SOL-391-15-000006_Sindh_Capacity_Development_Project_FBO.pdf

SOL-391-15-000006

Sindh Capacity Development Project (SCDP)

RFP Issuance Date: November 25, 2014 RFP Closing Date: January 8, 2014 RFP Closing Time: 5:00 PM (Pakistan Standard Time)

Questions Closing Date: December 5, 2014 Questions Closing Time: 5:00 PM (Pakistan Standard Time)

Subject: Solicitation No.: SOL-391-15-000006 - Sindh Capacity Development Project

Dear Offerors:

The U.S. Agency for International Development (USAID), Pakistan, is seeking proposals from local entities in Pakistan including Non-Profit Organizations and For-profit Organizations interested in providing technical support for the implementation of capacity building initiatives under the “Sindh Capacity Development Project (SCDP)”. The goal of SCDP is to support the Sindh Basic Education Program (SBEP) by providing technical assistance to strengthen systems and institutions.

A local entity under this RFP means an individual, a corporation, a nonprofit organization or another body of persons that (1) is legally organized under the laws of; (2) has its principle place of business or operations in; and (3) is majority owned by individuals who are citizens or lawful permanent residents of; and managed by a governing body the majority of whom are citizens or lawful permanent residents of the Islamic Republic of Pakistan.

USAID anticipates awarding a five-year Cost-Plus-Fixed Fee (CPFF) completion type contract for the implementation of this activity with a total estimated range of approximately $4.5-4.9 million. 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 will be conducted under full and open competition for which local entities including firms and non-profit organizations are eligible to compete. The procedures set forth in Federal Acquisition Regulation (FAR) Part 15 will 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. USAID bears no responsibility for data errors resulting from transmission or conversion processes.

mailto:mbilal@usaid.gov http://www.fbo.gov/

OFFICE OF ACQUISITION AND ASSISTANCE

USAID/PAKISTAN

U.S. EMBASSY

DIPLOMATIC ENCLAVE,

ISLAMABAD, PAKISTAN

See Section G.5

1. THIS CONTRACT IS A RATED ORDER RATING PAGE OF

3 147

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

(If other than Item 7)

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

9. (Section L.6.2) Sealed offers in original and see 0 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 82

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 104

X D PACKAGING AND MARKING 40 PART IV - REPRESENTATIONS AND INSTRUCTIONS

X E INSPECTION AND ACCEPTANCE 44

X F DELIVERIES OR PERFORMANCE 45

X G CONTRACT ADMINISTRATION DATA 56 X L INSTR., CONDS., AND NOTICES TO OFFERORS 116

X H SPECIAL CONTRACT REQUIREMENTS 61 X M EVALUATION FACTORS FOR AWARD 141

X K

REPRESENTATIONS, CERTIFICATIONS AND OTHER

STATEMENTS OF OFFERORS 105

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 __180____ 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 OFFER 15A. 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 BY CODE

Regional Office, Financial Management Office, USAID/Egypt 1/A, Ahmed Kamel St., Off El-Laselki St.

New Maadi, Cairo, Egypt (Email address: PakistanAccountsPay@usaid.gov)

CODE

26. NAME OF CONTRACTING OFFICER (Type or print)

M.Kamal Ayub

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-391-15-000006 REQ-391-15-000015

X

See Attached Table of Contents

Sindh Capacity Development Project (SCDP) Page 4 of 147 Solicitation Number SOL-391-15-000005

Contents

PART I - THE SCHEDULE

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. BUDGET

B.5 REIMBURSABLE COSTS

B.6 INDIRECT COSTS (DEC 1997)

B.7 COST REIMBURSABLE

B.8 PAYMENT OF FIXED FEE

B.9 SECURITY COSTS

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

ACRONYMS

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

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.6 SYNOPSIS OF CONTRACT REPORTS/PLANS

F.7. KEY PERSONNEL

Sindh Capacity Development Project (SCDP) Page 5 of 147

F. 8 AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT EXPERIENCE

DOCUMENTS (JAN 2004)

F. 9 Electronic Payment

SECTION G - CONTRACT ADMINISTRATION DATA

G.1 ADMINISTRATIVE CONTRACTING OFFICE

G.2 CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.3. TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.4 PAYING OFFICE

G.5 ACCOUNTING AND APPROPRIATION DATA

G.6 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998)

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

H.2 LANGUAGE REQUIREMENTS

H.3 AUTHORIZED GEOGRAPHIC CODE

H.4 DEFENSE BASE ACT INSURANCE AND SERVICES

H.5 ADS 302.3.5.13(A) USAID DISABILITY POLICY—ACQUISITION (DEC 2004)

H.6 ADS 302.3.5.5 REPORTING OF FOREIGN TAXES (JULY 2007)

H.7 NONEXPENDABLE PROPERTY PURCHASES

H.8 INFORMATION TECHNOLOGY RESOURCES

H.9 MANAGEMENT OF INFORMATION TECHNOLOGY RESOURCES

H.10 ADS 302.3.5.13 ACCESS TO USAID FACILITIES AND USAID’S INFORMATION SYSTEMS

(AUGUST 2013)

H.11 GOVERNMENT FURNISHED FACILITIES OR PROPERTY

H.12 LOGISTIC SUPPORT

H.13 DISCLOSURE OF INFORMATION

H.14 ORGANIZATIONAL CONFLICTS OF INTEREST

H.15 ORGANIZATIONAL CONFLICTS OF INTEREST DISCOVERED AFTER AWARD

H.16 ORGANIZATIONAL CONFLICTS OF INTEREST: PRECLUSION FROM FURNISHING CERTAIN

SERVICES AND RESTRICTIONS ON USE OF INFORMATION

H.17 EXECUTIVE ORDER ON TERRORISM FINANCING

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

H.19 PROHIBITION ON THE PROMOTION OR ADVOCACY OF THE LEGALIZATION OR

PRACTICE OF PROSTITUTION OR SEX TRAFFICKING (ACQUISITION) (APRIL 2010)

H.20 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

H.21 ENVIRONMENTAL COMPLIANCE

H.22 CONSENT TO SUBCONTRACT

H.23 NONDISCRIMINATION (JUNE 2012)

Sindh Capacity Development Project (SCDP) Page 6 of 147

H.24 SECURITY CONDITIONS

H.25 AMMONIUM NITRATE AND CALCIUM AMMONIUM NITRATE RESTRICTION (SEP 2011)

(CLASS DEVIATION OAA-DEV-11-03C, EXPIRATION DATE, SEPTEMBER 8, 2016)

H.26 USAID-FINANCED THIRD-PARTY WEBSITES (AUGUST 2013)

H.27 CONFERENCE PLANNING AND REQUIRED APPROVALS (AUGUST 2013)

H.28 AMERICAN CITIZENS SERVICES REGISTRATION

H.29 ANTI-FRAUD HOTLINE

H.30 ELECTRONIC PAYMENT

H.31 STANDARDS OF CONDUCT—IMPROPER BUSINESS PRACTICES

H.32 PROHIBITION OF ASSISTANCE TO DRUG TRAFFICKERS

H.33 LOCAL COMPETITION AUTHORITY

H.34 302.3.5.14(A) USAID DISABILITY POLICY - ACQUISITION (DECEMBER 2004)

H.35 302.3.5.17 LIMITATION ON SUBCONTRACTING TO NON-LOCAL ENTITIES (MAY 2012)

H.36 302.3.5.21 USAID IMPLEMENTING PARTNER NOTICES (IPN) PORTAL FOR ACQUISITION

(JULY 2014)

H.37 302.3.5.22 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL)

(OCTOBER 2014)

PART II—CONTRACT CLAUSES

SECTION I—CONTRACT CLAUSES

I.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.2 52.203-13 CONTRACTOR CODE OF BUSINESS ETHICS AND CONDUCT (APR 2010)

I.3 52.209-7 INFORMATION REGARDING RESPONSIBILITY MATTERS (JUL 2013)

I.4 52.209-9 UPDATES OR PUBLICLY AVAILABLE INFORMATION REGARDING

RESPONSIBILITY MATTERS (JUL 2013)

I.5 52.215-23 LIMITATIONS ON PASS-THROUGH CHARGES (OCT 2009)

I.6 52.216-8 FIXED FEE (JUN 2011)

I.7 52.222-50 COMBATING TRAFFICKING IN PERSONS (FEB 2009)

I.8 AIDAR 752.219 - 8 UTILIZATION OF SMALL BUSINESS CONCERNS AND SMALL

DISADVANTAGED BUSINESS CONCERNS

I.9 AIDAR 752.219-70 USAID MENTOR-PROTÉGÉ PROGRAM (JUL 2007)

I.10 AIDAR 752.245-70 GOVERNMENT PROPERTY—USAID REPORTING REQUIREMENTS

I.11 AIDAR 752.7101 VOLUNTARY POPULATION PLANNING ACTIVITIES (JUN 2008)

I.12 AIDAR 752.7004 EMERGENCY LOCATOR INFORMATION (JUL 1997)

I.13 AIDAR 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012) (CLASS

DEVIATION NO. OAA-DEV-12-01C)

I.14 AIDAR 752.228-3 WORKER’S COMPENSATION INSURANCE (DEFENSE BASE ACT)

I.15 AIDAR 752.228-70 MEDICAL EVACUATION (MEDEVAC) SERVICES (JULY 2007)

I.16 AIDAR 752.7007 PERSONNEL COMPENSATION (JULY 2007)

Sindh Capacity Development Project (SCDP) Page 7 of 147

I.17 AIDAR 752.231-7 SALARY SUPPLEMENTS FOR HOST GOVERNMENT EMPLOYEES (OCT

1998) 100

I.18 AIDAR 722.170 EMPLOYMENT OF THIRD COUNTRY NATIONALS (TCNS) AND

COOPERATING COUNTRY NATIONALS (CCNS)

I.19 AIDAR 752.7013 CONTRACTOR-MISSION RELATIONSHIPS (OCT 1989)

I.20 AIDAR 752.7027 PERSONNEL (DEC 1990)

SECTION J—LIST OF ATTACHMENTS

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 52.204-3 TAXPAYER IDENTIFICATION (OCT 1998)

K.3 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (JAN 2014)

K.4 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (APR 2010)

K.5 52.230-1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATIONS (MAY 2012) . 111

K.6 52.230-7 PROPOSAL DISCLOSURE—COST ACCOUNTING PRACTICE CHANGES (APR 2005)

K.7 INSURANCE—IMMUNITY FROM TORT LIABILITY

K.8 COMPLIANCE WITH VETERANS EMPLOYMENT REPORTING REQUIREMENTS

K.9 AUTHORIZED NEGOTIATORS

K.10 AGREEMENT ON, OR EXCEPTIONS TO, TERMS AND CONDITIONS

K.11 SIGNATURE

K.12 52.222-22 PREVIOUS CONTRACTS AND COMPLIANCE REPORTS (FEB 1999)

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 52.216-1 TYPE OF CONTRACT (APR 1984)

L.4 FAR 52.233-2 SERVICE OF PROTEST (SEP 2006)

L.5 QUESTIONS AND CLARIFICATIONS

L.6 GENERAL INSTRUCTIONS TO OFFERORS

L.7 UNNECESSARILY ELABORATE PROPOSALS

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.9 BRANDING STRATEGY

L.10 INSTRUCTIONS FOR THE PREPARATION OF THE COST PROPOSAL

L.11 DISCLOSURE OF INFORMATION

SECTION M - EVALUATION FACTORS FOR AWARD

Sindh Capacity Development Project (SCDP) Page 8 of 147

M. 1 OVERVIEW

M. 2 CONTRACT AWARD – BEST VALUE

M.3 TECHNICAL EVALUATION CRITERIA

M.4 COST EVALUATION CRITERIA

M.5 DETERMINATION OF THE COMPETITIVE RANGE AND CONTRACT AWARD

Sindh Capacity Development Project (SCDP) Page 9 of 147

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of the USAID Sindh Capacity Development (SCD) Project is to support the Sindh Basic Education Program (SBEP) by providing technical assistance to strengthen systems and institutions. The Contractor will implement this project as prescribed in Section C and Section F.

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. BUDGET

The budget below is based on the Contractor’s original proposal and/or final proposal revision, which was accepted by USAID through award of this contract.

Total Total Direct Labor Salary and Wages $ Fringe Benefits $ Consultants $ Travel, Transportation & Per Diem $

Sindh Capacity Development Project (SCDP) Page 10 of 147

Equipment and Supplies $ Subcontracts, if any $ Participant Training $ Other Direct Cost $ Program Activities Cost $ Indirect Cost $ Fixed Fee (if any) $ Total Estimated Cost $

B.5 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), 2 CFR Part 220 (Cost Principles for Educational Institutions (OMB Circular A-21)), 2 CFR Part 230 (Cost Principles for Non-Profit Organizations (OMB Circular A-122)), FAR 52.216-7 (Allowable Cost and Payment), FAR 52.216-8 (Fixed Fee) if applicable, and AIDAR 752.7003 (Documentation for Payment).

B.6 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:

(a) 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.

(b) 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.

Sindh Capacity Development Project (SCDP) Page 11 of 147

B.7 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.8 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 achieved the deliverables at the expiration of the contract period, the fixed fee shall be adjusted proportionately to the deliverables achieved. For example, if the contractor has achieved 85% of the deliverables, then the contractor is entitled to 85% of the fixed fee amount, provided that the performance has been satisfactory.

B.9 SECURITY COSTS

The Offeror must provide USAID/Pakistan a security plan (referenced in Section H. 24 and Attachment J.3) 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.

[END OF SECTION B]

Sindh Capacity Development Project (SCDP) Page 12 of 147

SECTION C – DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

ACRONYMS

A/E Architect and Engineering AG Accountant General ASER Annual Status of Education Report BOC Bureau of Curriculum CMP Community Mobilization Program COR Contracting Officer’s Representative DO Development Objective ECNEC Executive Committee of the National Economic Council ELD Education and Literacy Department EMO Education Management Organization EU European Union GDP Gross Domestic Product GoP Government of Pakistan GoS Government of Sindh GPE Global Partnership for Education ICT Information, Communication & Technology JICA Japan International Cooperation Agency KP Khyber Pakhtunkhwa NEP National Education Policy NFE Non Formal Education PC-1 Planning Commission Document -1 PCS Program Steering Committee PD Project Director PEACE Provincial Education Assessment Centre PIFRA Project to Improve Financial Reporting and Accounting PITE Provincial Institute for Teacher Education PMIU Program Management and Implementation Unit PSLM Pakistan Social and Living Standards Measurement Survey RCC Releasing Confidence and Creativity RFM Risk Mitigation Framework RSU Reform Support Unit SAFED South Asian Forum for Education Development SAP Systems, Applications and Products SBEP Sindh Basic Education Program SEMIS Sindh Education Management Information System SERP Sindh Education Reform Program SESP Sindh Education Sector Plan SMC School Management Committee SPPRA Sindh Public Procurement Regulatory Authority SRP Sindh Reading Program STEDA Sindh Teacher Education Development Authority WB World Bank

Sindh Capacity Development Project (SCDP) Page 13 of 147

C.1 INTRODUCTION

The Sindh Capacity Development Project (SCDP or the Contract) is a three-year, $4.9 million activity that will support the sustainability of the Sindh Basic Education Program (SBEP) by ensuring stronger governance and improved public accountability in the education sector through systems building and institutional strengthening of the Government of Sindh (GoS). Through a partnership between USAID and the GoS, SBEP aims to achieve “increased and sustained student enrollment in primary, middle and secondary schools in targeted geographical locations in Sindh”. The geographic focus of SBEP is in Sukkur, Khairpur, Larkana, Qambar-Shahdadkot, Jacobabad, Kashmore, Dadu and selected towns of Karachi City (Kemari, Liyari, Orangi, Gaddap and Bin Qasim). The SCDP sub-component of SBEP will focus on the same geographic areas.

Specifically, SCDP aims to:

● Improve efficiency and effectiveness of the Program Management and Implementation Unit (PMIU) to manage and implement SBEP in an effective and transparent manner;

● Strengthen the effectiveness and impact of SBEP through the implementation of the monitoring and evaluation (M&E) plan and further disseminate knowledge to guide the education sector’s M&E programs and practices in Sindh;

● Facilitate the systematic generation of knowledge on education challenges and innovative interventions and strategies to inform decision-makers for the improvement of education policies and programs in general and SBEP in particular;

● Strengthen capacities, systems and policies of the Education and Literacy Department (ELD) to improve the education services in conjunction with the education reforms in Sindh

The Contractor will focus on the capacity enhancement of PMIU (Program Management and Implementation Unit) to increase its efficiency for program delivery under SBEP, and, recognizing the temporary nature of the PMIU; will equally strengthen systems of the Government’s institutions at provincial and district levels. Therefore, direct and immediate beneficiaries include officials of the PMIU at provincial and local levels, government officials of District Education Offices and government teachers working in urban and rural settings, and decision-makers, education managers and technical experts of ELD and its respective agencies working at provincial level. These officials and institutions have a direct role in enabling SBEP to reach children, teachers, parents and communities in the target districts to achieve the overarching goal of the program.

The Contract is aligned with the policies and frameworks of both the Government of Pakistan and the United States Government (USG). It will support key policy reforms that strengthen GoS’s institutions in order improve the education system and learning environment overall.

These efforts will contribute to the sustainability of the results achieved through SBEP. The activity will be implemented under the leadership and coordination of the PMIU, and the Contract will be managed by USAID. 1

1 Sindh Basic Education Program (SBEP), PC-1, page 10.

Sindh Capacity Development Project (SCDP) Page 14 of 147

C.2 BACKGROUND AND PROBLEM STATEMENT

Sindh is the second largest province of Pakistan both in terms of both population and economic output. It is the most urbanized province with 42% of the population living in Karachi, which is the economic hub of Pakistan. Sindh contributes almost 50% of the national economy with the highest Gross Domestic Product (GDP), largely due to outputs of the city of Karachi.2 Despite impressive economic progress, Sindh’s education indicators are low. Two thirds of women and one third of people above the age of 10 in Sindh are illiterate. Approximately 30% 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. Learning outcomes in the province are also unacceptable. According to the ASER study (2011), only 23% of Class 5 students can do simple subtraction of three digits, compared to the national average of 37%. A snapshot of additional information on the education sector in Sindh is below.

Snapshot of Education in Sindh Access to Education

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

● 5,229 (11%) closed schools (out of 47,557)

● 8280 (17%) shelter-less schools

● 24% out of school children (6-10 years)

● 61.2% out of school children (3-5 years)

● Libraries in only 830 (1.7%) schools

Source: SEMIS 2011-2012, ASER 2012

Quality of Education

● 15.7% children of Class 3 in rural Sindh can read a story

● 19.4% children of Class 5 in rural Sindh can read a sentence

● 46.3% children of Class 1 in rural Sindh cannot do simple Arithmetic

● 37.8% children of Class 3 in rural Sindh can recognize numbers up to

Source: ASER 2012

Education Governance & Management

● Weak policy performance (i.e. non-existent of policies on

ECE &NFE)

● No result based system in education exists (input based budget, no relation to outputs or performance

● Absence of robust and independent M&E system

● Weak internal controls & oversight of public expenditure

Source: SESP (2014- 2018)3

Improving access and quality of education in Sindh directly depends on reforms in education governance, management, and policy. The 2011 document prepared by the Planning Commission of the Government of Pakistan, Pakistan: Framework for Economic Growth, clearly highlights that improvement in education is one of the most important variable for raising human productivity to accelerate economic growth in the country. The Framework has identified ‘weak governance’ among one of the key reasons for poor performance of the education system, and

2 http://www.pwdsindh.gov.pk/ 3 Sindh Education Sector Plan (2014-2018), Education & Literacy Department, Government of Sindh

Sindh Capacity Development Project (SCDP) Page 15 of 147 explicitly emphasizes the public accountability of educational administrators, result bases system, improved planning and monitoring capacity, and improved use of available resources.

C.2.1 Access, Quality and Governance of Education in Sindh

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

Pakistan’s National Education Policy (NEP) of 2009 indicates two key reasons for the weak performance of the education sector – a commitment gap, and an implementation gap – and identifies the following governance problems to be addressed: absence of a holistic view of the education sector; lack of policy coherence; unclear roles in fragmented governance; parallel systems of education (public-private divide); weak planning and management; and lack of stakeholder participation. The NEP has set objectives to address these issues, including: “To improve service delivery through political commitment and strengthening education governance and management.”

Within this context, the mandate and responsibility of provincial governments widened with the commencement of 18th Amendment and legislation on Article 25A of the Constitution, which respectively granted provinces full authority over the education system and mandated free and compulsory education to all children aged five to sixteen years. This allows the GoS to address the entire major challenges of education sector in an organized fashion, yet the capacity of devolved education structure in Sindh remains insufficient to implement the policy reforms due to their limited technical capacities and resources.

The ELD in Sindh recently developed and approved the Sindh Education Sector Plan 2014-2018 (SESP), which analyzes the current needs and challenges of education sector in Sindh. Like the NEP 2009, SESP affirms that issues around governance contribute to insufficient planning, development and implementation of education policies, plans and strategies in Sindh, and thus focuses on public accountability for results. It calls for providing opportunities for capacity building and leadership within the education sector so that education system delivers the intended results in a timely manner, and systems strengthening and governance capacity building at provincial and district levels to enable ELD in increasing equitable access to basic education and improving the quality of learning outcomes in Sindh. Priorities include access and quality of early childhood education, primary and secondary education, as well as improving education

Sindh Capacity Development Project (SCDP) Page 16 of 147 governance and management through institutional strengthening and capacity building. Under this plan, GoS asserts the role of ELD in policy development, and strengthens standards setting and performance reporting to empower and harmonize district education offices, schools and school management committees (SMCs). Challenges include the absence of a coherent framework for in-service capacity building; lack of expertise in planning, financial management, procurement and human resource management; weak intra- and inter-departmental coordination;

and lack of synchronization between functional and budgetary accountability.

Despite some progress, the gap between policies/reforms and implementation is still found significant. The results of reforms at school level in terms of improving enrolment, retention and learning achievements of students are yet to be found. Considering the current needs of education sector in Sindh, the previous experiences of implementing education reforms and continued challenges, SESP (2014-2018) calls for support to its following principle objectives during next five years:

● Increasing equitable access to quality ECE, primary and secondary education,

● Improving the quality of learning outcomes through strengthening the teaching and learning process and combining formative and summative assessment

● Strengthening governance and service delivery by improving the functioning capacity from the school-community level up to district and province level4

The needs and challenges in the education are being addressed through coordination among the GoS and development partners. For example, the GoS has undertaken several critical initiatives to improve the education governance and management through the implementation of education reforms in Sindh. Under the World Bank/European Union-funded Sindh Education Reform Program (SERP I and II), analysis indicates that the performance of education system is hindered by poor incentives and capacity for systematic and strategic planning and effective implementation as well as minimal monitoring and accountability of service providers for implementation integrity and performance. Thus, the GoS is currently aiming to raise school participation by improving sector governance and public accountability and strengthening administrative systems. SERP I ran from 2007-2012 to reform education sector management and governance, particularly around teacher recruitment, teacher education, and SMCs. SERP was a major shift that emphasized maximizing gains or results from any given level of expenditures, inputs, and benefits through strengthening governance and public accountability. However, as mentioned in SESP, results of the SERP carried out over the past three years have been uneven.

SERP II responds to lessons learned, and addresses issues such as: program budget and expenditure management, student achievement tests, school budgets, annual school census, SMCs, school system consolidation, school infrastructure development and education management.

In addition, the ELD has received technical support from development partners to strengthen systems and develop capacity and expertise through new institutions such as the Reform Support Unit, Provincial Education Assessment Centre, and Sindh Teachers’ Education Development Authority, and the Global Partnership for Education (GPE) is also assisting the GoS with $ 66 million grant for the implementation of Sindh Education Sector Plan, particularly for the Human

4 Sindh Education Sector Plan (2014-2018), Education & Literacy Department, Government of Sindh

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Resource Management Information System (HRMIS), school monitoring system, and Communication Unit.

USAID has supported a number of programs such as Releasing Confidence and Creativity (initiated in 2002) and Education Sector Reform Assistance 2004-2008 (ESRA) 5, which had components for institutional strengthening and capacity building of government functionaries.

These initiatives were strongly aligned with the overall program goals and were based on the needs of public sector education in Pakistan inclusive of Sindh province. With the support of USAID, the GoS established the RSU in 2006 to manage education reforms and provide a platform for donor coordination in the province under the ELD. RSU started its work with three wings for policy, M&E, and education management information systems. Now, RSU has expanded its portfolios and is heavily engaged in the implementation of education reforms in Sindh. In addition to policy and planning, ESRA program also supported the government’s education reform in the areas of professional development of teachers and education managers, governance and partnerships. However, 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. SBEP addresses those issues to make sustainable change in the education sector in Sindh Province.

C.2.2 Sindh Basic Education Program (SBEP)

On September 21, 2011, USAID signed an Activity Agreement with the Government of Sindh to implement SBEP to increase and sustain student enrollment in primary, middle and secondary schools in seven target districts and in the city of Karachi. SBEP is comprised of the following seven 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 ELD; (6) M&E, and (7) architecture and engineering support for school construction.

The GoS has established a PMIU for the implementation and management of SBEP as is the legal requirement.6 As outlined in the approved PC-1, the PMIU carries out and maintains the transparent and efficient management of SBEP through ensuring programmatic quality and effectiveness, technical coordination, internal and external communication, effectual administration and accountability. The PMIU is not linked or tied to the Reform Support Unit (RSU) nor it is expected to replace the RSU. Rather, the PMIU is headed by a Program Director (PD) who reports directly to the Secretary of Education, and the entity is accountable to a governing body called the Program Steering Committee (PSC). All staff positions are sanctioned by the GoS as per the government’s recruitment policies. The physical site for the PMIU was also arranged by the government, and the PMIU is establishing its Regional Office in Larkana.

5 Education Sector Reform Assistance (ESRA) Program: Best Practices, Success Stories, and Lessons Learned during Program Implementation http://pdf.usaid.gov/pdf_docs/PDACJ650.pdf

6 Federal Planning rules in Pakistan require the establishment of a PMIU for all development programs with a budget of $10 million or more.

http://pdf.usaid.gov/pdf_docs/PDACJ650.pdf http://pdf.usaid.gov/pdf_docs/PDACJ650.pdf

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The functions of the PMIU and subsequent TORs are described in the PC-1 (page 23) for the SBEP including the intended organizational structure of the office.

This entity plays a pivotal role in planning and coordinating the seven components of USAID’s support. USAID implementing partners coordinate with the PD and respective section heads of PMIU for different aspects of the program including developing workplans, implementation and monitoring. Specifically, SBEP components coordinate with the four sections established within the PMIU:

1. Construction Management (Components 1, 2 & 7);

2. Learning reforms and community mobilization (Components 3,4 & 5);

3. Back office services;

4. Planning, monitoring and evaluation (Components 1 through 7)

This Contract specifically addresses Components 5 and 6 of SBEP (technical assistance to the ELD, and M&E). The Contractor will strengthen the government’s systems and institutions to manage education in general and SBEP in particular through the PMIU. This will improve the overall quality of the implementation of SBEP and further strengthen the cohesiveness of different program components under the coordination of the PMIU. Additionally, the Contractor will also create synergies among SBEP and overall education reforms in Sindh, which will ultimately be helpful in sustaining the results and impact of SBEP.

The Contractor will bring SBEP to its full scope of work, as per program design and approved PC-I. All of the SBEP components supplement and complement each other as well as the overall education reforms. For example, policy development and institutional strengthening of non-formal education (NFE) under the Contract will further enable the Sindh Reading Program (SRP) to achieve it targets for family literacy and out-of-school learners. Similarly, technical assistance to ELD on strengthening the Public-Private Partnership (PPP) Unit will create conducive environment for Education Management Organizations (EMOs) to take charge of public schools in general and USAID-supported government schools in particular. Thus, the components of this Contract not only contribute to the SBEP but are also aligned with GoS priorities for education outlined in SERP II and SESP. Furthermore, capacity building of PMIU on financial management and accountability, implementation of M&E Plan for SBEP, and third-party validation surveys will strengthen risk mitigation measures in accordance with the ‘Risk Mitigation Framework – Sindh Basic Education Program’ approved by USAID/Pakistan.

C.2.3 Ensuring Risk Mitigation Measures for SBEP

As indicated above, the GoS established the PMIU for the management and implementation of SBEP. The overall responsibility of the PMIU is to carry out and maintain the transparent and efficient management of SBEP through ensuring programmatic quality and effectiveness, technical coordination and effectual administration and public accountability. However, currently, the PMIU needs additional human resources and expertise to play its role more effectively as envisaged in PC-I approved by the GoS. This capacity gap affects the financial management, internal audit and procurement related activities and procedures and may pose risks for SBEP. Similarly, the delayed implementation of a comprehensive M&E Plan for SBEP also increases risks for program implementation. Therefore, it is critical to empower PMIU

Sindh Capacity Development Project (SCDP) Page 19 of 147 professionally so that it can perform its due role to improve the quality of program implementation of SBEP in an efficient and transparent manner.

The Mission had already identified certain risks in the pre-award assessment report of SBEP. In this connection, USAID developed a Risk Mitigation Framework (RMF) for SBEP. Under the Risk Mitigation Framework developed through this process, the GoS established the PMIU, in which USAID helped build capacity. USAID provided assistance to the PMIU to develop GoS-specific policies, procedures, and manuals for Financial Management, Procurement, Administration, and Monitoring and Evaluation. These manuals were approved by the PSC in December 2013; this Committee is created and sanctioned by the GoS and empowered to make authoritative policy and decisions for SBEP. USAID has also provided training for the GoS PMIU staff through training at the Lahore University of Management Sciences (LUMS).

Activities of the Contract especially related to M&E and back office support to PMIU are strongly aligned with the mitigation measures outlined in the approved RMF.

In conclusion, the Contractor will improve the overall quality of the management and implementation of SBEP and further strengthen the cohesiveness of different program components under the umbrella of PMIU. It will also strengthen GoS’s systems and education reforms in Sindh. Synergies created among SBEP and overall education reforms will ultimately be helpful in sustaining the results and impact of SBEP. The task is not impossible and must be done in very close coordination with the GoS. The Contactor will seek to work through the ELD, inclusive of PMIU established by the GoS.

C.2.4 Links with U. S. Foreign Policy Goals and USAID Strategy

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.

The Contract is also aligned with USG foreign policy. The Contract will be implemented in line with the Pakistan Enhanced Partnership Act of 20097, which recognizes investment in the Pakistani people as an essential component of the overall USG strategy in Pakistan. 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.

The Contract has been designed as part of USAID Forward8, a USAID policy reform that focuses on building capacity of local partners for sustainable development. USAID seeks to increase its support for Pakistani development initiatives undertaken by government agencies, private institutions, nongovernmental organizations, and public-private partnerships. The Contractor will support this agenda through innovative and sustainable solutions.

7 http://transition.usaid.gov/pk/about/klb.html 8 http://forward.usaid.gov/

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In 2011, USAID launched its Global Education Strategy9, which emphasizes the need to strengthen institutional capacity to provide services (Result 3.3, Goal 3) while recognizing the importance of coordinating early grade reading efforts with a country-led strategy.

USAID/Pakistan will contribute to the global Education Strategy’s Goal 3: IR3.3: ‘Institutional Capacity to Provide Services Strengthened.’ The Contractor will support the GoS to further build its institutional capacity to implement SBEP and other education reforms more effectively. This will ultimately help the GoS to improve access and quality of education in public sector schools in Sindh.

Currently, USAID is formulating guidelines on government to government assistance programs.

The guidelines in ADS Chapter 220 emphasize strengthening of local systems for supporting the sustained development. It is required to build capacities of local actors including partner government, civil society and private sector. USAID is committed to strengthen and use local systems. Direct assistance to partner government and to other local actors is key feature of using local system.10 The Contractor will support this agenda by building capacities of local actors to strengthen local system.

This activity will also contribute directly to Development Objective Four of USAID/Pakistan’s Results Framework, which seeks to achieve improved opportunities for learning and work through Improved Quality of Education (Intermediate Result (IR) 4.2) and Improved Accountability in Education (IR 4.3). The following sub-IRs will be directly addressed through the Contract: improved policies, laws, and guidelines for teachers and educational administrators (4.2.1) and improved government capacity to manage education (4.3.2).

USAID/Pakistan’s education development objective (DO) of “Improved Opportunities for Learning and Work” supports U.S. foreign assistance goals as stated above. The development hypothesis implicit in the Contract correlates directly with USAID/Pakistan’s results framework that improved accountability in education as well as improved quality in education will be reached (1) by improving Government capacity to manage education (2) by improving policies, laws, and guidelines for teachers and educational administrators.

9 USAID Education Strategy: Implementation Guidance, Revised April 2011. See also USAID Technical Notes, http://pdf.usaid.gov/pdf_docs/PDACT681.pdf 10 ADS Chapter 220, Use of Reliable Partner Government – Systems for Implementation of Direct Assistance.

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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” as well as sustain the results of SBEP through creating synergies with the education reforms in the province of Sindh.

C.3 STATEMENT OF WORK

Capacity development is vital to the USG‘s development work. Therefore, capacity development of partner country’s government and its local organizations is one of the key strategic considerations of USAID11. Capacity can be defined as the ability of individuals, organizations or organizational units and systems to perform relevant functions in efficient, effective and sustainable manner12. Capacity building is a systematic process of strengthening the abilities of individuals, organizations or organizational units and systems to perform efficiently and to continue improving over time. The Contract is a cohesive and reinforcing set of capacity building activities that respond to the capacity needs of the education in Sindh, with a special focus on SBEP. It will develop capacity13 at three levels:

1. Capacity at the individual/workforce level:

Capacity development at individual level is required to lay the foundation of organizational capacity. This improves the performance of staff as their knowledge, skills, attitudes and awareness are increased according to the defined competencies and job requirements. Under this Contract, key personnel of PMIU inclusive of its regional office, District Education Offices and Education and Literacy Department at provincial level will be targeted for individual capacity building activities, such as formal education and training, or on-the-job-training.

11 ADS Chapter 201, Planning, File name: 201_093013, page 17 12 Guidebook for Planning Education in Emergencies and Reconstruction by International institute for Educational Planning, UNESCO 13 UNESCO IICBA Capacity Building Framework by UNESCO International Institute for Capacity Building in Africa

(IICBA)

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2. Capacity at the institution/organizational or organizational unit level:

Organizational capacity determines how staff capacities are utilized and strengthened to improve the performance of organizational systems and processes which ultimately enable organization to perform efficiently and grow professionally over time. This includes human physical and intellectual resources. The Contractor will mainly focus on developing the capacity of the PMIU as an organizational unit linked with overall stream of the GoS. Thus, whether it is an intellectual resource (i.e. financial and procurement manuals etc.) or physical resource (i.e. use of technology for accounting via SAP application etc.), it must be relevant and in accordance to the GoS’s rules and regulations.

3. Capacity at Systems and Policy level:

Capacity building at systems and policy level refers to the improvement of environment to be conducive for individuals and organizations to illustrate their capacity for effective functioning. It includes policies and standards and systems and frameworks required for the implementation of policies and strategies. As strengthening education reforms in Sindh is a key consideration of SBEP, the Contractor will support ELD to further strengthen its systems and policies. Capacity building at this level requires buy-in from high level decision-makers of the GoS, alignment of donor resources and activities, and synergies across Sindh education reforms.

The capacity gaps and needs may require a wide range of interventions at various levels of the ELD. The challenge is to adapt a focused approach and identify those capacity factors that hinder the achievement of goals of education reforms especially the objectives of SBEP inclusive of the Contract.