SOL-520-13-000005.pdf

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 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. Sealed offers in original and ___________________ copies for furnishing the supplies or services in the Schedule will be received at the place specified in Item 8, or if handcarried, in the depository located in until local time _______________________ (Hour) (Date)

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

A SOLICITATION/CONTRACT FORM I CONTRACT CLAUSES

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

C DESCRIPTION/SPECS./WORK STATEMENT J LIST OF ATTACHMENTS

D PACKAGING AND MARKING PART IV - REPRESENTATIONS AND INSTRUCTIONS

E INSPECTION AND ACCEPTANCE

F DELIVERIES OR PERFORMANCE

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

H SPECIAL CONTRACT REQUIREMENTS M EVALUATION FACTORS FOR AWARD

K

REPRESENTATIONS, CERTIFICATIONS AND OTHER

STATEMENTS OF OFFERORS

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 days_____ 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 CODE

26. NAME OF CONTRACTING OFFICER (Type or print)

Natalie J. Thunberg

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)

1 N/A 172

SOL-520-13-000005

X

07/08/2013

Regional Office of Acquisition and Assistance (ROAA) USAID/El Salvador 3450 San Salvador Place Washington, DC 20521-3450

Acquisition and Assistance Office USAID/Guatemala Km. 6.5 Final Boulevard Los Próceres Santa Catarina Pinula, Guatemala

2 (two)

10:00 a.m. 08/14/2013

Fabiola Loy 502 2422-4125 lifelonglearning@usaid.gov

X 2

X 9-12

X 13-44

X 45-50

X 51

X 52-69

X 70-74

X 75-87

X 88-136

X 137

X 138-149

X 150-168

X 169-172

Table of Contents

SECTION B ‐ SUPPLIES OR SERVICES/PRICES

B.1 OVERARCHING GOAL

B.2 CONTRACT TYPE

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

B.4 LINE ITEMS

B.5 INDIRECT COSTS (DEC 1997)

B.6 CEILING ON INDIRECT COSTS

B.7 APPROVED MAJOR SUBCONTRACTORS

B.8 COST REIMBURSABLE

SECTION C ‐ DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 OBJECTIVE

C.2 BACKGROUND

C.3 SCOPE OF WORK

C.4 ADDITIONAL ACTIVITIES

SECTION D ‐ PACKAGING AND MARKING

D.1 BRANDING POLICY AND COMMUNICATIONS PLAN

D.2 752.7009 MARKING. (JAN 1993)

D.3 BRANDING STRATEGY FOR LIFELONG LEARNING PROJECT

SECTION E ‐ INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

E.3 MONITORING AND EVALUATION PLAN

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 AUTHORIZED WORKWEEK

F.6 REPORTS

F.7 REPORTS AND DELIVERABLES OR OUTPUTS

F.8 MONITORING AND EVALUATION

F.9 752.242‐70 PERIODIC PROGRESS REPORTS (OCT 2007)

F.10 AIDAR 752.7005 SUBMISSION REQUIREMENTS FOR DEVELOPMENT EXPERIENCE DOCUMENTS (JAN 2004)

(AAPD 04‐06)

F.11 USAID PROPERTY IN THE CUSTODY OF CONTRACTORS

SECTION G ‐ CONTRACT ADMINISTRATION DATA

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

G.2 ADMINISTRATIVE CONTRACTING OFFICE

G.3 TECHNICAL DIRECTION

G.4 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.5 PAYING OFFICE

G.6 ACCOUNTING AND APPROPRIATION DATA

G.7 CONTRACTOR’S PRIMARY POINT OF CONTACT

G.8 CONTRACTOR’S PAYMENT ADDRESS

SECTION H ‐ SPECIAL CONTRACT REQUIREMENTS

H.1 AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION REQUIREMENTS (JAN 1990) 75

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

H.3 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES

H.4 AIDAR 752.7027 PERSONNEL (DEC 1990)

H.5 I.5 AIDAR 752.225‐70 Source and Nationality Requirements (FEB 2012)

H.6 INSURANCE AND SERVICES

H.7 AIDAR 752.228‐70 MEDICAL EVACUATION (MEDEVAC) SERVICES (July 2007)

H.8 AUTHORIZED GEOGRAPHIC CODE

H.9 NONEXPENDABLE PROPERTY PURCHASES AND INFORMATION TECHNOLOGY RESOURCES

H.10 LOGISTIC SUPPORT

H.11 LANGUAGE REQUIREMENTS

H.12 KEY PERSONNEL

H.13 EXECUTIVE ORDER ON TERRORISM FINANCING

H.14 REPORTING OF FOREIGN TAXES (July 2007)

H.15 PROHIBITION AND ASSISTANCE TO DRUG TRAFFICKING

H.16 GRANTS UNDER USAID CONTRACTS

H.17 AIDAR 752.7007 PERSONNEL COMPENSATION (July 2007)

H.18 CONFIDENTIALITY AND OWNERSHIP OF INTELLECTUAL PROPERTY

H.19 USAID DISABILITY POLICY ‐ ACQUISITION (DECEMBER 2004)

H.20 PERSONNEL COMPENSATION

H.21 TRAVEL TO GUATEMALA

H.22 USAID IMPLEMENTATION OF SECTION 508 OF THE REHABILITATION ACT OF 1973 AND FEDERAL ACQUISITION

CIRCULAR (FAC) 97‐27 "ELECTRONIC AND INFORMATION TECHNOLOGY ACCESSIBILITY

H.23 Mandatory Compliance Reviews

H. 24 Transition Awards

H.25 CONTRACTOR’S STAFF SUPPORT, ADMINISTRATIVE AND LOGISTICS ARRANGEMENTS AND LEGAL

REGISTRATION IN THE COOPERATING COUNTRY

H.26 ADS 206.3.12 ‐ COVERED PARTICIPANTS

H.27 ADS 302.3.5.9‐ NONDISCRIMINATION (June 2012)

PART II ‐ CONTRACT CLAUSES

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 52.203‐14 Display of Hotline Poster(s). (DEC 2007)

I.4 52.209‐7 Information Regarding Responsibility Matters. (FEB 2012)

I.5 52.216‐1 Type of Contract. (APR 1984)

I.6 52.216‐7 ALLOWABLE COST AND PAYMENT (JUN 2011)

I.7 52.217‐8 OPTION TO EXTEND SERVICES (NOV 1999)

1.8 52.217‐9 OPTION TO EXTEND THE TERM OF THE CONTRACT (MAR 2000)

I.9 752.219‐8 UTILIZATION OF SMALL BUSINESS CONCERNS AND SMALL DISADVANTAGED BUSINESS CONCERNS.

I.10 52.222‐22 Previous Contracts and Compliance Reports. (FEB 1999)

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

I.12 752.225‐9 BUY AMERICAN ACT ‐ TRADE AGREEMENTS ACT ‐ BALANCE OF PAYMENTS PROGRAM102

I.13 52.227‐23 RIGHTS TO PROPOSAL DATA (TECHNICAL) (JUN 1987)

I.14 52.229‐8 TAXES‐‐FOREIGN COST‐REIMBURSEMENT CONTRACTS (MAR 1990)

I.15 52.230‐1 Cost Accounting Standards Notices and Certification. (MAY 2012)

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

I.17 52.244‐2 Subcontracts. (OCT 2010)

I.18 52.244‐2 Subcontracts. (OCT 2010) ‐ Alternate I (JUN 2007)

I.19 752.202‐1 Definitions. (JAN 1990)

I.20 752.209‐71 ORGANIZATIONAL CONFLICTS OF INTEREST DISCOVERED AFTER AWARD. (JUN 1993)113

I.21 752.211‐70 LANGUAGE AND MEASUREMENT

I.22 AIDAR 752.219‐70 USAID MENTOR‐PROTÉGÉ PROGRAM (JULY 2007)

I.23 752.227‐14 RIGHTS IN DATA – GENERAL ‐ (OCT 2007)

I.24 AIDAR 752.228‐3 WORKER'S COMPENSATION INSURANCE (DEFENSE BASE ACT)

I.25 752.228‐7 INSURANCE – LIABILLITY TO THIRD PERSONS

I.26 752.228‐9 CARGO INSURANCE

I.27 752.229‐70 FEDERAL, STATE AND LOCAL TAXES

I.28 752.231‐71 SALARY SUPPLEMENTS FOR HG EMPLOYEES. (OCT 1998)

I.29 AIDAR 752.245‐70 GOVERNMENT PROPERTY‐USAID REPORTING REQUIREMENTS

I.30 752.245‐71 TITLE TO AND CARE OF PROPERTY (APR 1984)

I.31 752.7001 Biographical Data. (JUL 1997)

I.32 752.7002 TRAVEL AND TRANSPORTATION. (JAN 1990)

I.33 752.7006 Notices. (APR 1984)

I.34 752.7008 Use of Government Facilities or Personnel. (APR 1984)

I.35 752.7010 CONVERSION OF U.S. DOLLARS TO LOCAL CURRENCY (APR 1984)

I.36 752.7013 Contractor‐Mission Relationships

I.37 752.7014 NOTICE OF CHANGES IN TRAVEL REGULATIONS (JAN 1990)

I.38 752.7015 USE OF POUCH FACILITIES (JULY 1997)

I.39 752.7018 HEALTH AND ACCIDENT COVERAGE FOR USAID PARTICIPANT TRAINEES. (JAN 1999)126

I.40 AIDAR 752.7019 PARTICIPANT TRAINING (JAN 1999)

I.41 752.7023 REQUIRED VISA FORM FOR USAID PARTICIPANTS. (APR 1984)

I.42 752.7025 Approvals. (APR 1984

I.43 752.7028 DIFFERENTIAL AND ALLOWANCES. (JUL 1996)

I.44 752.7029 POST PRIVILEGES (JULY 1993)

I.45 752.7031 Leave and Holidays. (OCT 1989)

I.46 752.7033 PHYSICAL FITNESS (JULY 1997)

I.47 752.7034 ACKNOWLEDGMENT AND DISCLAIMER. (DEC 1991)

I.48 752.7035 Public Notices. (DEC 1991)

I.49 AIDAR 752.7101 VOLUNTARY POPULATION PLANNING ACTIVITIES (JUNE 2008)

PART III ‐ LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

SECTION J ‐ LIST OF DOCUMENTS, EXHIBITS AND OTHER 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 (DEC 2012)

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

K.5 52.222‐22 PREVIOUS CONTRACTS AND COMPLIANCE REPORTS (FEB 1999)

K.6 52.222‐25 AFFIRMATIVE ACTION COMPLIANCE (APR 1984)

K.7 52.227‐15 REPRESENTATION OF LIMITED RIGHTS DATA AND RESTRICTED COMPUTER SOFTWARE (DEC 2007)

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

K.9 52.230‐7 PROPOSAL DISCLOSURE‐‐COST ACCOUNTING PRACTICE CHANGES (APR

K.10 INSURANCE ‐ IMMUNITY FROM TORT LIABILITY

K.11 AGREEMENT ON, OR EXCEPTIONS TO, TERMS AND CONDITIONS

K.12 AUTHORIZED NEGOTIATORS

K.13 SIGNATURE

SECTION L ‐ INSTRUCTIONS,CONDITIONS, AND NOTICES TO BIDDERS

L.1 52.252‐1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE

L.2 52.204‐6 DATA UNIVERSAL NUMBERING SYSTEM NUMBER

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

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

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

L.6 GENERAL INSTRUCTIONS TO OFFERORS

L.7 DELIVERY INSTRUCTIONS

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.9 INSTRUCTIONS FOR THE PREPARATION OF THE COST/BUSINESS PROPOSAL

SECTION M ‐ EVALUATION FACTORS FOR AWARD

M.1 GENERAL INFORMATION

M.2 EVALUATION CRITERIA

M.3 COST PROPOSAL EVALUATION

M.4 EVALUATION OF OPTIONS

M.5 BEST VALUE

M.6 DETERMINATION OF THE COMPETITIVE RANGE AND CONTRACT AWARD

M.7 CONTRACTING WITH SMALL BUSINESS CONCERNS AND DISADVANTAGED ENTERPRISES

M.8 EVALUATION SYSTEM

ATTACHMENT J.1

ATTACHMENT J.2

ATTACHMENT J.3

SOL-520-13-000005 SECTION B

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES/PRICES

B.1 OVERARCHING GOAL

The Lifelong Learning Project aims to improve education quality and access for underserved populations, i.e., indigenous children and out-of-school youth. The Offeror is required to provide technical assistance needed to improve the quality and equity of students’ reading outcomes. Technical assistance must focus on increasing teacher effectiveness; improving classroom learning environments; fostering effective first and second language (Mayan languages and Spanish) acquisition and reading; extending learning opportunities to underserved populations, especially girls and indigenous groups; and expanding parents’, communities’ and stakeholders’ participation in student learning. Reading outcomes must be improved through the Ministry of Education (MOE) structure reaching as many schools as possible. On the other hand, the contract seeks to enable youth in the Western Highlands (WH) region, (specifically in Quetzaltenango, Huehuetenango, San Marcos, Totonicapán, and Quiché) to achieve greater economic self-reliance and higher levels of civic engagement and educational achievement. The contract will provide Guatemalan youth with increased education, economic and civic participation opportunities with the aim of increasing stability and economic growth in the WH.

This project will have the following two components:

Component A: Learning to Read

Component B: Education for Employment and Lifelong Learning

B.2 CONTRACT TYPE

The Government contemplates award of a Cost Plus Fixed Fee (CPFF) completion contract resulting from this solicitation.

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

(a) Base Period of Performance: Years 1-3

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

(2) Within the estimated cost plus fixed fee (if any) specified in paragraph (a)(1) 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 __________. The Contractor shall not exceed the aforesaid obligated amount.

(b) Option No.1 Period of Performance: Year 4

(1) The estimated cost for the performance of the work required hereunder, exclusive of fee, if any, for the option period is __________. The fixed fee for the option period, if any, is ________. The estimated cost plus fixed fee, if any, for the option period is __________.

(2) Within the estimated cost plus fixed fee (if any) specified in paragraph (b)(1) above, the amount

(and payment of fee, if any) for performance hereunder is $0. The Contractor shall not exceed the aforesaid obligated amount.

(c) Option No. 2 Period of Performance: Year 5

(1) The estimated cost for the performance of the work required hereunder, exclusive of fee, if any, for the option period is __________. The fixed fee for the option period, if any, is ________. The estimated cost plus fixed fee, if any, for the option period is __________.

(2) Within the estimated cost plus fixed fee (if any) specified in paragraph (b)(1) above, the amount

(and payment of fee, if any) for performance hereunder is $0. The Contractor shall not exceed the aforesaid obligated amount.

(d) Funds obligated hereunder are anticipated to be sufficient through ____________.

B.4 LINE ITEMS

The Total Estimated Cost of this contract is within the following range: $22 - $25 Million (inclusive of base and option periods.) The estimated cost for the base period is $xxxxx. The estimated cost for the option period is $XXX.

The summary budget for the base period is as follows:

Total Estimated Cost $__________ Fixed Fee $__________ Total Estimated Cost Plus Fixed Fee $__________

NOTE: The Contractor will not be paid any sum in excess of the ceiling price. The only person authorized to commit or obligate additional funds is the Contracting Officer. Incurrence of costs in excess of the total amount obligated based on directions received from any individual other than the Contracting Officer and without prior Contracting Officer’s approval, shall not be reimbursed to the Contractor.

The summary budget for the option period No. 1 is as follows:

Total Estimated Cost $__________ Fixed Fee $__________ Total Estimated Cost Plus Fixed Fee $__________

The summary budget for the option period No. 2 is as follows:

Total Estimated Cost $__________

The total estimated costs inclusive of Based and Option Periods, if exercised, is as follows:

Total Estimated Cost $__________

LIMITATION OF FUNDS

The ceiling price of this contract is $xxxx. In accordance with FAR clause 52.232-22, funds currently obligated under this contract are limited to $xxxxx. The contractor is not authorized to incur expenses in excess of $xxxx and shall notify the Contracting Officer in writing whenever it has reason to believe that the costs it expects to incur under this contract in the next 60 days, or when added to all costs previously incurred will exceed 75% of the total obligated amount.

B.5 INDIRECT COSTS (DEC 1997)

For the Prime Contractor:

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 bases:

Description Rate Base Type Period

TBD 1/ 1/ 1/

1/Base of Application:

Type of Rate: Predetermined Period:

For Major Subcontractor(s):

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 bases:

Description Rate Base Type Period

TBD 1/ 1/ 1/

1/Base of Application:

Type of Rate: Predetermined Period:

“Major Subcontractors” are those subcontractors whose proposed cost exceeds $1,000,000. .

B.6 CEILING ON INDIRECT COSTS

For the Prime Contractor:

(1) Reimbursement for indirect costs shall be at the lower of the negotiated final rates or the following ceiling rates:

Description Rate Base Type Period

TBD 1/ 1/ 1/

1/Base of Application:

Type of Rate: Predetermined

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

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

For the Major Subcontractor(s):

(4) Reimbursement for indirect costs shall be at the lower of the negotiated final rates or the following ceiling rates:

Description Rate Base Type Period

TBD 1/ 1/ 1/

1/Base of Application:

Type of Rate: Predetermined

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

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

B.7 APPROVED MAJOR SUBCONTRACTORS

Major subcontractors are those expected to perform at least $1,000,000 or a prominent part of the technical effort and approved by the CO in accordance with FAR part 52.244-2 and part 44.202.2.

B.8 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.

[END OF SECTION B]

SOL-520-13-000006 SECTION C

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

USAID LIFELONG LEARNING PROJECT

C.1 OBJECTIVE

The objective of this contract is to improve education quality and access for underserved populations, i.e., indigenous children and out-of-school youth. The Offeror is required to provide technical assistance needed to improve the quality and equity of students’ reading outcomes. Technical assistance must focus on increasing teacher effectiveness; improving classroom learning environments; fostering effective first and second language (Mayan languages and Spanish) acquisition and reading; extending learning opportunities to underserved populations, especially girls and indigenous groups; and expanding parents’, communities’ and stakeholders’ participation in student learning. Reading outcomes must be improved through the Ministry of Education (MOE) structure reaching as many schools as possible. In addition, this project seeks to enable youth in the Western Highlands (WH) region, (specifically in Quetzaltenango, Huehuetenango, San Marcos, Totonicapán, and Quiché) to achieve greater economic self-reliance and higher levels of civic engagement and educational achievement. This project will provide Guatemalan youth with increased education, economic and civic participation opportunities with the aim of increasing stability and economic growth in the WH. Access must be increased for as many out-of-school youths as possible.

This contract directly supports USAID Education Strategy1 Goal 1 and Goal 3:

Goal 1: “Improved reading skills for 100 million children in primary grades by 2015”

Goal 3: “Increased equitable access to education in crisis and conflict environments for 15 million of learners by 2015”

Goal 1 recognizes that learning takes place at all levels but adopts a particular focus on early grade reading improvement as the foundation for future learning. Goal 3 promotes equitable access in countries in crisis or conflict. The contract also supports USAID/Guatemala’s Country Development Cooperation Strategy 2012-20162 (CDCS), Development Objective 2: “Improved Levels of Economic Growth and Social Development in the Western Highlands.”, Intermediate Result (IR) 2.3: “Education quality and access improved.” Target beneficiaries are the historically underserved and excluded populations in the rural areas of Guatemala’s WH.

The main objective of this project is to improve reading outcomes and increase access for out-of-school youth. Both components and all sub-results explained below must contribute to these goals.

C.2 BACKGROUND

Attachment J.3 - Annex 1 of this document contains important information on the country and education sector contexts in Guatemala in which this project will operate. It also describes current USAID-supported education activities in Guatemala. The Offeror must coordinate in all pertinent areas with these activities. Below are descriptions of the USAID strategic context underpinning this project as well as a description of the focus of project’s activities.

1 http://pdf.usaid.gov/pdf_docs/PDACQ946.pdf http://www.usaid.gov/sites/default/files/documents/2151/USAID_Estrategia_Educacion_Version_Final.pdf 2 http://transition.usaid.gov/our_work/policy_planning_and_learning/documents/GuatemalaCDCS.pdf

C.2.1 USAID Strategic Context USAID/Guatemala’s five-year CDCS was approved in 2012. The education project supported by this contract will directly contribute to USAID Guatemala’s Development Objective 2 (DO2), “Improved Levels of Economic Growth and Social Development in the WH”. DO2 hypothesizes that parallel improvements in the income, health and nutrition, and education of Guatemala’s rural poor will foster the sustainable rural development necessary for social and economic equity. Target beneficiaries include the historically underserved and excluded populations, in particular in the rural areas where 71% live in poverty.3 The contract will support the achievement of the three education-focused sub-intermediate results (sub-IRs) described below:

1. Sub-IR 2.3.1: Reading Skills Improved

2. Sub IR 2.3.2: Access to Quality Non-traditional Education Programs Increased

3. Sub-IR 2.3.3: Government of Guatemala (GOG) Institutions and Systems Strengthened

Guatemala faces many challenges regarding youth high rates of crime and violence throughout the country, e.g., the location of target areas on the border with Mexico, severe inequities in educational access, the high number of out-of-school youth in rural areas, and the need for educational opportunities to be relevant and flexible. In response to these circumstances, this project includes a youth-focused intervention designed to support Goal 3 of USAID’s Education Strategy. The youth intervention supports DO2 as described above and also DO1, “Greater Security and Justice for Citizens,” IR 1.2 “Reduced levels of violence in targeted communities at risk.” A newly approved “Building Resilience to Recurrent Crisis” Policy4 also highlights USAID’s priority to program in crisis and conflict contexts.

Gender inequity is a cross-cutting issue that affects the long-term development of Guatemala. All of the DO’s strategies, whenever possible, will leverage networks of women’s groups, focus on issues specific to women and their roles in the family, ensure development of their skills and talents, and promote greater participation in all political and economic activities.

With USAID assistance, the GOG has made great progress in developing education content standards for primary and secondary levels that are of international quality and are aligned with curriculum policy. It has also built capacity for testing and assessments as a foundation for an evidence-based approach to strategic decision-making. In fact, many of the USAID-supported educational initiatives instituted in previous years (e.g., standards, criteria-referenced testing, life competencies, and a teacher career development system) were new to the Guatemalan education sector. A big challenge for Guatemala is to continually ensure that reforms are institutionalized regardless of administrations. Reforms need to be constantly communicated to a broad range of stakeholders, including citizen groups, Ministry officials, teachers’ union representatives, the academic community, and business partners, thereby guaranteeing that the reforms are fully implemented, monitored, and systematically evaluated and, most importantly, that they positively impact the teaching and learning process of children in the classroom.

C.3 SCOPE OF WORK

Objectives of this contract are to foster pertinent learning environments by providing relevant Opportunities to Learn (OTL) for children and out-of-school youth. As reading is the foundation of lifelong learning, investments in early grade reading have a high return rate. As more of a third of Guatemalan children are failing first grade, interventions in early grade reading in bilingual contexts (Mayan languages and Spanish) is a pressing need for the development of the country. An intervention in early grades will reduce dropout out. Drop out in elementary level is highly correlated to students’ performance in first grade (and before). Hence, in the long term, completion rates in primary and

3Guatemala National Statistics Institute (INE), ENCOVI 2006.

4 http://transition.usaid.gov/resilience/USAIDResiliencePolicyGuidanceDocument.pdf enrollment rates in secondary education will increase. Low coverage rates in secondary education are a product of severe quality challenges in primary education, as opposed to a coverage challenge in secondary per se. In the end, efforts being made institutionally, at the local level and with the involvement of the entire education community, will lead to more adolescents in the education system.

Under this intervention, the Offeror must propose and implement activities that build upon successful education inventions to date in order to improve reading skills in the early grades, with special focus on the five WH departments listed in section C.1. This intervention complements and advances USAID/Guatemala’s implementation of the Education Reform in the Classroom project (REAULA 2009

- 2013) as well as the Education and Standards Research Program (ESRP 2005-2009) and previous programs of the USAID/Guatemala Better Educated Rural Society Strategy (1999-2004) to enhance equitable access to quality intercultural bilingual education. It also builds upon gains made in the last decade in the areas of curriculum policy, teacher training, applied research, monitoring and evaluation, information technology, improved classroom management as well as systems to promote transparency and accountability through the public education apparatus.

This contract also targets youth education and employment, which is a new area of intervention for the education sector of USAID/Guatemala. This intervention maintains emphasis on the critical need to develop basic literacy and numeracy with reading as a foundational skill, but targets a different group, i.e., out-of-school youth in selected rural areas, and adds a focus on the need to provide these youth with workforce skills. GOG is not responding to an important bulge of young population with increasing opportunity costs and without education opportunities.

Education options will be tailored to different pathways, local social capital, and labor market assessments. The provision of education and workforce opportunities for youth is a preventive measure in order to contribute to a conflict and violence free environment. This intervention will also provide valuable feedback and a learning agenda to GOG plans and interventions targeting out-of-school youth.

A key strategic document underpinning this youth intervention is the USAID “Youth in Development Policy”5 (October 2012). The Youth in Development Policy provides overarching guidance for development of youth-supportive programs, targeting ages 10-29, and has as its goal “to improve the capacities of youth so that they can contribute to and benefit from more stable, democratic, and prosperous communities and nations.” The objectives are (1) to strengthen youth programming, participation, and partnership in support of Agency development objectives and (2) to mainstream and integrate youth issues and engage young people across Agency initiatives and operations. Key findings for youth programs drawn from various studies and field experience are also included for reference in Attachment J.3 - Annex 2 of this document.

USAID will provide opportunities to out-of-school youth in selected rural areas as one way of preventing rural to urban migration and the likelihood of youth engaging in crime or other illicit activities, building workforce skills and increasing access to sustainable livelihood pathways. The theory of change is that if Guatemalan youth receive relevant education, economic and civic participation opportunities (defined by jobs, participation in the community and enrollment in further education), this will enable them to contribute positively and productively to society. Target beneficiaries are female and male youth, ages 15-24, in the historically underserved and excluded populations in the rural areas of Guatemala’s WH.

When feasible, special attention will be given to girls living in this region and targeted by Feed the Future (FTF) and the Global Health Initiative (GHI), in support of the CDCS, DO 2: “Improved Levels of Economic Growth and Social Development in the WH.” Interventions will strengthen existing options for out-of-school populations, scale up innovative and best practices, and create new education, work-readiness, and livelihood alternatives for youth. Developing effective strategies geared towards http://transition.usaid.gov/our_work/policy_planning_and_learning/documents/Youth_in_Development_Policy.p df functional literacy and numeracy, life-skills, workforce readiness, reproductive health, effective parenting, and job skills training will increase opportunities for positive participation in society for rural youth. Ensuring that youth are engaged in positive learning activities has been promoted as the key to achieving positive youth outcomes in challenging environments. A positive, nurturing environment that offers a safe space such as a school has been shown to mitigate violence and help in a youth’s development. Findings of a longitudinal study conducted in the United States show that youth who are connected to school are half more likely to engage in violent activity than those who are not connected to school (Blum, 2006)6.

It will be critical to explore current youth education and employment activities in the target zones in the design of the project, as well as to consider activities in other sectors that may provide opportunities for youth education and employment such as health, environment, agriculture, and economic development.

USAID work with the MOE on policy and curriculum issues related to secondary education and on the definition of basic life competencies that could be very useful. The Offeror must research these efforts and explore ways to carry on the dialogue with the MOE about youth education beyond primary school, to provide for the diverse educational needs of Guatemalan youth in sustainable ways.

To carry out the objectives of this project, the Offeror must support achievement of the results described below:

C.3.1 COMPONENTS AND EXPECTED RESULTS

C.3.1.1 Component A: Learning to Read USAID’s improved reading approach revolves around five goals. They are: (1) More time devoted to teaching reading, (2) Better techniques for teaching reading, (3) More texts in the hands of learners, (4) Teaching in the mother tongue (a language learners speak and understand), and (5) Testing learners’ reading progress7. The Results Framework for this Component is attached as Attachment J.3 - Annex 3.

Sub-Component A.1: Implementation of improved approaches to early grade reading instruction and development, distribution and use of supportive reading materials.

There is now worldwide interest in and research about what is necessary to achieve success in early-grade reading. Being able to read at grade level is seen as a critical requirement for a child to be able to perform well in other academic areas such as mathematics and science; it is needed for children to achieve success in school right from the start. Educational statistics in many countries show that children who succeed academically and do not repeat grades throughout their school career are much more likely to stay in school as a result of that success. This component places an emphasis on achieving an impact on reading for children beginning in the early grades, and thus it will be essential to understand the root causes that lead to low performance and academic failure. For example, it is critical to understand how gender, ethnicity, poverty, and residence affect parenting, preparation for school, enrollment in school, student retention, repetition, and academic performance. To cite just one issue related to gender, despite the rising proportion of Mayan females who are participating in the educational system, dropout among young Guatemalans is common, particularly at age 12; dropout at this age is especially frequent for Mayan females.8 Component A must adopt strategies that take into account how these types of issues affect the goals of getting children into school, keeping them there, and supporting them to achieve academic success.

6 USAID, Briefing Paper: Examining the Evidence in Youth Education in Crisis and Conflict, 2012.

7 http://transition.usaid.gov/our_work/education_and_universities/pdfs/2012/ED_Technical_Notes_2011.pdf 8 ‘Assessing the multiple disadvantages of Mayan girls: the effects of gender, ethnicity, poverty, and residence on education in Guatemala’; Kelly Hallman, Sara Peracca, Jennifer Catino, and Marta Julia Ruiz; Transitions to Adulthood Brief no. 16, updated June 2007; The Population Council, Inc.

An urgent focus in Guatemala is on first (L1) and second language (L2) acquisition and literacy standards to ensure effective early reading development. There is great need to continue emphasis on implementation of concrete models to get children to meet these language standards, i.e., how much time to spend on L1 and L2 each day, how to develop oral competencies in L2 while building and consolidating L1 oral language, reading and writing skills, how to transfer reading and writing skills to L2, and how to assess student language skills and student learning in the classroom. USAID has contextualized discussions on early grade and bilingual education to Guatemala, producing studies on effective intercultural and bilingual education experiences9 (Attachment J.3 - Annex 4). USAID has also supported the MOE in the design and pilot implementation of a Model for Early Childhood and Pre-primary Education “Caminemos Juntos” that supports emergent literacy in order to facilitate the transition to the primary level and prepare the conditions for the acquisition of reading skills that give children a better chance to primary completion.

In addition to building on extensive experience with bilingual instruction in Guatemala and Latin America, Component A will also draw on emerging, cutting edge programs in other regions.

Guatemala’s MOE recently launched a National Reading Program that is receiving technical assistance from USAID; this program is another opportunity for keeping the topic of the importance of early grade reading at the forefront of public attention.10 USAID has supported the National Reading Program by assisting the MOE with the selection of books for school libraries, helping the MOE write and produce a reading strategies guide for teachers and reading plans at the departmental level.

There is a sense of urgency that visible and measurable results must be achieved at the classroom level, going beyond the implementation of the Intercultural and Bilingual Education (EBI, Spanish acronym) model from the central level. The key question to keep in mind when proposing an approach for carrying out activities under this contract is how Component A can achieve results and use those achievements to rally support for change at the national level. USAID wishes to focus attention on early grade and bilingual education in the USAID/Lifelong Learning project, as these are seen as the building blocks for addressing the inequities present in the priority departments of the CDCS and the means to ground the technical work done to date in achievements that reach students in the classroom.

USAID supported the implementation of the Kemtzij model (education plan of the Quiché Departmental Education Office) assessing the ability of teachers to provide bilingual education, implementation of the National Curriculum and promoting reading in early grades. Even though this was not a full-fledged pilot of the Intercultural and Bilingual Education Model, it provided an opportunity to increase learning outcomes in bilingual education. In addition, this project has worked with communities of teachers, parents and community leaders organized to improve learning environments and reading outcomes at classroom level. The Offeror shall study the documents attached and describe how it will modify, refine and/or change the approach taken based on lessons learned and challenges faced at both local and national levels.

Tracking progress in early grade reading acquisition can only be done through careful monitoring, assessment, and evaluation. USAID has supported the development and implementation of the Early Grade Reading Assessment (EGRA) in Spanish and K’iche’, thereby laying the groundwork for further use of this tool to measure early grade reading performance. This project is also assisting with the development of another critical tool for teachers, i.e., formative assessment instruments. Component A

9 See, for example: “Experiencias efectivas en el desarrollo de la lectura en Guatemala y criterios de calidad en programas locales y nacionales de lectura ‐ Septiembre 2010” and “Experiencias exitosas en educación bilingüe multicultural e intercultural – EBMI – los últimos 15 años – 2010”.

10 http://www.reaula.org/noticia.php?noticia=21 will develop progress milestones for each grade, based on existing standards, and assist teachers in tracking students’ progress towards those goals over time, as well as in modifying instruction as needed in response to that rate of progress. The Offeror shall monitor and assess student performance using gender-disaggregated data for all reading activities supported by this project, so that progress toward the USAID Education Strategy’s Goal 1 “Improved Reading for 100 Million Children in Primary Grades by 2015” can be tracked.

Sub-Component A.1 seeks to achieve the following results:

Result A.1.1: The national standards-based model for intercultural and bilingual education (EBI Model) focusing on bi-literacy for Pre-Primary to Grade 3 is being successfully implemented in target schools.

There have been numerous efforts in Guatemala to develop curriculum and train teachers to teach children in their first language. The MOE, universities, non-government and civil society organizations, and donors have carried out these efforts. USAID provided support to the MOE to develop and implement the EBI Model. The Offeror shall draw upon these experiences to work with the MOE to strengthen its system-wide pedagogical approach for language and communication and especially its national bilingual education model. With regards to bilingual education, literacy should be acquired in L1 while simultaneously developing oral language in L2. The implementation of the EBI model underpins in the integration of EBI throughout the education system as a cross-cutting issue in policy making and service provision. This policy decision has to be supported by evidence showing effective results in the EBI model implementation. The Offeror shall demonstrate a clear understanding of the integration of EBI in the education system and its implications at policy and classroom level, to contextualize the implementation of the EBI model.

USAID has been working in 12 municipalities where Reading Friendly Municipalities Strategy, community libraries and/or teacher training have been implemented. Among these, nine are located in four of the five prioritized departments in WH:

Department Municipality

Totonicapán

1. Totonicapán

2. Momostenango

3. Santa María Chiquimula

4. Santa Lucía La Reforma

5. San Bartolo

San Marcos 6. Concepción Tutuapa

Quetzaltenango 7. Concepción Chiquirichapa

Quiché 8. Joyabaj

9. San Pedro Jocopilas

To the extent possible the Offeror will continue working in these municipalities to build on USAID-supported achievements. To reach 12 municipalities, the Offeror shall propose three new ones in the WH to be targeted by project’s activities.

Various modalities of the model are necessary to respond to the socio-cultural context of the country – one for children whose first language is a Mayan language and second language is Spanish, another for children whose first language is Spanish and will learn a Mayan language, another for Spanish-speaking children who will not acquire a second language in their first four years of school but will require an effective intercultural modality of education, and another for Mayan speaking children that do not speak Spanish. The EBI Model presented by the GOG in 2008 recognizes these modalities. The Offeror shall work side by side with the MOE (and especially the technical group for reading and bilingual education) and relevant stakeholders to implement, revise, and update the EBI model as needed and ensure its effectiveness and sustainability. The Offeror shall work in schools in the CDCS five priority departments for implementation of the model. Working in the focus departments to implement reading acquisition strategies in the classroom is not meant to be a pilot effort or to promote the creation of “bubbles” of development in particular zones of the country; it is rather seen as a means to carry on implementation work that USAID/Guatemala and other donor projects have been doing through the MOE structure, to demonstrate that EBI can and must be successful for children to break the cycle of failure in early grade reading. Success in targeted clusters of schools must be used to advocate for a broader, nationwide application of activities that are demonstrated to improve reading in the early years.

It is important to note that MOE personnel, donors, and NGO personnel working in education have stated that the codification of what constitutes a ”bilingual school” has not always been clear and this has served as an obstacle for determining the need for resources such as bilingual teachers and learning materials.

This challenge will need to be addressed and it may present an area for technical assistance at the national level, i.e., to clarify the bilingual school definition and tracking so that schools have access to the resources they need based on the student population that they serve. The MOE is conducting an important effort in this regard: there are approximately 2,000 EBI schools that went through a “characterization” process, in which each EBI school was classified according to their needs and characteristics.

Submission Requirement A.1.1: The Offeror shall present for USAID approval an EBI Model Implementation Strategy at Classroom Level showing how it will implement a standards-based intercultural and bilingual education model at the classroom level, focusing on language and reading development and including monitoring and assessment of gender-disaggregated student learning outcomes. This requirement will integrate several efforts of this contract under the OTL umbrella as the vehicle to promote a learning environment leading to increased performance. Implementation must take place in a number of schools that the Offeror must propose in its response to this Request for Proposals (RFP); all schools must be in the five priority departments under the USAID/Guatemala CDCS. The EBI Model Implementation Strategy must build upon recent efforts to implement the EBI Model in Guatemala and the lessons learned from those efforts as well as information obtained from international best practice in early grade bilingual education. The EBI Model Implementation Strategy under this requirement shall continue work with key actors in the DIGEBI of the MOE, and involve departmental and local MOE authorities and teachers in the target zones. The strategy shall include alliances and technical assistance, professional development, and training as needed for MOE and key stakeholders’ technical and non-technical personnel participating in this effort.

Due dates and format of this requirement can be found in section F of this RFP.

Result A.1.2: Student reading progress in target zones is being tracked using mechanism(s) to measure reading fluency and comprehension in early grades.

EGRA has been piloted in Guatemala with USAID support and is now available in Spanish and K’iche’.

The Offeror shall assess experiences with EGRA under USAID/REAULA and determine whether it will apply EGRA as a tool to measure early grade reading performance under this contract.

Whether or not EGRA is chosen as one tool to assess early grade reading, the Offeror shall support other means of tracking student’s reading achievement such as the use of standards-based continuous assessment tests. These are simple assessments that teachers can apply to determine whether a child is meeting the expected academic standards through the course of the school year. USAID recognizes the importance of formative evaluation as a complement to summative evaluation. Returning processed information to teachers quickly and providing them with tools to adjust teaching practices is key to increasing students’ reading performance. It is important to incorporate ongoing, formative evaluation into teacher guides, as well as to have these results discussed at school and district levels to improve learning. There are two areas of particular interest that the Offeror shall address in its proposal:

1. Formative evaluation: Some efforts in formative evaluation have been made with USAID support.

Curriculum Based Assessment (CBA) is a method that teachers can implement to monitor students’ learning. This assessment can categorize students’ progress according to established criteria.

Teachers can address individual needs based on the feedback received from this assessment. A summary of a study about the application of CBA tools is attached as Attachment J.3 ‐ Annex 5.

2. Follow-up tools: Once teachers have a clear panorama of their students’ challenges and areas for improvement, they need concrete tools to adjust teaching practices. “Cuadernos Pedagógicos” is an effort led by the MOE’s Education Evaluation and Research Directorate (DIGEDUCA, Spanish acronym) in which teachers are provided with simple yet useful tips to improve teaching practices.

This tool will contribute as a prescriptive guide to gains in early grade reading acquisition and as an in-classroom aid for teachers.

The Offeror shall describe in its proposal how it will continue to support to the MOE for formative evaluation implementation and to increase availability of formative evaluation resources providing best practices to improve teaching. Also the Offeror shall describe how prescriptive guides like the “Cuadernos Pedagógicos” (or other innovative tools) will be incorporated and developed as tools to improve instructional practices, hence strengthening reading skills at classroom level. Although the goal is that formative evaluation methods and tools be adopted and used nationwide, the scope of this project will concentrate on their use to measure student reading achievement in the schools where the EBI Model is being implemented.

Submission Requirement A.1.2: The Offeror shall apply validated performance testing instruments (e.g., affordable and reliable testing instruments) in randomly selected testing zones (including program and non-program schools) with a random sample of students to assess student reading outcomes and the impact of implementation of…