SOL-391-13-000005_CMP.pdf

RFP-391-13-000005

Sindh Community Mobilization Program (CMP)

Issuance Date: January 11, 2013 Deadline for Submitting Questions: January 21, 2013

Closing Date: February 21, 2013 Closing Time:14:30 PM (Pakistan Standard Time)

Subject: Solicitation Number: SOL-391-13-000005

Dear Sir/Madam:

The U.S. Agency for International Development (USAID), Pakistan, is seeking proposals from U.S. and International-Non-Profit Organizations and For-profit Organizations interested in providing technical support towards community mobilization of the Sindh Basic Education Program (SBEP) program called Sindh Community Mobilization Program (CMP). The goal of CMP is to support the SBEP goal based on lessons learnt from USAID and the Government of Sindh’s legacy of support for community mobilization efforts.

USAID anticipates awarding a 5-year Cost-Plus-Fixed Fee (CPFF) contract for the implementation of this activity with a total estimated range of approximately $23-25 million for the entire five year period. Providing a range for the total estimated cost for the contract does not mean that offerors shall necessarily strive to meet the maximum amount. Offerors must propose costs that it believes are realistic and reasonable for the work. Cost proposals shall be evaluated as part of a best value determination for contract award, including cost effective approaches to achieving the results.

This procurement shall be conducted under full and open competition under which any type of organization (U.S. and Non U.S. commercial [for profit] firms, educational institutions, and non-profit organizations) is eligible to compete. The procedures set forth in Federal Acquisition Regulation (FAR) Part 15 shall apply.

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

The closing date for questions under this solicitation is January 21, 2013 at 14:30 (PST). If substantive questions are received which affect the solicitation, or if changes are made prior to the closing date and time, this solicitation shall be amended. Any amendments to this solicitation shall be issued and posted on the Federal Business Opportunities (FedBizOpps).

Offerors are encouraged to check this website (http://www.fbo.gov) periodically.

Offerors can register and use the Interested Vendor List (IVL) on the FedBizOpps page, so that firms can contact one another for consideration of teaming arrangements in response to this solicitation.

OFFICE OF ACQUISITION AND ASSISTANCE

USAID /PAKISTAN

1. THIS CONTRACT IS A RATED ORDER RATING PAGE OF

PAGES

UNDER DPAS (15 CFR 700)

2. CONTRACT NUMBER 3. SOLICITATION NUMBER 4. TYPE OF SOLICITATION 5. DATE ISSUED

SEE COVER PAGE

6. REQUISITION/PURCHASE NUMBER

SEALED BID (IFB)

NEGOTIATED (RFP)

7. ISSUED BY CODE 8. ADDRESS OFFER TO

OFFICE OF ACQUISITION AND ASSISTANCE

USAID/PAKISTAN

U.S. EMBASSY

DIPLOMATIC ENCLAVE,

ISLAMABAD, PAKISTAN

(If other than Item 7)

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

9. Sealed offers in original and _6__ 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 depository located in until local (Islamabad) time .

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.

A. NAME B. TELEPHONE (NO COLLECT CALLS) C. E-MAIL ADDRESS

AREA CODE

NUMBER EXT.

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

PART I - THE SCHEDULE PART II - CONTRACT CLAUSES

X A SOLICITATION/CONTRACT FORM 3 X I CONTRACT CLAUSES 77

X B SUPPLIES OR SERVICES AND PRICES/COSTS 8 PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

X C DESCRIPTION/SPECS./WORK STATEMENT 11 X J LIST OF ATTACHMENTS 106

X D PACKAGING AND MARKING 44 PART IV - REPRESENTATIONS AND INSTRUCTIONS

X E INSPECTION AND ACCEPTANCE 46

X F DELIVERIES OR PERFORMANCE 48

X G CONTRACT ADMINISTRATION DATA 58 X L INSTR., CONDS., AND NOTICES TO OFFERORS 115

X H SPECIAL CONTRACT REQUIREMENTS 62 X M EVALUATION FACTORS FOR AWARD 138

X K

REPRESENTATIONS, CERTIFICATIONS AND OTHER

STATEMENTS OF OFFERORS 107

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

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

13. DISCOUNT FOR PROMPT PAYMENT 10 CALENDAR DAYS (%) 20 CALENDAR DAYS (%) 30 CALENDAR DAYS (%) CALENDAR DAYS (%)

(See Section I, Clause No. 52-232-8)

14. ACKNOWLEDGEMENT OF AMENDMENTS AMENDMENT NO. DATE AMENDMENT NO. DATE

(The offeror acknowledges receipt of amendments to the SOLICITATION for offerors and related documents numbered and dated:

CODE FACILITY

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

ADDRESS

OF OFFEROR

(Type or print)

15B. TELEPHONE NUMBER 17. SIGNATURE 18. OFFER DATE

AREA CODE NUMBER EXT.

15C. CHECK IF REMITTANCE ADDRESS IS DIFFERENT FROM

ABOVE - ENTER SUCH ADDRESS IN SCHEDULE

19. ACCEPTED AS TO ITEMS NUMBERED 20. AMOUNT 21. ACCOUNTING AND APPROPRIATION

22. AUTHORITY FOR USING OTHER THAN FULL AND OPEN COMPETITION: 23. SUBMIT INVOICES TO ADDRESS SHOWN IN ITEM (4 copies unless otherwise specified)

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

24. ADMINISTERED BY (If other than Item 7) 25. PAYMENT WILL BE MADE BYCODE

USAID/Pakistan Financial Management Office U.S. Embassy, Diplomatic Enclave, Islamabad, Pakistan

CODE

26. NAME OF CONTRACTING OFFICER (Type or print)

Dale Lewis

27. UNITED STATES OF AMERICA 28. AWARD DATE

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

(Signature of Contracting Officer)

(REV. 9-97)

10. FOR INFORMATION CALL:

11. TABLE OF CONTENTS

STANDARD FORM 33

SOLICITATION, OFFER AND AWARD

SOLICITATION

OFFER (Must be fully completed by offeror)

AWARD (To be completed by Government)

N/A

SOL-391-13-000005

X

See Attached Table of Contents

X 1

Contents

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1. PURPOSE

B.2. CONTRACT TYPE

B.3. ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT

B.4 REIMBURSABLE COSTS

B.5. INDIRECT COSTS (DEC 1997)

B.6. COST REIMBURSABLE

B.7. PAYMENT OF FIXED FEE

B.8 SECURITY COSTS

B.7. BUDGET

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

ACRONYMS

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 INTRODUCTION

C.2 BACKGROUND - THE DEVELOPMENT CHALLENGE AND THE CMP

REPSONSE

C.3 PROBLEM STATEMENT

C.4 STATEMENT OF WORK

C.5 PROJECT IMPLEMENTATION AND MANAGEMENT

C.6 MONITORING AND EVALUATION

C.7 STAFFING AND KEY PERSONNEL

SECTION D - PACKAGING AND MARKING

D.1 AIDAR 752.7009 MARKING (JAN 1993)

D.2 BRANDING AND MARKING POLICY

D.3 BRANDING STRATEGY

D.4. DELIVERABLES IN PAPER FORM

D.5 DELIVERABLES IN ELECTRONIC FORM

SECTION E - INSPECTION AND ACCEPTANCE

E.1. NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2. INSPECTION AND ACCEPTANCE

E.3. QUALITY ASSURANCE SURVEILLANCE PLAN (QASP)

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 PERFORMANCE STANDARDS

F.5 REPORTS AND DELIVERABLES OR OUTPUTS

F.5.1 CONTRACTOR DELIVERABLES

F.5.1.6 CONTRACTOR REPORTING REQUIREMENTS

F.5 SYNOPSIS OF CONTRACT REPORTS/PLANS

F.6. KEY PERSONNEL

F.7 AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT EXPERIENCE

DOCUMENTS (JAN 2004)

F.8 Electronic Payment

SECTION G - CONTRACT ADMINISTRATION DATA

G.1. AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998)

G.2. ADMINISTRATIVE CONTRACTING OFFICE

G.3. CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.4. TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.5. PAYING OFFICE

G.6. ACCOUNTING AND APPROPRIATION DATA

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

H.2 AIDAR 752.7004 EMERGENCY LOCATOR INFORMATION (JUL 1997)

H.3 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES (JAN

2002)

H.4 INSURANCE AND SERVICES

H.5 752.228-70 MEDICAL EVACUATION (MEDEVAC) SERVICES (July 2007)

H.6 AUTHORIZED GEOGRAPHIC CODE

H.7 LOGISTIC SUPPORT

H.8. CONSENT TO SUBCONTRACT

H.9 EXECUTIVE ORDER ON TERRORISM FINANCING (MAR 2002)

H.10 REPORTING OF FOREIGN TAXES (July 2007)

H.11 USAID DISABILITY POLICY - ACQUISITION (DECEMBER 2004)

H.12 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012)

H.13 TITLE TO AND CARE OF PROPERTY

H.14 752.7007 PERSONNEL COMPENSATION (JULY 2007)

H.14.2 EMPLOYMENT OF THIRD COUNTRY NATIONALS (TCNs) AND COOPERATING

COUNTRY NATIONALS (CCNs)

H.15 ORGANIZATIONAL CONFLICT OF INTEREST

H.16 INFORMATION TECHNOLOGY REQUIREMENT

H.17 MANAGEMENT OF INFORMATION TECHNOLOGY RESOURCES

H.18 HOMELAND SECURITY PRESIDENTIAL DIRECTIVE-12 (HSPD-12) (September 2006)

H.19 VALUE ADDED TAX AND CUSTOMS DUTIES

H.20 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION REQUIREMENTS

H.21 NONEXPENDABLE PROPERTY AND INFORMATION TECHNOLOGY RESOURCES

H.22 LANGUAGE REQUIREMENTS

H.23 EMPLOYMENT COSTS OF THIRD COUNTRY NATIONALS AND COOPERATING COUNTRY

NATIONALS

H.24 ENVIRONMENTAL COMPLIANCE AND MANAGEMENT

H.25 GENDER CONSIDERATIONS

H.26 PROHIBITION AGAINST DISCRIMINATION (OCT 2011)

H.27 SECURITY CONDITIONS

H.28 AMMONIUM NITRATE AND CALCIUM AMMONIUM NITRATE RESTRICTION

SECTION I - CONTRACT CLAUSES

I.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.2 52.252-2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.3 52.216-7 ALLOWABLE COST AND PAYMENT (DEC 2002)

I.4 52.216-8 FIXED FEE (MAR 1997)

I.5 52.204-7 CENTRAL CONTRACTOR REGISTRATION (JUL 2006)

I.6 52.232-25 PROMPT PAYMENT (OCT 2003)

I.7 COMMUNICATIONS PRODUCTS (OCT 1994)

I.8 52.222-50 COMBATING TRAFFICKING IN PERSONS (FEB 2009)

I.9 52.227-23 RIGHTS TO PROPOSAL DATA (TECHNICAL) (JUN 1987)

I.10 52.203-13 CONTRACTOR CODE OF BUSINESS ETHICS AND CONDUCT (APR 2010)

I.11 52.204-10 REPORTING EXECUTIVE COMPENSATION AND FIRST-TIER SUBCONTRACT

AWARDS (JUL 2010)

I.12 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (JAN 2011)

I.13 52.209-9 UPDATES OR PUBLICLY AVAILABLE INFORMATION REGARDING

RESPONSIBILITY MATTERS (JAN 2011)

I.14 52.215-23 LIMITATIONS ON PASS-THROUGH CHARGES (OCT 2009)

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

I.16 52.243-7 NOTIFICATION OF CHANGES (APR 1984)

I.17 52.249-4 TERMINATION FOR CONVENIENCE OF THE GOVERNMENT (SERVICES) (SHORT

FORM) (APR 1984)

I.18 52.252-6 AUTHORIZED DEVIATIONS IN CLAUSES (APR 1984)

I.19 752.219-70 USAID MENTOR-PROTÉGÉ PROGRAM (JULY 2007)

I. 20 752.242-70 PERIODIC PROGRESS REPORTS (OCT 2007)

I.21 52.217-8 OPTION TO EXTEND SERVICES

I.22 52.217-9 OPTION TO EXTEND THE TERM OF THE CONTRACT

I.23 AIDAR 752.225-71 LOCAL PROCUREMENT (FEB 1997)

I.16 PUBLICATIONS AND MEDIA RELEASES (JAN 2004)

PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

SECTION J - LIST OF ATTACHMENTS

PART IV - REPRESENTATIONS AND INSTRUCTIONS

SECTION K - REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF OFFERORS .. 107

K.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

K.2 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (JAN 2006)

K.3 52.222-21 PROHIBITION OF SEGREGATED FACILITIES (FEB 1999)

K.4 INSURANCE - IMMUNITY FROM TORT LIABILITY

K.5 52.204-3 TAXPAYER IDENTIFICATION (OCT 1998)

K.6 52.209-5 CERTIFICATION REGARDING DEBARMENT, SUSPENSION, PROPOSED

DEBARMENT, AND OTHER RESPONSIBILITY MATTERS (APRIL 2010)

K.7 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION

K.8 52.230-7 PROPOSAL DISCLOSURE--COST ACCOUNTING PRACTICE CHANGES

K.9 COMPLIANCE WITH VETERANS EMPLOYMENT REPORTING REQUIREMENTS

K.10 SIGNATURE

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

L.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

L.2 FAR 52.215-1 INSTRUCTIONS TO OFFERORS—COMPETITIVE ACQUISITION (JAN 2004)

ALT I (JAN 2004)

L.3 FAR 52.252-2 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998)118

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

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

L.6 QUESTIONS AND CLARIFICATIONS

L.7 GENERAL INSTRUCTIONS TO OFFERORS

L.8 UNNECESSARILY ELABORATE PROPOSALS

L.9 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.10 BRANDING STRATEGY

L.11 INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL

L.12 DISCLOSURE OF INFORMATION

SECTION M - EVALUATION FACTORS FOR AWARD

M.1 OVERVIEW

M.2 CONTRACT AWARD – BEST VALUE

M.3 TECHNICAL EVALUATION CRITERIA

M.4 COST EVALUATION CRITERIA

SECTION J- ATTACHMENTS

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1. PURPOSE

The primary objective of the Sindh Community Mobilization program is to sustain community mobilization and school based management through the engagement of the private sector.

B.2. CONTRACT TYPE

This is a Cost-Plus-Fixed-Fee (CPFF) completion-type contract. For the consideration set below, the Contractor shall provide the deliverables or outputs described in Section C and F, in accordance with performance standards specified in Section E.

B.3. ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT

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

(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 in accordance with the Limitation of Funds Clause, FAR 52.232.22

(c) Funds obligated hereunder are anticipated to be sufficient through TBD.

B.4 REIMBURSABLE COSTS

The U.S. dollar costs budgeted herein above shall be limited to reasonable, allocable and allowable costs determined in accordance with FAR 31 (Contract Cost Principles), A-21 (Cost Principles for Educational Institutions), A-122 (Cost Principles for Non-Profit Organizations), FAR 52.216-7 (Allowable Cost and Payment), FAR 52.216-8 (Fixed Fee) if applicable, and AIDAR 752.7003 (Documentation for Payment).

B.5. INDIRECT COSTS (DEC 1997)

The contract clause entitled “Allowable Cost and Payment (DEC 2002)”, FAR Subpart 52.216-7, specifies that the indirect cost rates shall be established for each of the Contractor’s accounting periods which apply to this contract. Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs shall be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate based:

Description Rate Base Type Period 1/ 1/ 1/ 2/ 2/ 2/ 3/ 3/ 3/ 1/Base of Application

Type of Rate: Predetermined Period:

1/Base of Application Type of Rate: Predetermined Period:

(1) The Government shall 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 shall be reduced to conform to the lower rates.

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

B.6. COST REIMBURSABLE

The U.S. dollar costs allowable shall be limited to reasonable, allocable and necessary costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment, FAR 52.216-8, Fixed Fee, if applicable, and AIDAR 752.7003, Documentation for Payment.

B.7. PAYMENT OF FIXED FEE

Monthly payment of fixed fee shall be paid in proportion to the LOE delivered during that month and pursuant to FAR 52.216-8, it shall be made upon receipt of a proper invoice.

In the event the contractor has not delivered the total LOE at the expiration of the contract period, the fixed fee shall be adjusted proportionately to the LOE delivered. For example, if the contractor has expended 85% of the total level of effort, then the contractor is entitled to 85% of the fixed fee amount, provided that the performance has been satisfactory.

B.8 SECURITY COSTS

The Contractor must provide USAID/Pakistan a security plan (referenced in Section H. 27 and Attachment J.4) and budget for security. The Security Plan and budget must delineate and justify the reasonableness of all costs and provide a coherent, overall integrated security plan that demonstrates that the Contractor has undertaken a thoughtful review of their security needs and includes analysis of the various elements of a security plan.

B.7. BUDGET

B.7.1 The contract line item numbers (CLINs) in Section B.7.3 below are based on the Contractor’s original proposal and/or final proposal revision, which was accepted by USAID through award of this contract, and which is incorporated herein by reference and made a part of this contract.

B.7.2 Without the prior written approval of the Contracting Office, the Contractor may not exceed the total estimated cost set forth in the budget hereunder or the obligated amount, whichever is less.

B.7.3 PRICE SCHEDULE

CLIN DESCRIPTION Year 1 Year 2 Year 3 Year 4 Year 5 Total

001 Increased Communities’ s involvement in the GoS reform of merging consolidating, and upgrading schools

Fixed Fee (if any) $_____ $_____ $_____ $_____ $_____ $_____

002 Component 2 – Improve community and district government coordination for increased girls’ enrollment

003 Component 3 – Improve child nutrition in selected communities and government schools through research that informs innovation and good practice

0004 Component 3 – Improve child nutrition in selected communities and government schools through research that informs innovation and good practice

Total Estimated Costs

Plus Fixed Fee (if any)

B.7.4 The Contractor is not allowed to exceed each CLIN line item total per year nor is authorized to shift funding between CLINs without prior written approval of the Contracting Officer.

[END OF SECTION B]

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

TABLE OF CONTENTS

Page

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

ACRONYMS

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 INTRODUCTION

C.2 BACKGROUND - THE DEVELOPMENT CHALLENGE AND THE CMP

REPSONSE

C.3 PROBLEM STATEMENT

C.4 STATEMENT OF WORK

C.5 PROJECT IMPLEMENTATION AND MANAGEMENT

C.6 MONITORING AND EVALUATION

C.7 STAFFING AND KEY PERSONNEL…………………………………………………………40

ACRONYMS

ADB Asian Development Bank A/E Architect and Engineering AJK Azad Jammu and Kashmir AKDN Aga Khan Development Network ASER Annual Status of Education Report BHU Basic Health Unit CMP Community Mobilization Program COP Chief of Party COR Contract Officer’s Representative DEO District Education Officer ECNEC Executive Committee of the National Economic Council EFS Education Fund for Sindh EMO Education Management Organization ESRA Education Sector Reform Assistance FATA Federally Administered Tribal Areas FPCCI Federation of Pakistan Chambers and Commerce Industry GAM Global Acute Malnutrition GB Gilgit-Baltistan GDA Global Development Alliance GDP Gross Domestic Product GOP Government of Pakistan GoS Government of Sindh GPI Gender Parity Index HANDS Health and Nutrition Development Society IBA Institute of Business Administration ICT Information and communication Technology IR Intermediate Result IRC Indus Resource Center JICA Japan International Cooperation Agency KEDC Karachi Education and Development Center KP Khyber Pakhtunkwa NGO Non-Government Organization NER Net Enrollment Rate OFDA Office of Foreign Disaster Assistance PAG Project Advisory Group PERRP Pakistan Earthquake Reconstruction and Recovery Program PMIU Project Management and Implementation Unit PPP Public-Private Partnership PSLM Pakistan Social and Living Standards Measurement RCC Releasing Confidence and Creativity SAFED South Asian Forum for Educational Development SBEP Sindh Basic Education Program SEF Sindh Education Foundation SEMIS Sindh Education Management Information System

SERP Sindh Education Reforms Program SMC School Management Committee TCF The Citizens Foundation TRC Teachers’ Resource Center UNICEF United Nations Children’s Fund U.S. United States USAID United Stated Agency for International Development USG United States Government WHO World Health Organization

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 INTRODUCTION

USAID is a development partner to the Government of Sindh and is currently supporting the Department of Education and Literacy with implementation of the Sindh Basic Education Program (SBEP) in Districts Sukkur, Khairpur, Larkana, Qambar-Shahdadkot, Jacobabad, Kashmore, Dadu and selected towns of Karachi city (i.e.

Kemari, Liyari, Orangi, Gaddap and Bin Qasim). The overarching goal of SBEP is “Increased and Sustained Student Enrollment in Primary, Middle and Secondary Schools in targeted geographical locations in Sindh”.

As a sub-component of SBEP, the Sindh Community Mobilization Program (CMP) is a five-year initiative with an operating budget between $23-25 million in the same geographic areas of the parent SBEP. CMP will support the SBEP goal based on lessons learned from USAID and the Government of Sindh’s legacy of support for community mobilization efforts. Specifically, CMP aims to:

a. Increase communities’ involvement in the GoS reform of merging, consolidating, and upgrading schools.

b. Improve community and district government coordination for increased girls’ enrollment.

c. Improve child nutrition in selected communities and government schools through research that informs innovation and good practice.

A broader aim of CMP is to sustain community mobilization and school based management through the engagement of the private sector. CMP will leverage partnerships between communities and the private sector through education management organizations to achieve sustainable schools management.

As a result, CMP will contribute to USAID/Pakistan’s Education Results Framework DO4: Improved Capacity of Pakistan’s Institutions to Prepare Students for Learning and Work and to the framework’s IR3: Improved Accountability in Education through the following sub-IRs:

IR3.1: Improved Civil Society Engagement and Advocacy IR3.2: Improved Capacity at Provincial and District Level Education Department.

The program is expected to achieve the following results:

Up to 200 communities engaged in school consolidation and construction Up to 200 communities (not benefitting from new school construction) engaged in school improvement planning and implementation through small grants 8,000 community members trained and developing school improvement plans in both target (new construction) and neighboring schools.

100 district officers trained and observed to be working with communities in management and operations of schools.

10-15 private sector organizations contracted to support over 200 government schools.

Up to 10,000 girls (fresh enrollments) enrolled in target schools in all grades.

60% target schools observed to be implementing a range of improved health practices including health and hygiene promotion and active screening programs aimed at improving children’s overall nutritional levels.

The primary beneficiaries of CMP are rural and urban male and females who are stakeholders in the education of children grades K to12 including parents, district government officials and community leaders. Also children, both boys and girls, who are of school going age within the geographical areas will be served by the program.

CMP will be implemented in line with the Pakistan Enhanced Partnership Act of 2009 (See http://transition.usaid.gov/pk/about/klb.html) and the “USAID Forward” policy agenda (See http://forward.usaid.gov/). CMP will invoke a strong community mobilization ethos that moves beyond organizing school management committees to a much broader platform of community engagement in school based management.

Sindh Basic Education Program

On September 21, 2011, USAID signed an Activity Agreement with the Government of Sindh (GOS) to implement the Sindh Basic Education Program (SBEP) which is one of several donor interventions that supports the Government’s broader Sindh Education Reform Program (SERP) agenda. As mentioned above, SBEP is focused on increasing and sustaining student enrolment in primary, middle and secondary schools in seven target districts as well as in the city of Karachi. SBEP is comprised of the following components: (1) construction of schools in the areas affected by 2010 floods; (2) support to GOS policy reforms to merge, consolidate and upgrade schools through construction of schools; (3) improvement in early grade reading in primary schools; (4) community mobilization, with a focus on increasing girls enrolment and improving the nutritional status of children; (5) technical assistance to the Education & Literacy Department, Government of Sindh and (6) A/E support for school construction.

As a component of SBEP, CMP’s community mobilization will form the cornerstone of SBEP and will focus on four key areas: 1) engaging communities in school consolidation and consultation with communities on the design and building of the new schools, 2) increasing girl’s enrollment and 3) improving the nutrition status of children. A pilot project will also be initiated to engage the private sector in school management.

Below is a framework to illustrate the flow of current SBEP activities into which CMP will be integrated:

Sindh Basic Education Program Work Flow

Community Ownership and Sustainability

CMP is grounded on the premise that to improve children’s access to quality education, communities (particularly parents) should be meaningfully engaged. It will be important to look beyond the level of school

School Mapping (iMMAP)

A/E School Design and Site Selection

(Halcrow/GoS and SBEP Steering

Committee)

SBEP PC-1 Approval (GoS)

Construction

(PMIU)

SCHOOL

SINDH COMMUNITY MOBILIZATION PROGRAM

Sindh Reading Program management committee engagement to test to what extent local communities are willing and should possess ownership of the newly constructed schools and take a leading role in the planning and monitoring of school construction and consolidation initiatives under SBEP as well as the management responsibilities once the schools are completed.

C.1.1 LINKS WITH U. S. FOREIGN POLICY GOALS AND USAID STRATEGY

The Enhanced Partnership with Pakistan Act of 2009 recognizes investment in the Pakistani people as an essential component of the overall USG strategy in Pakistan. In particular, providing support to women and children is critical to a peaceful and prosperous future for the country. USAID, specifically its education programs, has a key role to play in these efforts.

In line with the current USG approach, the Agency is innovating to improve service delivery and strengthen governance capacity at provincial and local levels across sectors, including education. USAID seeks to increase its support for Pakistani development initiatives undertaken by government agencies, private institutions, nongovernmental organizations, and public-private partnerships.

The USAID education portfolio in Pakistan is aligned with the national policy objectives of the GOP and Provincial priorities of Sindh. USAID is responding across the country to basic education needs of children with activities ranging from policy development support and infrastructure improvements to teacher training, scholarships, and literacy programs. These are consistent with the goals of the GoP to widen access and increase quality.

In 2010, USAID embarked on an ambitious reform agenda known as USAID Forward. USAID Forward is an effort to make the Agency more effective by changing the way we partner with others, embracing a spirit of innovation and strengthening the results of our work, saving money and reducing the need for U.S. assistance over time. CMP will support this agenda through innovative and sustainable solutions to engaging the private sector in improving the management and quality in the public school system.

In March 2011, USAID instituted a new Global Education Strategy which emphasizes early grade reading while recognizing the importance of coordinating EGR with a country-led strategy. USAID/Pakistan will contribute to the Education Strategy targets: to increase equitable access to 15 million learners in conflict affected environments by 2015. CMP will support the GoS in gathering more reliable data on access and quality and will support activities to reach out-of-school children (especially girls) with quality education.

C.1.2 LINKAGES WITH USAID’S RESULTS FRAMEWORK

USAID/Pakistan’s education strategic goal of “Improved Capacity of Pakistan’s Institutions to Prepare Students for Learning and Work” supports U.S. foreign assistance goals. The development hypothesis implicit in CMP correlates directly with the results framework that improved accountability in education will be reached (1) by improving civil society engagement and advocacy and (2) by improving capacity at provincial and district level education departments.

IR3: Improved Accountability in Education

IR3.1: Improved Civil Society Engagement and Advocacy

IR3.2: Improved Capacity at Provincial and District Level Ed Department

Ultimately, these performance indicators will help the program achieve the overarching goal of SBEP of “Increased and Sustained Student Enrollment in Primary, Middle and Secondary Schools in targeted geographical locations in Sindh”.

C.2 BACKGROUND - THE DEVELOPMENT CHALLENGE1 AND THE CMP

REPSONSE

C.2.1 ACCESS TO EDUCATION IN SINDH

Sindh is the second largest province of Pakistan in terms of both population and economic output. It is the most urbanized province with 42% of the population living in Karachi, the economic hub of Pakistan. Sindh contributes almost 50% of the national economy with the highest Gross Domestic Product (GDP), largely due to the city of Karachi (http://www.pwdsindh.gov.pk/).

Despite impressive economic progress, Sindh’s education indicators are low. Two thirds of women and one third of people above the age of ten in Sindh are illiterate. Approximately thirty percent of school-aged children

– approximately four million children aged 5 through 12 – are not in school. Female participation in education remains a key challenge in Sindh. There is a large gap between the enrollment rates of boys and girls, though both are low.

Snapshot of Social Indicators in Sindh Education

4 million out of school children (approximately 2.5 million girls)

5,000 nonfunctional schools (out of 48,000):

38% dropout (Class 5 to 6)

(Source: SEMIS 2010-2011)

Child Nutrition (0-5 Years) Severely Stunted Children: 26% Underweight: 40% Anemic: 43% Iron deficiency: 40% Severe Vitamin A Deficiency:

23% Vitamin D Deficiency: 42% (Source: National Nutrition Survey 2011)

Like other parts of the country, the provision of educational services in the public sector in Sindh is limited due to lack of resources, poor political commitment, and weak school organization and management. Shortage of well-functioning schools, poor infrastructure of existing schools, lack of quality teaching and learning materials, and the absence of meaningful community involvement have resulted in low levels of school participation, high

1Resource Material (Attachment 9-16 in ZIP Folder): Documents and at the cited website are important and relevant to the successful implementation of CMP.

Number of PTAs or similar ‘school’ governance structures supported

Number of administrators and officials successfully trained with USG support drop-out rates, inadequate student learning outcomes, and the growth of private schools that are often unregulated. The lack of girl-friendly facilities, such as separate latrines, boundary walls, and female teachers are key barriers to female participation in formal schooling.

The performance of the education sector with regard to learning outcomes in the province is very dismal. As per the recently released report by the South Asian Forum for Education Development (SAFED) in rural Sindh, 67% of those who do attend school cannot read sentences in Urdu or Sindhi, 66.5% cannot read sentences in English, and 73% cannot do simple two-digit subtraction sums (The report was based on assessment conducted in six districts of the province).

GoS has recently undertaken several critical initiatives to improve the quality of learning in classrooms.

Under the World Bank/European Union funded Sindh Education Reform Program, GoS is currently aiming to address access and quality issues. SERP addresses issues such as: provision of missing facilities; stipends for girls; provision of text books; teacher training and teacher improvement; and revitalization of schools councils.

In Sindh, the challenge for USAID is to support key policy reforms that improve the education system and learning environment overall. In order to effectively assist the GoS through technical support to promote education reforms, USAID will focus on optimizing provincial and district government roles to ensure that both levels capitalize on their comparative advantages and are able to deliver on their commitments. For example, the GoS has recently approved a policy of “School Consolidation”. The policy envisages rationalizing the education sector to enhance the quality of education while ensuring the access to education to all communities. USAID is supporting GoS’s policy reform of school consolidation. CMP will mobilize communities in target locations to involve parents and other community stakeholders in the process of merging, upgrading, consolidating and the construction of schools to improve the children’s access to quality education.

The provision of educational services in the public sector is limited due to lack of resources, poor political commitment, and weak school organization and management. In addition to a shortage of schools, poor infrastructure of current schools and virtual absence of meaningful community involvement has created an environment where the majority of children find it difficult to attend school on a regular basis. This has resulted in very low school participation, especially for girls, high drop-out and low student learning, and accelerated growth of private schools which are often unregulated. Data on number of schools and enrollment at various levels are presented below in Table 1 and Table 2:

Table 1: Number of Schools in Sindh

Source: SEMIS 2010-2011

Table 2: Enrollment

Source: SEMIS (2010-2011)

The poor condition and inadequate number of public schools has also encouraged the accelerated growth of private schools especially in urban areas of the Sindh province. Two types of private schools exist in the country, those catering to the elite or educated middle and upper classes, and schools of much lower quality, charging minimal fees, catering to the poor. Sindh also faces the same problem of educational inequality. Low-income families in urban areas spend a substantial part of the household budget towards educating children in private schools because they perceive these schools to be of a higher quality compared to public schools. In addition, parents often see private schools as a status symbol which can provide good English-medium education for their children. However, approximately 28% of all school-going children in Pakistan attend private schools, and the responsibility of educating the poor still lies heavily with public schools. In addition to public and private schools, madrassas (religious schools) also attract enrollment in rural and peri-urban areas of the country. Data reveal that approximately 7% of all school-going children in the country are being catered to by madrassas, a majority of which run their own independent curriculum largely based on religious teaching. Only a very small number of madrassas have been registered with the Government of Pakistan despite constant efforts of the government.

Limited access to schooling becomes more serious at the middle level. Transition from primary to middle level has been very limited as only 62% of grade five students enroll in middle schools in Sindh. The current middle school NER is 18% with widespread gender and regional disparities. Currently there are only approximately 15,000 middle schools in the public sector in comparison to approximately 25,000 middle schools in the private sector. The limited numbers of middle schools in the public sector are often over-crowded, poorly maintained, and under-staffed. This has resulted in limited enrollment, especially of girls, who often decide to leave education due to long distances, lack of female teachers and fees associated with enrolment in private schools.

Girls’ Education

Female participation in education remains a key challenge in Pakistan. The Gender Parity Index in primary education shows enrollment of 77 girls in primary schools against 100 boys. This ratio is worst at the middle level where the GPI shows enrollment of 75 girls in middle schools against 100 boys.

Gender disparities vary across regions and become extremely high in rural Sindh where only 36% of girls of official age are enrolled in government schools (ASER 2011). Limited numbers of schools for females especially in rural areas where parents do not send their girls into mixed schools, non-availability of facilities such as water and sanitation, and lack of female teachers have been quoted as key barriers for female participation in formal schooling.

The number of girls’ schools in Sindh is only 7,140 out of 43,149 total functional schools. Remaining schools are either exclusive boys schools or mixed gender schools. The number of enrolled boys in primary schools of Sindh is 1.9 million, compared to 1.3 million girls.

According to ASER (2012) 29.5% (approximately 4 million) children (age 6-16) are currently out of school, and most likely will never see the inside of a school. This number increases every year due to a high annual population growth rate of approximately 2.8%, which brings thousands of additional children into the school age cohort. These children will continue to feed into the ranks of child labor, house/farm workers, or unoccupied, disoriented youth that become a vulnerable target for extremists and terrorist groups to increase enrollment in their ranks. The high number of out-of-school children eventually add to the uneducated and un-or under-employed labor force -- an untapped human potential that will continue to undermine efforts to convert the current demographic transition into a "dividend” for a brighter and more stable future for Pakistan.

Low student enrollment, especially of girls, and poor completion rates jeopardize Sindh’s human resource base for economic growth. Students from disadvantaged backgrounds are in danger of remaining trapped in poverty and deprivation despite going to school. This is because they are educated under inadequate conditions and facilities that are not conducive to developing the life skills required to improve the quality of their lives. In case of girls, non-availability of proper schooling opportunities limit chances for women to exercise their rights and their aspirations: adequate livelihoods, negotiating power in marriage, participation in political decision making, and a fair chance to participate in the economic development. Measures for improving school-based support mechanisms (community involvement, government regular expenditure) and improving the school environment are critical.

CMP will engage parents and help to provide solutions to problems that prevent sending girls to school. It will be important to listen to parents and communities to understand the “real” impediments to girls’ participation in schooling. Critical to CMP will be to facilitate a healthy line of communication between communities and the district government and to support the local government’s role of increasing student and particularly girls’ enrollment. Part of the program will be to allow communities that do not benefit from newly constructed schools under SBEP to access other resources to support their school development plans. CMP will provide small grants for this purpose with a minimum budget of $300,000. These funds will be used by SMCs or local civil society organizations for the construction of latrines, provision of clean water, child friendly furniture, temporary teachers, school supplies, and minor school repairs.

Nutrition Currently, Sindh province is experiencing high malnutrition levels among children and women and severely affects access of children to schooling. The situation is worst in districts affected by 2010 floods. As per the Government of Sindh / World Health Organization, districts in Northern Sindh are experiencing Global Acute Malnutrition (GAM) rate of 23.1 percent in children age between 6 -59 months. Various studies and reports have linked the high level of malnutrition with the high incidence of poverty, low levels of education (especially of mothers), poor access to health services, poor hygiene practices, and the non-availability of clean drinking water. Additionally, statistics have shown that malnourished or undernourished children often miss school.

Those who attend school are often not able to concentrate on their studies, suffer learning disabilities, and drop-out at an early age. The situation is generally worse for young girls.

USAID believes that a comprehensive strategy is required to address issues related to malnutrition especially among children affected in Sindh. It will be important to listen to stakeholders to assess and analyze reasons for the prevalence of malnutrition. CMP will need to address root issues that are evidence/research-based from the school and community perspective in coordination with other health initiatives in the same geographical areas.

C.2.2 QUALITY EDUCATION IN SINDH

Besides access, the quality of education in Sindh is also trailing other provinces. The findings of the ASER report portray an alarming visual of the education system. The data on numeracy and literacy skills of children, for instance, indicate that although there are variations from government to private schools, various grade levels and girls and boys, most children’s scores are poor. Sindh ranks lowest among all the provinces along with FATA, GB and AJK in terms of school enrollment, English reading and subtraction skills of grade 5 students. Performance in Sindh is only better in Urdu reading skills. Some of the statistics presented below are illustrative of the lack of quality teaching and learning in the Province.

Urdu Reading Skills: 40.5% of grade 5 students can read a simple story written in Urdu or Sindhi, against the national average of 47%. Under this tool Sindh stands above KP – 31.5% - and FATA – 34%.

English Reading Skills: Sindh has the lowest percentage of students who can read English. Only 20% of grade 5 students can read a simple English sentence, against the national average of 40.6%. All other provinces fare better as compared to Sindh including 33% in FATA and 35% in Balochistan, Division/Subtraction Skills: Only 23% of grade 5 students can do simple subtraction of three digits, against the national average of 37%.

Findings of ASER 2011 (Rural Sindh)

% of Children in Pre-School (Age 3-5) 37.6 % of Children in Private Schools 6.5 % of Children attending paid tuition 5.0 % of Mothers who can read sentence 26.3 % of Children who can read story (Class 5) 40.5 % of Children who can read sentence in English (Class 5) 19.8 % of Children who can do division (Class 5) 23.8

(Source: ASER Study, 2011)

C.2.3 KARACHI – ACCESS AND QUALITY

Karachi is the largest city in Pakistan and is the capital of the Sindh province. It has a population of over 18 million (KEDC Fact Sheet) with 4 million school age children and accounts for 11% of Pakistan’s total population. Karachi enjoys a significant position in the nations’ socio-economic setting. It is the important hub of trade and commerce. It generates 42% of value added in large-scale manufacturing and 25% of the revenues of the Federal Government and has per capita income of US$1,483 compared to $921 for the rest of the country and contributes 20% of the country’s GDP. Karachi consists of 18 towns, six Cantonment Boards and other Federal agencies.

Karachi’s population is growing at 4.5% per year due to the continuous migration of people in search of a better life from towns and villages across Pakistan. Karachi is historically a city of immigrants, an area where people go to try to obtain a better life. Recent immigration trends have included Pashtun migrations from the FATA and KP, immigrants from southern Punjab and those from rural Sindh who became homeless after the 2010 floods.

In Karachi, the inequalities among the different ethnic groups in the city and the inefficiencies of governance with an extremely complex network of political and administrative layers have yielded over time a shift in confidence from government provision of schooling to the private sector. In Karachi, over 70% of all enrollments in primary grades are in private schools. And while the literacy rate above the age of 10 is 79% for Karachi as compared with the rest of Sindh at 59% and the primary completion rate in Karachi is 72%, the public sector has not played a significant role in delivering these statistics.

The Pakistan Social and Living Standards Measurement Survey (PSLM 2010-11) features data on enrolment in all types of schools including the private and government sectors that corroborate this assumption. The calculation of the number of children enrolled in government primary schools divided by the number of children of primary school age for Karachi is only 28%. Here an interesting fact is observed that apart from Islamabad, which has a wide array of Government schools and colleges, the general trend in all other big cities including Karachi is the preferences of private educational facilities over those provided by the government.

The lack of basic infrastructure that exists in the public sector and the multiple and parallel systems of education in the city, i.e. public schools, municipal schools, private schools and madrassas coupled with unregulated quality across all school systems prove to be an impediment for preparing individuals for the workforce. Scarcity of resources and the provision of adequate facilities and training are restraining the proper growth of educational system which could lead to a more productive society.

In Karachi, there are over 3,700 government schools for 4 million children (SEMIS 2010-2011). According to ASER (2011) only 42.9% children of class 3 in government schools and 61.2% children in private schools can read at least a sentence in Urdu / Sindhi. Similarly only 34.8% children of class 5 in government schools and 62.9% children in private schools can at least do division. The report also reveals that only 58.3% government schools and 66.7% private schools in Karachi have useable water and have very limited playground space.

Karachi has benefitted from large scale city-wide infrastructure improvements but unfortunately, investments in communities and community development have been ignored. In a number of cases infrastructure improvements were realized at the expense of poor and marginalized communities.

The public sector is eager to improve the functioning and utilization of existing schools, improving the quality of education, increasing enrolment, improving access to education and expanding the primary education system through innovative strategies involving the private sector. These strategies will be piloted within the CMP program.

C.3 PROBLEM STATEMENT

Community mobilization is not a new development concept for Sindh. The Government of Sindh (GoS) notified the establishment of school management committees (SMC) in the early 1990s. Since then GoS, Department of Education and Literacy and international development partners such as the ADB, the World Bank, European Union, USAID, JICA and UNICEF have been associated with reforms related to community mobilization through different approaches. In 2002, GoS and the Sindh Education Foundation (SEF) established the first SMC guidelines.

USAID has also supported a number of community mobilization efforts. In 2002, USAID initiated the Releasing Confidence and Creativity (RCC) project which was an early childhood program with a small but strong community mobilization component. Through development partners including SEF, Aga Khan Development Network (AKDN), Health and Nutrition Development Society (HANDS) and Teachers’ Resource Centre (TRC) the program worked with target communities in Sindh and Balochistan to ensure a supportive teaching and learning environment in the early grades as well as to provide literacy programs for parents. In 2004-2008, USAID’s Education Sector Reform Assistance (ESRA) Project’s community mobilization model initiated:

• Village level meetings;

• Needs identification processes;

• Capacity building of Executive Committees of SMCs;

• Development of school development plans;

• Release of funds on the basis of school development plans.

The evaluation of the ESRA program indicates that while its reach was wide and touched a number of districts and schools, it did not go deep enough to institutionalize these key activities in order to have a lasting impact.

The Sindh Education Reforms Program (SERP) from 2007-2012 is the latest GoS initiative of community mobilization (among other components) with financial assistance from the World Bank and EU. In SERP- I, SMC grants were being provided to all schools in the Sindh Province with PKR 22,000 for primary, PKR 50,000 for middle / elementary and PKR 100,000 for secondary schools.