SUPPLIES OR SERVICES AND PRICES/COSTS

B.1 PURPOSE

B.2 CONTRACT TYPE

B.3 ESTIMATED COST, FEE, AND OBLIGATED AMOUNT

B.4 PRICE/COST SCHEDULE

B.5 INDIRECT COSTS

B.6 CEILING INDIRECT COST RATES

B.7 COST REIMBURSABLE

B.8. CANCELLATION CEILING AND DATES UNDER MULTI-YEAR CONTRACTS (OCT 1997)

SECTION C - DESCRIPTION/SPECIFICATIONS

C.1 PURPOSE

C.2 BACKGROUND

C.3 STATEMENT OF WORK

C.4 LOCAL CAPACITY BUILDING

C.5 IMPLEMENTATION RISKS

C.6 STAFFING PLAN

SECTION D – PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

D.2 BRANDING STRATEGY

D.3 BRANDING AND MARKING POLICY

SECTION E – INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

E.3 PERFORMANCE STANDARDS

SECTION F – DELIVERIES OR PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

F.2 PERIOD OF PERFORMANCE

F.3 PLACE OF PERFORMANCE

F.4 TECHNICAL DIRECTION AND DESIGNATION OF RESPONSIBLE USAID OFFICIALS

F.5 AUTHORIZED WORK DAY / WEEK

F.6 REPORTS, PLANS, DELIVERABLES AND EXPECTED RESULTS

F.7 AIDAR 752.242-70 PERIODIC PROGRESS REPORTS (OCT 2007)

F.8 AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT EXPERIENCE DOCUMENTS

(JAN 2004)

F.9 KEY PERSONNEL

F.10 MINIMUM QUALIFICATION OF KEY PERSONNEL

SECTION G - CONTRACT ADMINISTRATION DATA

G.1 CONTRACTING OFFICER'S AUTHORITY

G.2 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998)

G.3 CONTRACTING OFFICER REPRESENTATIVE (COR)

G.4 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.5 INVOICES

G.6 ACCOUNTING AND APPROPRIATION DATA

SECTION H – SPECIAL CONTRACT REQUIREMENTS

H.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

H.2 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012)

H.3 AIDAR 752.228-3 WORKER’S COMPENSATION INSURANCE (DEFENSE BASE ACT)

H.4 INSURANCE AND SERVICES

H.5 731.205-71 SALARY SUPPLEMENTS FOR HOST GOVERNMENT EMPLOYEES

H.6 ADDITIONAL REQUIREMENTS FOR PERSONNEL COMPENSATION

H.7 TRANSITION OF KNOWLEDGE, SKILLS AND ABILITIES

H.8 USAID DISABILITY POLICY (DECEMBER 2004)

H.9 AUTHORIZED GEOGRAPHIC CODE

H.10 EXECUTIVE ORDER ON TERRORISM FINANCING

H.11 PROPERTY MANAGEMENT OF INFORMATION TECHNOLOGY (IT) RESOURCES

H.12 USE OF GOVERNMENT FACILITIES OR PERSONNEL (APR 1984)

H.13 IMPLEMENTATION OF SECTION 508 OF THE REHABILITATION ACT OF 1973

H.14 CONSENT TO SUBCONTRACT

H.15 USAID IMPLEMENTATION OF SECTION 508 OF THE REHABILITATION ACT OF 1973 AND FEDERAL ACQUISITION CIRCULAR (FAC) 97-27 "ELECTRONIC AND INFORMATION TECHNOLOGY ACCESSIBILITY

H.16 SUBCONTRACTING WITH FIRMS THAT ARE OWNED OR CONTROLLED BY THE GOVERNMENT OF

A TERRORIST COUNTRY

H.17 REPORTING OF FOREIGN TAXES (JULY 2007)

H.18 LOGISTIC SUPPORT

H.19 LANGUAGE REQUIREMENTS AND REPORTING

H.20 STANDARDS OF CONDUCT - IMPROPER BUSINESS PRACTICES

H.21 PRESS RELATIONS

H.22 USAID/IRAQ A&A NOTICES

H.23 GENDER CONSIDERATION

H.24 ENVIRONMENTAL COMPLIANCE

H.25 LIFE SUPPORT AND SECURITY SERVICES

H.28 SPECIAL IRAQ CLAUSE FOR DEPARTMENT OF DEFENSE (DOD) COMMON ACCESS CARD (CAC)

(SEPTEMBER 2007)

H.29 SYNCHRONIZED PRE-DEPLOYMENT AND OPERATIONAL TRACKER (SPOT)-LOA REQUIREMENT

H.31 INTERNATIONAL TRAVEL APPROVAL

H.32 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

PART II – CONTRACT CLAUSES

SECTION I – CONTRACT CLAUSES

I.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.2 USE OF SYNCHRONIZED PREDEPLOYMENT AND OPERATIONAL TRACKER (SPOT) FOR

CONTRACTOR SUPPORTING A DIPLOMATIC OR CONSULAR MISION OUTSIDE THE UNITED STATES

(SUPPLEMENT TO FAR 52.225-19)

I.3 52.203-3 GRATUITIES (APR 1984)

I.4 52.203-13 CONTRACTOR CODE OF BUSINESS ETHICS AND CONDUCT (APR 2010)

I.5 APPROVAL OF CONTRACT (DEC 1989)

I.6 52.204-7 CENTRAL CONTRACTOR REGISTRATION (FEB 2012)

I.7 52.204-10 REPORTING EXECUTIVE COMPENSATION AND FIRST-TIER SUBCONTRACT AWARDS

(FEB 2012)

I.8 UPDATES OF PUBLICLY AVAILABLE INFORMATION REGARDING RESPONSIBILITY MATTERS

(FEB 2012)

I.9 52.215-19 NOTIFICATION OF OWNERSHIP CHANGES (OCT 1997)

I.10 52.217-2 CANCELLATION UNDER MULTI-YEAR CONTRACTS (OCT 1997)

I.11 52.222-50 COMBATING TRAFFICKING IN PERSONS (FEB 2009)

I.12 FAR 52.225-19 – CONTRACTOR PERSONNEL IN A DESIGNATED OPERATIONAL AREA OR

SUPPORTING A DIPLOMATIC OR CONSULAR MISSION OUTSIDE THE UNITED STATES (MAR 2008)

I.13 752.227-14 RIGHTS IN DATA - GENERAL (OCT 2007)

I.14 52.227-23 RIGHTS TO PROPOSAL DATA (TECHNICAL) (JUN 1987)

I.15 52.229-8 TAXES--FOREIGN COST-REIMBURSEMENT CONTRACTS (MAR 1990)

I.16 52.230-6 ADMINISTRATION OF COST ACCOUNTING STANDARDS (JUNE 2010)

I.17 52.243-7 NOTIFICATION OF CHANGES (APR 1984)

I.18 AIDAR 752.219-70 USAID MENTOR - PROTEGE PROGRAM (JULY 2007)

I.19 AIDAR 752.7101 VOLUNTARY POPULATION PLANNING ACTIVITIES (JUN 2008)

PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

SECTION J - LIST OF ATTACHMENTS

ATTACHMENT 2: PAST PERFORMANCE FORM

ATTACHMENT 3: BRANDING AND MARKING STRATEGY

ATTACHMENT 5: USAID EDUCATION STRATEGY

ATTACHMENT 6: USAID FORMS

ATTACHMENT 7: SAVE THE CHILDREN AND INTERNATIONAL RESCUE COMMITTEE (IRC) ASSESSMENT

REPORT, PRIMARY AND SECONDARY EDUCATION ASSESSMENT IN IRAQ, SEPTEMBER 2010

ATTACHMENT 8: SAMPLE OF BUDGET FORMAT

PART IV – REPRESENTATIONS AND INSTRUCTIONS

SECTION K – REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF OFFERORS

K.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

K.2 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (MAR 2012)

K.3 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (APR 2010)

K.4 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (FEB 2012)

K.5. 52.222-38 COMPLIANCE WITH VETERANS’ EMPLOYMENT REPORTING REQUIREMENTS (SEP

2010) 97

K.6. 52.222.223-13 CERTIFICATION OF TOXIC CHEMICAL RELEASE REPORTING (AUG 2003)

K.7. 52.225-20 PROHIBITION ON CONDUCTING RESTRICTED BUSINESS OPERATIONS IN SUDAN-

CERTIFICATION (AUG 2009)

K.8 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (OCT 2008)

K.9 52.230-7 PROPOSAL DISCLOSURE--COST ACCOUNTING PRACTICE CHANGES (APR 2005)

K.11 INSURANCE - IMMUNITY FROM TORT LIABILITY

K.12 AUTHORIZED NEGOTIATORS

K.13 SIGNATURE

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.1 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

L.2 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

L.3 52.215-1 INSTRUCTIONS TO OFFERORS—COMPETITIVE ACQUISITION (JAN 2004)

L.4 52.216-1 TYPE OF CONTRACT (APR 1984)

L.5 52.233-2 SERVICE OF PROTEST (SEPT 2006)

L.6 GENERAL INSTRUCTIONS TO OFFERORS

L.7 PROPOSAL SUBMISSION

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.9 INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL

L.10 DISCLOSURE OF OWNERSHIP OR CONTROL BY THE GOVERNMENT OF A TERRORIST COUNTRY

SECTION M - EVALUATION FACTORS FOR AWARD

M.1 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)

M.2 METHODOLOGY

M.3 DETERMINATION OF COMPETITIVE RANGE

M.4 SOURCE SELECTION

M.5 TECHNICAL EVALUATION CRITERIA

M.6 COST EVALUATION

– ACRONYMS

AAPD Acquisition & Assistance Policy Directive ADS Automated Directives System AIDAR Agency for International Development Acquisition Regulation CBO Community Based Organizations CCR Central Contractor Registration CFR Code of Federal Regulation CLIN Category Line Item Number CO Contracting Officer COMSEC Council of Ministers Secretariat COR Contracting Officer‘s Representative CPFF Cost-Plus-Fixed-Fee D&B Dun and Bradstreet, Inc DBA Defense Base Act DEC Development Experience Clearinghouse DOS Department of State DUNS Data Universal Numbering System EFT Electronic Funds Transfer FAR Federal Acquisition Regulation GAO General Accounting Office GoI Government of Iraq ISO International Standards Organization IT Information Technology M/IRM Office of Information Resource Management MEDEVAC Medical Evacuation MoEd Ministry of Education MOU Memorandum of Understanding OMB Office of Management and Budget ORCA Online Representations and Certifications Application PDF Portable Document Format PMP Performance Management Plan RFP Request for Proposals SBA Small Business Administration SOW Statement of Work SWOT Strengths, Weaknesses, Opportunities and Threats TBD To Be Determined TIN Taxpayer Identification Number USA United States of America USAID United States Agency for International Development USAID/W USAID Washington USG United States Government

PART I – THE SCHEDULE

SECTION B – SUPPLIES OR SERVICES AND PRICES/COSTS

B.1 PURPOSE

The purpose of this contract is to implement a five year Education Sector Strengthening Project, which will support the Government of Iraq (GOI) to improve its capacity to deliver quality primary education.

B.2 CONTRACT TYPE

This is a Cost-Plus-Fixed-Fee (CPFF) completion type contract of five (5) years. For the consideration set forth below, the Contractor shall provide the performance requirements described in Section C and the deliverables described in Section F.

B.3 ESTIMATED COST, FEE, AND OBLIGATED AMOUNT

(a) The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, if any, is $ . The fixed fee, if any, is $ . The estimated cost plus fixed fee, if any, is $ .

(b) Within the estimated cost plus fixed fee (if any) specified in paragraph (a) above, the amount currently obligated and available for reimbursement of allowable costs incurred by the Contractor (and payment of fee, if any) for performance hereunder is $TBD. The Contractor shall not exceed the aforesaid obligated amount.

(c) Funds obligated hereunder are anticipated to be sufficient through [To be inserted at the time of award].

(d) Fixed Fee: Payment of fixed fee under this contract shall be in proportion to the successful completion of the deliverables, or milestones, for each year of performance. Because the clauses entitled "Allowable Cost and Payment"(FAR 52.216-7) and "Fixed Fee" (FAR 52.216-8) are incorporated into this contract, the terms and conditions of these clauses apply after total payment of fixed fee reach eighty-five percent (85%) of the total fixed fee for each year. For example, if the contractor satisfactorily completes 100% of the deliverables or milestones for Year 1, then the contractor shall be entitled to 85%of the fixed fee amount for Year 1Verification of completion of deliverables or milestones will be conducted by the Contracting Officer‘s Representative prior to payment of a fee.

(e) Fixed Fee Schedule: The contractor shall submit a fee schedule that should show the amount or percentage of the fixed fee that is linked to each deliverable or milestone for each year. The fee schedule shall reflect the deliverables/milestones and corresponding dates table in section F.6.

B.4 PRICE/COST SCHEDULE

CLIN COST ELEMENTS

YEAR

YEAR

YEAR

YEAR

TOTAL

Component 1:

Teacher Training Institutes

Component 2:

Provincial Directorates

Component 3:

Curriculum and Pedagogy

004 Subcontracts

005 Other Direct Costs

006 Indirect Costs

Total Estimated Cost

007 Fixed Fee

Cost Plus Fixed Fee

The contractor shall not move funding from one CLIN to another, without prior approval from the Contracting Officer.

B.5 INDIRECT COSTS

Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs will be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases:

Description Rate Base Type Period

Indirect Cost X % 1/ 1/ 1/ Indirect Cost Y % 2/ 2/ 2/ Indirect Cost Z % 3/ 3/ 3/

1/Base of Application:

Type of Rate:

Period:

2/Base of Application:

Type of Rate:

Period:

3/Base of Application:

Type of Rate:

Period:

B.6 CEILING INDIRECT COST RATES

(a) Reimbursement for indirect costs will be at the lower of the negotiated final (or predetermined) rates or the following ceiling rates:

Description Rate Base Type Period

Indirect Cost X % 1/ 1/ 1/ Indirect Cost Y % 2/ 2/ 2/ Indirect Cost Z % 3/ 3/ 3/

1/Base of Application:

Type of Rate:

Period:

2/Base of Application:

Type of Rate:

Period:

3/Base of Application:

Type of Rate:

Period:

(b) The Government will not be obligated to pay any additional amount should the final indirect cost rates exceed the negotiated ceiling rates. If the final indirect cost rates are less than the negotiated ceiling rates, the negotiated rates will be reduced to conform to the lower rates.

(c) This understanding will not change any monetary ceiling, obligation, or specific cost allowance or disallowance. Any changes in classifying or allocating indirect costs require the prior written approval of the Contracting Officer.

B.7 COST REIMBURSABLE

Allowable costs will be limited to reasonable, allocable and necessary costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment (DEC 2002), FAR 52.216-8, Fixed Fee (MAR 1997), if applicable, and AIDAR 752.7003, Documentation for Payment (NOV 1998).

In addition, the requirement and conditions concerning estimated cost and funding apply as detailed in FAR 52.232-22, Limitation of Funds (APR 1984), incorporated by reference in Section I of this contract.

B.8. CANCELLATION CEILING AND DATES UNDER MULTI-YEAR CONTRACTS (OCT 1997)

In accordance with FAR 52.217-2, Multi-Year Contracts and FAR 17.106-1 procedures, if cancellation under this contract occurs, the cancellation ceiling amount and by year will be applied: $ ----------------- for year 1 ending September 30, 2013; $------- for year 2, ending September 30, 2014; $------------ for year 3, ending September 30, 2015; $------------ for Year 4 ending September 30, 2016 and $------------ for year 5, ending September 30, 2017. The payment of the cancellation ceiling amount will be computed and paid only for the specific program year of performance in accordance with FAR 17.106-1(g) and (h).

[END OF SECTION B]

SECTION C - DESCRIPTION/SPECIFICATIONS

C.1 PURPOSE

The strategic goal of the Education Strengthening Project (hereafter referred to as USAID/Ajyal, which means ―generations‖ in Arabic) is to improve the Government of Iraq‘s (GOI) delivery of quality primary education. To that end, in close collaboration with the Ministry of Education, USAID has determined that a sustained focus on teacher quality is critical to improve primary education. Providing focused teacher training will improve student engagement and learning and will lead to higher completion rates at the primary level, and beyond. A functionally literate population increases the likelihood of a democratic and economically stable society.

Therefore, completion of primary and secondary school years will augment Iraqi citizens‘ quality of life by securing them livelihoods and drawing them into civic life.

Primary school is designed to impart reading and math skills, and these skills are fundamental for future learning in higher grades. By building the capacity of Teacher Training Institutes (TTIs), and by supporting the school management capabilities of the Ministry of Education (MoED), it is expected that teacher instructional skills will improve, leading to overall improved student learning.

To contribute to the Agency's Education Strategy (See Attachment 5) of improving student reading skills for children in primary grades and, to the extent possible, increase equitable access to education in crisis and conflict environments1, USAID identified improving early grade teacher instructional practices as the fundamental result that must be achieved. Children in Iraq need quality instruction, systems improvements to deliver quality instruction and safe learning environments to be able to benefit from improved teacher skills.

Three sub-intermediate results will contribute to the achievement of this result:

1. TTIs deliver in-service training to primary school teachers and administrators.

2. MoED‘s provincial directorates improve primary school management.

3. MoED implements curriculum and pedagogy reform for primary education.

C.2 BACKGROUND

The MoED has committed to rebuilding a functionally literate population needed to increase the likelihood of a democratic and economically stable society. USAID is partnering with the Ministry to assist it in achieving this goal and in regaining its stature in the Arab World. In the 1980‘s Iraq led the region with regard to education statistics. However, over the last thirty years, the education sector in Iraq has dramatically deteriorated, as evidenced by decreased enrollment and retention rates at the primary level. Out of the 98 percent of Iraqi children enrolled in primary school, only 76 percent go beyond to the secondary level with inequities in gender, specifically in the rural areas. According to a recent study by Save the Children and the International Rescue Committee2 (See Attachment 7), decades of instability and conflict have led to a severe decline in the quality of education from inconsistent teacher quality and reduced administrative efficacy to reduced accessibility, and lack of gender sensitivity and inclusion of effective classroom practices.

Iraq is in a phase of rebuilding its education system. Enrollment rates, particularly among girls and other disadvantaged children, have declined over the past ten years. In 2008, out of the 4.9 million primary school students, 300,000 students dropped out. Over the past few years, accelerated learning programs (ALPs) have enabled some of those students who have fallen out of the system to develop basic literacy and numeracy skills. However, although girls and women account for the vast majority of those unable to participate in formal education, only a quarter of ALP students are girls.

The MoED has indicated that the 20 TTIs in Iraq lack standardized training for early primary grade teachers, who have little opportunity to receive professional development that is directly linked to contextually relevant and practical education issues. As a result, there is no continuity or consistency in the training that teachers

See USAID Education Strategy- 2005

Save the Children and International Rescue Committee (IRC) Assessment Report, Primary and Secondary Education Assessment in

Iraq, September 2010 receive on an annual basis. For example, TTIs often fail to help teachers link what is taught in grade 1 with what is being taught in grade 2. Further, given the unique socio-political climate of Iraqi schools, teachers require support to fill knowledge gaps for students who are frequently absent or to shorten curriculum requirements to make up for lost school days.

As partners in the Ajyal program, the MoED is committed to support efforts that complement USAID‘s components to improve girls‘ and other marginalized children‘s access to primary schools. Other donors such as UNESCO, the World Bank, UNICEF and Save the Children have programs targeting teacher training, curriculum reform and access to education at the community level. All these efforts will contribute to the higher goal of improved students‘ learning.

Gender Based Teaching focused on Girls:

Providing a safe learning environment for students, especially girls, is critical at this early stage of development. Improving the learning environment, enhancing teachers‘ abilities in psychosocial support, and providing mentoring to girls, will also help to encourage them to continue their education beyond the primary level. In the Iraqi education system, girls are particularly disadvantaged, and evidence shows they are less likely to graduate from secondary school, particularly in rural areas.3 In most developing countries, girls are less likely than boys to enroll in school, stay in school, or have their educational needs met through non-formal means.

Within the education sector, high returns on investments in girls‘ education have been one of the most important findings of educational and development research in the past two decades. The project will seek to focus attention on areas where there are shortcomings in support for girls‘ schools, such as the availability of hygienic measures at schools, including the availability of clean toilets (the GOI is expected to assume this responsibility).

According to SAVE, et al4, accelerated learning programs (ALPs) have made strides in the past few years to ensure that some of those who have fallen out of the system are able to enhance their basic levels of literacy and numeracy. However, although girls and women account for the vast majority of those unable to participate in formal education, only a quarter of ALP students are girls. Enrollment rates, particularly among girls and other marginalized children, have declined over the past ten years. Out of the 4.9 million primary school students in Iraq, 300,000 students dropped out of school in 2008, and the retention rates of girls is low.

Equal Access to Quality Education:

For Iraq‘s most vulnerable children, graduating from primary school is challenging. Many schools lack adequate sanitation facilities, placing particular hardship on female students, whose enrollment is also suppressed by cultural and social restrictions. Students of internally displaced persons (IDP) face difficulties from paying for uniforms and school supplies, to getting transportation to and from class, to the physical insecurity that defines IDP life.

C.3 STATEMENT OF WORK

The Contractor shall use a targeted approach for improving student learning. The Contractor shall engage four institutional partners: Teacher Training Institutes; Ministry of Education offices at the central level; offices at the provincial level and some select primary schools. By building the MoED‘s capacity to leverage existing resources, support more effective teaching practices and encourage vulnerable students to persist with their primary education, the project will improve learning outcomes and overall graduation rates from primary schools by:

1. Building the MoED‘s capacity to leverage existing resources;

2. Supporting effective and contextually relevant teaching practices as well as professional development to encourage teacher retention by staying current with teaching and learning scholarship and to help them

Save the Children and International Rescue Committee (IRC) Assessment Report, Primary and Secondary

Ibid 2010.

pivot as education policies develop, and

3. Coordinating coherent education provincial directorates‘ management of primary schools; strategic planning among the MoED‘s central and provincial offices, provincial governments and schools, to provide better support for primary education in grades 1-3.

Special attention will be given to expanding educational opportunities for girls, and other vulnerable populations and minorities so that they might enjoy higher engagement and retention. These students will be aided in their transition to intermediate schools.

Under the USAID/Ajyal project the Contractor shall implement three components:

1. Teacher Training Institutes – In-Service Training to Primary School Teachers and Administrators.

2. Ministry of Education‘s Provincial Directorates - Primary School Management

3. Ministry of Education - Curriculum and Pedagogy Reform for Primary Education.

Component 1: Teacher Training Institutes – In-Service Training to Primary School Teachers and

Administrators

The MoED has an existing network of TTIs that covers 15 provinces. There are twenty TTIs in Iraq - six in the Baghdad province and 14 in the other provinces.

The Contractor should leverage existing resources of TTIs and build their capacity to produce well-trained teachers and administrators able to flex to their context, to students‘ learning styles, and provide resources for education professionals to stay abreast with new education standards.

Improving the professional development capacity of TTIs will directly affect the effectiveness of teachers by introducing a variety of best practices that address the specialized needs of students in grades 1-3.

Headteachers will develop skills that will help them support new teaching practices, and monitor the results of such new techniques. Tailored level training will also provide important linkages to component 2 of the project, in terms of preparing headteachers for increased informed decision-making authority and improved coordination with key institutions.

The Contractor shall work with the MoED to develop, test, and implement efficient and cost-effective methods of providing in-service teacher and headteacher training at TTIs.

Expected Results under Component 1

The primary result of Component 1 will be a strengthened ability of the twenty TTIs to deliver in-service training to primary school teachers and headteachers. By carrying out the activities/tasks under this component, the Contractor shall achieve the following:

1. Strengthened ability of TTIs to deliver in-service training to primary school teachers and headteachers based on Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis.

2. Specialized teacher training delivered on an annual basis to grade 1-3 teachers in reading and math.

3. Improved headteachers training in management skills delivered on an annual basis.

4. Internal training capacity developed through Master Trainers and Train the Trainer (TOT) programs.

5. Coordination among TTIs, MoED‘s central and provincial offices strengthened.

6. Inclusion of best practices, specifically Active Learning Instructional Approaches (ALIA) in all training modules.

7. Teachers trained to give particular attention to students of internally displaced families, and to the other vulnerable groups affected by internal conflict and ethnic tensions.

See Attachment 4: Illustrative Results Framework with suggested indicators

The Contractor is expected to build sustainability elements into all activities. All activities need to be fully embraced by the Ministry, its directorates and the TTIs. Ownership of activities on the part of the appropriate institution needs to be built in during program planning stages. Mechanisms of sustainability, such as TOTs, recruiting and preparing Master Trainers, embedding systems, etc. as well as mechanisms for monitoring, evaluation, and flexibility shall be an integral part of the Contractor‘s implementation strategy.

Under this component, the Contractor shall carry out the following tasks and any other tasks within the scope of the statement of work that the Contractor considers necessary to achieve the objectives of the USAID/Ajyal project:

1. Develop master trainer materials and manuals for grades 1-3 teacher training, including training on ALIA techniques and the use of assessment tools.

2. Develop training material and master training materials and manuals for headteacher (refers to either a headmaster or a headmistress) training in the areas of supervision, monitoring and coaching, including training on ALIA techniques and the use of teacher support and assessment tools. Training shall include instruction on how to include video observation exercises and simulations as part of headteacher coaching efforts with teachers. Administrators will further encourage teacher-to-teacher support, tailoring modules such as Critical Friends and Teaching Circles to meet the teaching communities‘ needs. The training must include lessons on how to increase engagement with parents by promoting conferences on the active role of parents and communities in education.

3. Train grades 1-3 teachers in delivering a broad repertoire of reading and math instructions, train headteachers in school management, and conduct orientations to new primary school teachers. Train headteachers in supervisory methods that balance key features of ALIA with traditional teaching methods that best suit individual students and the instructional environment.

4. Develop TOT material for teacher training.

5. Develop a cadre of TOTs in the field of teacher training.

6. Train master trainers in follow-on coaching and evaluation techniques in order to reach out to more grade 1-3 teachers. This will be important for teachers, who will be applying new instructional techniques, and who will need to master new pedagogy.

7. Develop a cadre of Master trainers in the area of teacher training.

8. Expand the use of the Education Management Information System (EMIS) within the TTIs. The system will be used to track relevant data and provide analysis to inform the decision-making process about teacher training practices and impacts.

9. Develop a performance management system in all Teacher Training Institutes.

10. Develop training materials that address psychological and trauma conditions, specifically as related to students of internally displaced families and vulnerable groups.

11. Introduce best practices in coaching techniques including video observation exercises and simulations.

12. Develop training modules with targeted messages to increase awareness among primary school teachers and principals of the psychosocial impacts of conflict on student learning and promote messages of tolerance.

13. Institute mechanisms for on-going dialogue between school officials, teachers, parents, and/or provincial council members. The minutes from those meetings will be recorded and – where viable and in-line with strategy goals – aid in setting a course for future development in the education sector.

14. Raise awareness and seek out venues and events for the consistent promotion of messages of tolerance.

Deliverables:

1. A comprehensive training manual for primary teachers designed to be used by all TTIs.

2. Training manuals for early grade teachers designed, including the introduction of ALIA techniques integrated into currently utilized teaching practices whose efficacy is proven and backed by Iraqi teachers.

3. Training manuals designed for headteachers.

4. Master trainers‘ manuals designed for early grade teachers.

5. Master training manuals for headteacher training designed in the areas of supervision, monitoring and coaching.

6. TTIs are able to access and use the EMIS.

7. Graduating cadre of TOTs.

8. Graduating cadre of Master Trainers.

9. Performance management system designed for all TTIs.

10. TOT manuals for grades 1-3 teacher training designed.

11. New coaching system of video observation exercises and simulations introduced as part of headteacher coaching techniques.

12. Training manuals designed to support teaching and learning in schools where psychological distress and Post-Traumatic Stress Disorder disrupt learning and classroom practice.

Component 2: Ministry of Education’s Provincial Directorates - Primary School Management

The Ministry‘s Provincial Directorates are critical in facilitating improved teaching practices in early primary grades, as they are responsible for the oversight of schools and TTIs. They also maintain relationships with district and school-based staff, and serve as the MoED‘s primary interface in addressing the needs of the education system at the provincial level.

The Contractor will coordinate coherent education provincial directorates‘ management of primary schools and strategic planning between the MoED‘s central and provincial offices, provincial governments and schools to provide better support for primary education in grades 1-3. The Contractor must identify key policies and processes in the MoED that need to be reformed in order to support decentralization of decision-making, increase oversight and reporting at the provincial level and improve budget execution and strategic planning in areas that directly impact students in early primary grades. A strong and systematic communication system will be in place to undergird the process of decentralization to ensure that provincial plans cohere to the national framework.

Expected Results under Component 2

The main result of Component 2 will be increased ability of the directorates to more effectively manage resources and engage schools and communities, and support primary education initiatives. By carrying out the activities/tasks under this component, the Contractor shall aid the directorates to achieve the following:

1. Increased decision-making authority at the school level and in TTIs.

2. Increased availability of pedagogical materials.

3. Improved communication between the Ministry directorates and primary schools.

4. Increased managerial control at the local level, specifically in human resources, student performance, teacher performance, community engagement and implementation of national standards.

5. Increased ability to collect, analyze, and use data for decision-making.

6. Improved school management techniques introduced.

7. Improved integration of vulnerable groups into the school system.

Under this component, the Contractor shall carry out the following tasks and any other tasks within the scope of the statement of work that the Contractor considers necessary to achieve the objectives of the USAID/Ajyal project:

1. Conduct a SWOT analysis of Ministry of Education provincial directorates.

2. Work with the staff of MoED provincial directorates assess, map, and reengineer and sustain critical processes, particularly in the area of strategic planning and school management practices. Introduce best practices tools to be used by staff in order to identify weaknesses that arose in the SWOT analysis to address them.

3. Enhance the role of education supervisors to serve as coaches and monitors of school-based activities.

The coaching mechanism will include training modules to assist supervisors as they support headteachers to improve school management skills. Monitoring mechanisms will include standard survey instruments to capture the extent to which headteachers and teachers will apply their new training and find it effective.

Monitoring and coaching mechanisms will be implemented on a regular basis and designed to flex with the context as necessary.

4. Design training modules in collaboration with MoED directorate staff that will enable it to understand stakeholders‘ roles and responsibilities; and serve as references materials for teachers, coaches and headteachers.

5. Work with the MoED to promote and expand the usage of data through the EMIS to monitor and support the decision-making process; and improve communication skills among different players.

6. Work with the MoED‘s provincial directorates to establish policy development and data analysis units.

Those units will communicate changes, challenges and short and medium term goals to Baghdad Central MoED offices based on analysis of data gathered at district and school levels. That effort will include supporting officials to advocate for solutions, assistance, and/or reform from the MoED.

7. Work with the MoED to develop and implement school reintegration programs for school children of internally displaced families.

8. Develop and implement a standard survey instrument that measures the performance of school headteachers, as well as school management standards and student skills.

9. Develop a strategy and a communication plan to increase community-based efforts to restore access to education, and a safe environment for school children, especially children from marginalized groups.

10. Develop guidelines to support an improved school management plan, help schools create a safe environment for all children.

11. Implement action plans that address any Ministry policy change affecting the retention of girls and increase of female teachers.

1. SWOT analysis of provincial directorates performed and findings incorporated in a report to be provided to directorates and to the MoED.

2. MoED directorates‘ critical processes mapped and reengineered, particularly in the area of strategic planning and school management practices. Contractor shall present a report on the number of processes mapped and reengineered.

3. Standard operating procedures (SOP) designed for education directorates in all provinces. Contractor shall present a report on the number and type of SOPs designed.

4. A Policy Data analysis unit established in directorates.

5. Communication strategy for directorates designed.

6. Education supervisors serve as coaches and monitors of school based activities. Contractor shall present the number of supervisors who have been certified as coaches.

7. A standard survey instrument to measure the performance of headteachers, school management standards, and student skills developed and implemented.

8. School reintegration programs designed for school children of internally displaced families.

9. Contractor shall present a report on the progress towards achieving a safe environment by MoED directorates for all school children, especially for girls and school children of marginalized groups.

10. School management guidelines and operational plans incorporate best practices. Contractor will provide a report on those guidelines.

11. Training modules that define education sector stakeholders‘ roles and responsibilities, and serve as references materials for teachers, coaches and headteachers.

12. Action Plan to implement Ministry policy changes, specifically as it pertains to the retention of girls at school.

Component 3: Ministry of Education - Curriculum and Pedagogy Reform for Primary Education

Improving student-learning in grades 1-3 requires the MoED to have an organizational structure capable of promoting primary education reform at the national level. Unfortunately, the MoED is currently faced with structural challenges that reduce its ability to institute necessary improvements in the delivery of education.

For example, MoED‘s offices are located in dozens of separate buildings in Baghdad with poorly defined roles and low levels of accountability.

The overarching goal of this component is to develop key management tools, and increase ownership for the reform agenda and accountability within the MoED for primary education. Achieving this goal is critical to the success of USAID/ Ajyal to promote broad stakeholder participation in sector reform processes, including but not limited to NGOs, civic organizations, and private sector is also crucial.

Expected Results under Component 3

The primary result of Component 3 will be increased MoED capacity to support service delivery for primary education with particular focus on grade 1-3 reading and math instruction. By carrying out the activities/tasks under this component, the USAID/Ajyal project will achieve the following:

1. Improved formulation and promotion of equitable education and student retention policies and systems.

2. Increased coherence and alignment among standards, curriculum, instruction manuals and assessments for grades 1-3 reading and math curriculum.

3. Increased capacity to test, survey and monitor school and student performance in grades 1-3.

4. Skills and the number of trained teachers increased, specifically female teachers in the urban and rural areas.

5. Improved gender appropriate teaching techniques and MoED policies to help diminish the dropout rate of girls.

6. Improved MoED administrative systems to facilitate reform efforts.

7. Improved pedagogy reform systems introduced.

Under this component, the Contractor shall carry out the following tasks and any other tasks within the scope of the statement of work that the Contractor considers necessary to achieve the objectives of the USAID/Ajyal project:

1. Conduct SWOT analysis of the MoED operational systems with regard to: a. policy, pedagogy, and curricular reform mechanisms per province, b. equity of access to education across the provinces for girls, minorities, and internally displaced children, c. support for teacher recruitment and retention, d.

communication systems in place to facilitate the previous points.

2. Map and reengineer processes related to service delivery mechanisms of primary education.

3. Conduct workshops for MoED staff to discuss international reading and math standards and how they can be used in the Iraqi context.

4. Work with the MoED staff to identify systemic and administrative obstacles for reform efforts and develop solutions.

5. Work with the central MoED policy unit to assist its staff to introduce improved regulations that support improved equitable access to education, improved retention policies, and a higher standard delivery of math and reading instruction in grades 1-3.

6. Implement operational guidance for MoED directorates and TTIs, including the redrafting of job descriptions.

7. Improve the use of the EMIS among MoED staff to monitor performance.

8. Establish a strategy to more effectively disseminate curricula and scaffold new pedagogies in partnership with MoED‘s central and provincial offices, and TTIs.

9. Initiate and implement an effective performance monitoring education delivery.

10. Assist the central MoED staff to build linkages with MoED provincial directorate staff to strengthen administrative and management processes.

11. Institute protection programing at the regional and national level with the aim of reducing violence against primary school children, and improving response mechanisms;

12. Support community peace education, and violence mitigation programming through a modern teacher training curriculum that addresses these issues and other learning activities.

13. Support MoED‘s system of surveying, testing, and monitoring of school and student performance.

14. Develop school reintegration programs for students of internally displaced families.

1. SWOT analysis of the MoED‘s operational systems conducted and recommendations presented to MoED for action.

2. Processes related to service delivery mechanisms of the primary education mapped and reengineered.

3. Workshops for MoED staff to discuss international reading and math standards conducted.

4. Mechanisms to identify systemic and administrative obstacles for reform efforts developed and solutions presented.

5. Policy Unit articulates education policy reform for primary education. Contractor shall present a report on reform actions taken.

6. Operational changes to MoED systems in support of improved equitable access to education and retention of school children, especially girls, implemented. Contractor shall present to USAID a report on these policy changes.

7. Operational guidance for MoED Ministry directorates and TTIs, including the redrafting of job descriptions implemented. Contractor shall provide a report on the new implemented guidance.

8. Use of the Education Management and Information Systems (EMIS) among MoED staff result in an improved monitoring of performance. Contractor shall provide a report documenting the evidence of improved monitoring as a result of the usage of the automated system.

9. Effective performance monitoring education delivery system initiated and implemented. Contractor shall provide evidence that such monitoring system is initiated and implemented.

10. A communication strategy for MoED staff at the central and provincial level developed.

11. Community peace education supported, and violence mitigation programming developed through a modern teacher training curriculum that addresses these issues and other learning activities.

12. MoED‘s system of surveying, testing, and monitoring of school and student performance improved.

Contractor shall provide evidence of such improvement. Contractor shall submit progressive reports on such improvement.

13. Operational and policy changes to MoED‘s systems in support of equitable access to education and retention of school children, especially girls introduced. Contractor shall provide a report on operational guidance implemented.

14. Protection programing at the regional and national level with the aim of reducing violence against primary school children and improving response…