SOL-522-17-000001.pdf

SOL-522-17-000001

SOLICITATION, OFFER AND AWARD

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

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

ORDER UNDER DPAS (15 CFR 700)

6. REQUISITION/PURCHASE NUMBER

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

NEGOTIATED (RFP)

SEALED BID (IFB)

5. DATE ISSUED

1. THIS CONTRACT IS A RATED RATING PAGE OF PAGES

1 104

EXT.NUMBERAREA CODE

B. TELEPHONE (NO COLLECT CALLS)A. NAME

10. FOR

INFORMATION

CALL:

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

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

SOLICITATION

9. Sealed offers in original and

PART IV - REPRESENTATIONS AND INSTRUCTIONS

OTHER STATEMENTS OF OFFERORS

EVALUATION FACTORS FOR AWARD

INSTRS., CONDS., AND NOTICES TO OFFERORS

REPRESENTATIONS, CERTIFICATIONS AND

LIST OF ATTACHMENTS

CONTRACT CLAUSES

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

I

J

K

L

M SPECIAL CONTRACT REQUIREMENTS

CONTRACT ADMINISTRATION DATA

DELIVERIES OR PERFORMANCE

INSPECTION AND ACCEPTANCE

PACKAGING AND MARKING

DESCRIPTION/SPECS./WORK STATEMENT

SUPPLIES OR SERVICES AND PRICES/COSTS

SOLICITATION/CONTRACT FORM

PART II - CONTRACT CLAUSESPART I - THE SCHEDULE

H

G

F

E

D

C

B

A

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

11. TABLE OF CONTENTS

18. OFFER DATE17. SIGNATURE

SUCH ADDRESS IN SCHEDULE.

IS DIFFERENT FROM ABOVE - ENTER

15C. CHECK IF REMITTANCE ADDRESS

EXT.NUMBERAREA CODE

15B. TELEPHONE NUMBER

(Type or print)AND

ADDRESS

OF

OFFEROR

CODE FACILITY

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

DATEAMENDMENT NO.DATEAMENDMENT NO.

and related documents numbered and dated):

amendments to the SOLICITATION for offerors

(The offeror acknowledges receipt of

14. ACKNOWLEDGEMENT OF AMENDMENTS

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

(See Section I, Clause No. 52.232.8)

13. DISCOUNT FOR PROMPT PAYMENT

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

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

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

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

OFFER (Must be fully completed by offeror)

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

28. AWARD DATE

(Signature of Contracting Officer)

27. UNITED STATES OF AMERICA

25. PAYMENT WILL BE MADE BY

26. NAME OF CONTRACTING OFFICER (Type or print)

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

ITEM

(4 copies unless otherwise specified)

23. SUBMIT INVOICES TO ADDRESS SHOWN IN

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

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

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

AWARD (To be completed by government)

CODE

10/19/2016 X

HONDURAS

Office of Acquisition and Assistance USAID/Honduras Avenida La Paz Frente Embajada Americana Tegucigalpa, Honduras

Same as item 7

8:00am CT 11/21/2016

Maria Reyes

C. E-MAIL ADDRESS

X

X

X

X

X

X

X

X

X

X

X

X

X

PAGE(S)

Raphael Metzger

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

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

REQ-522-16-000190

See Section L.5

+(504) 2236-9320 4605 mreyes@usaid.gov

See Section L.5

RFP No. SOL‐522‐17‐000001

TABLE OF CONTENTS

PART I – THE SCHEDULE

SECTION A ‐ SOLICITATION/CONTRACT FORM (SF‐33)

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 AWARD BUDGET

B.5 INDIRECT COST RATES

B.6 CEILING INDIRECT COST RATES

B.7 PAYMENT OF FEE

B.8 COST REIMBURSABLE

SECTION C – STATEMENT OF OBJECTIVES

C.1 PURPOSE

C.2 SCOPE

C.3 BACKGROUND

C.4 LINK TO USAID STRATEGY

C.5 GOAL AND PERFORMANCE OBJECTIVES

C.6 OTHER CONSIDERATIONS

SECTION D ‐ PACKAGING AND MARKING

D.1 BRANDING AND COMMUNICATIONS PLAN

D.2 AIDAR 752.7009 MARKING (JAN 1993)

SECTION E ‐ INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

E.2 INSPECTION AND ACCEPTANCE

E.1 QUALITY ASSURANCE & INSPECTION SYSTEM FOR USAID ACTIVITIES

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 MONITORING AND STANDARDS

F.5 AUTHORIZED WORK DAY / WEEK

F.6 REPORTS AND DELIVERABLES OR OUTPUTS

F.7 CONTRACT MANAGEMENT AND PERSONNEL

F.8 KEY PERSONNEL

SECTION G ‐ CONTRACT ADMINISTRATION DATA

G.1 CONTRACTING OFFICER

G.2 CONTRACTING OFFICER’S REPRESENTATIVE (COR)

G.3 CONTRACTOR’S PRIMARY POINT OF CONTACT

G.4 PAYING OFFICE

G.5 ACCOUNTING AND APPROPRIATION DATA

G.6 CONTRACTOR’S PAYMENT ADDRESS

G.7 TECHNICAL DIRECTIONS/RELATIONSHIP WITH USAID

G.8 COUNTRY CLEARANCE

SECTION H ‐ SPECIAL CONTRACT REQUIREMENTS

H.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

H.2 AUTHORIZED GEOGRAPHIC CODE

H.3 NONEXPENDABLE PROPERTY PURCHASES AND INFORMATION TECHNOLOGY RESOURCES

H.4 SUBCONTRACTING CONSENT

H.5 GRANTS UNDER CONTRACTS

H.6 ENVIRONMENTAL CONCERNS

H.7 INTERFACE WITH USAID/HONDURAS’ THIRD‐PARTY MONITORING ACTIVITY

H.8 IMPACT EVALUATION

H.9 PRIVATE PUBLIC PARTNERSHIPS

H.10 SURVEY DATASETS

H.11 GEOGRAPHIC DATA AND CARTOGRAPHIC PRODUCT REPORTING REQUIREMENTS

H.12 CLIMATE RISK SCREENING

H.13 REQUIRED DATA ON PROGRAM COSTS AND INGREDIENTS

H.14 COLLABORATION, LEARNING AND ADAPTING (CLA)

H.15 AIDAR 752.7007 PERSONNEL COMPENSATION (JUL 2007)

H.16 ADDITIONAL REQUIREMENTS FOR PERSONNEL COMPENSATION

H.17 AIDAR 752.7027 PERSONNEL (DEC 1990)

H.18 AIDAR 722.170 EMPLOYMENT OF THIRD COUNTRY NATIONALS (TCN’S) AND COOPERATING

COUNTRY NATIONALS (CCN’S)

H.19 AIDAR 752.229‐71 REPORTING OF FOREIGN TAXES (July 2007)

H.20 USAID‐FINANCED THIRD‐PARTY WEB SITES (August 2013)

H.21 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL) (October 2014)

H.22 ELECTRONIC PAYMENTS SYSTEM

H.23 RESTRICTIONS AGAINST DISCLOSURE (MAY 2016)

H.24 ELECTRONIC AND INFORMATION TECHNOLOGY ACCESSIBILITY (MAY 2016)

H.25 USE OF INFORMATION TECHNOLOGY NOTIFICATION (MAY 2016) (DEVIATION NO. M/OAA‐

DEV‐FAR‐16‐1C)

H.26 MEDIA AND INFORMATION HANDLING AND PROTECTION (MAY 2016)

H.27 CLOUD COMPUTING (MAY 2016)

H.28 EXECUTIVE ORDER ON TERRORISM FINANCING

PART II ‐ CONTRACT CLAUSES

SECTION I ‐ CONTRACT CLAUSES

I.1 52.252‐2 CLAUSES INCORPORATED BY REFERENCE (FEB 1998)

I.2 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

I.3 52.204‐1 APPROVAL OF CONTRACT (DEC 1989)

I.4 52.229‐8 TAXES—FOREIGN COST‐REIMBURSEMENT CONTRACTS (MAR 1990)

I.5 52.243‐7 NOTIFICATION OF CHANGES (APR 1984)

I.6 52.203‐99 PROHIBITION ON CONTRACTING WITH ENTITIES THAT REQUIRE CERTAIN INTERNAL

CONFIDENTIALITY AGREEMENTS (APR 2015)

PART III ‐ LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACHMENTS

SECTION J ‐ LIST OF ATTACHMENTS

PART IV ‐ REPRESENTATIONS AND INSTRUCTIONS

SECTION K ‐ REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF OFFERORS

K.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

K.2 52.204‐3 TAXPAYERS IDENTIFICATION (OCT 1998)

K.3 52.204‐8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (APR 2016)

K.4 52.209‐5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (OCT 2015)

K.5 52.209‐7 INFORMATION REGARDING RESPONSIBILITY MATTERS (JUL 2013)

K.6 52.230‐1 COST ACCOUNTING STANDARDS NOTICES AND CERTIFICATION (OCT 2015)

K.7 52.203‐98 PROHIBITION ON CONTRACTING WITH ENTITIES THAT REQUIRE CERTAIN INTERNAL

CONFIDENTIALITY AGREEMENTS‐REPRESENTATION (APR 2015)

K.8 AUTHORIZED NEGOTIATORS

K.9 AGREEMENT ON, OR EXCEPTIONS TO, TERMS AND CONDITIONS

K.10 SIGNATURE

SECTION L ‐ INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

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

L.2 52.215‐20 REQUIREMENTS FOR CERTIFIED COST OR PRICING DATA OR DATA OTHER THAN

COST OR PRICING DATA (OCT 2010)

L.3 52.216‐1 TYPE OF CONTRACT (APR 1984)

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

L.5 GENERAL INSTRUCTIONS TO OFFERORS

L.6 INSTRUCTIONS REGARDING KEY PERSONNEL

L.7 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL

L.8 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/PRICE EVALUATION

M.4 DETERMINATION OF THE COMPETITIVE RANGE AND CONTRACT AWARD

M.5 SOURCE SELECTION

M.6 CONTRACTING WITH SMALL BUSINESS CONCERNS AND DISADVANTAGED ENTERPRISES

SECTION B ‐ SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of this Request for Proposal (RFP) is to acquire professional and technical services for implementation of the School‐Based Violence Prevention Activity (SBVPA) that is part of

USAID/Honduras’ Country Development Cooperation Strategy under its Development Objective 1

“Citizen Security Increased for vulnerable populations in urban, high‐crime areas”.

B.2 CONTRACT TYPE

USAID intends to award a Cost‐Plus‐Fixed‐Fee (CPFF) completion contract. For the consideration set forth below, the Contractor shall provide the deliverables or outputs described in Section F in accordance with the 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 upon award]. The fixed fee, if any, is [TBD upon award]. The estimated cost plus fixed fee, if any, [TBD upon award].

(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 upon award]. The Contractor shall not exceed the aforesaid obligated amount.

(c) Funds obligated hereunder are anticipated to be sufficient through [TBD upon award].

B.4 AWARD BUDGET

The Total Estimated Cost of this Contract is expected to be between $19,500,000 and $21,000,000 distributed as follows:

COST ELEMENT TOTAL AMOUNT

Salary and Wages $____________ Fringe Benefits $____________ Travel and Transportation $____________ Allowances $____________ Other Direct Cost $____________ Procurement (Equipment, Vehicles) $____________ Subcontracts $____________ Grants under Contracts $____________ Overhead $____________ General and Administrative $____________

TOTAL ESTIMATED COST $____________

Fixed Fee $____________

TOTAL EST. COST PLUS FIXED FEE $____________

B.5 INDIRECT COST RATES

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:

B.6 CEILING INDIRECT COST RATES

(a) Reimbursement for indirect costs shall be at a lower of the negotiated final or predetermined rate, or the following rates:

Description Rate Base Type Period

TBD 1/ 1/ 1/

1/Base of Application:

Type of Rate: Predetermined

Period:

(b) 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.

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

(d) The contractor shall make no change in its established method of classifying or allocating indirect costs without the prior written approval of the Contracting Officer and OAA/Contract Audit and

Support (CAS).

B.7 PAYMENT OF FEE

(a) The total amount of fee payable upon completion of all contract requirements will be set at the time of award and does not vary with actual cost.

(b) The intended form of this CPFF contract is the completion form. Definite goals or targets must be achieved and end products must be completed, delivered, and accepted by USAID during the period of performance and within the total estimated cost as a condition for payment of the entire fixed fee.

(c) A Fee Distribution Schedule (see below) must be approved before fee is paid.

(d) To prepare the Fee Distribution Schedule, offerors shall take the total fee that has been fixed for this award and distribute it across the goals or targets and deliverables from the approved WP and/or

MEL Plan, indicating the amount of fee associated with the timely completion of each goal, target or deliverable. The indication of the amount of fee associated must be indicated both a percentage of total fixed fee and as the total dollar amount represented by the percentage.

(e) Goals or targets and end products from the Fee Distribution Schedule that have fee associated with their completion or delivery shall be referred to as Fee Bearing Results or Deliverables.

(f) Fee Bearing Results or Deliverables proposed in the Fee Distribution Schedule must appear in the final approved WP and/or MEL Plan that has been prepared in compliance with the specifications and requirements specified herein. Appropriate Fee Bearing Results are completion of items that meet the USAID definition of an Output or Result. Performance Indicators are generally not an appropriate Fee Bearing Results. Deliverables such as reports may be Fee Bearing.

(g) The Fee Distribution Schedule should emphasize completion of goals, targets and/or deliverables that are the development results sought by USAID through this award, but must also include selected management implementation management and development results milestones as Fee

Bearing Milestones.

(h) As a condition for the payment of the portion of the total fixed fee associated with a specific goal, target and/or deliverable the, the contractor must complete the goal, target and/or deliverable

When a Fee Bearing Milestones is not completed or achieved the portion of the total fixed fee allocated to the Milestone in the Fee Distribution Plan shall not be paid.

(i) When a Fee Bearing Milestones is not completed on time, or requires more cost/effort to complete than projected in the WP and/or MEL Plan, the portion of the total fixed fee allocated to the

Milestone in the Fee Distribution Plan shall be subject to adjustment of the fee by the Contracting

Officer.

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]

SECTION C – STATEMENT OF OBJECTIVES

C.1 PURPOSE

The School‐Based Violence Prevention Activity (SBVPA) is an integral part of a broader portfolio directed to achieve USAID/Honduras’ Country Development Cooperation Strategy (CDCS) under Development

Objective 1 (DO1), “Citizen Security Increased for vulnerable populations in urban, high‐crime areas”, Sub‐Intermediate Result 1.1.2, “Quality services that protect against violence increased.” In support of

USAID/Honduras’ citizen security strategy, the Mission is introducing violence prevention strategies for children and youth within school settings. All implementation under the resulting award shall be In compliance with USAID operating policy as articulated in the Automated Directives System (ADS).

The purpose of the SBVPA is to: 1) address school‐based violence that impedes the delivery of education and its goals of access, retention and learning; and 2) use education and school processes to contribute to violence prevention in target communities.

C.2 SCOPE

The SBVPA will be conducted in the DO1 municipalities of Tegucigalpa, San Pedro Sula, La Ceiba, Choloma and Tela; and it will focus on education centers which may include “Centros Basicos” (grades 1‐

9), “Institutos” (grades 10‐12), vocational centers and alternative education programs which are held on school grounds. Selection of educational centers to work with in a target community should be based on an analysis of the factors contributing to school‐based violence. Services should be differentiated depending on the population and education center(s) chosen for intervention in a given community.

Final community and school selection will be done collaboratively (e.g. Implementing partner, USAID, GOH, and Community leaders, among others), with final approval resting with USAID/Honduras.

C.3 BACKGROUND

School‐Based Violence in Honduras

In 2011, the Honduran Congress passed the Fundamental Law for Education, in which the Government of Honduras (GOH) guarantees universal access to basic education (grades 1‐9) for all children. However, in urban areas in Honduras, only 62 percent of youth aged 13‐15 are in school and that figure further drops to 39 percent for ages 16‐18.1 One of the contributing factors to these low enrollment rates is the violence in and around schools, which includes the unabashed presence of criminal groups, gang members and weapons; aggression and violence in schools and classrooms by students and school personnel; extortion of teachers and students; and destruction of school facilities. This violence jeopardizes attendance and access to the educational facility; impacts the social, psychological, and

1 INE, 2013)Instituto Nacional de Estadística (2013). Encuesta permanente de hogares de propósitos múltiples. Retrieved February 11, 2016, from http://www.ine.gob.hn/index.php/25‐publicaciones‐ine physical wellbeing of both students and teachers; increases dropout rates; contributes to the forced recruitment of children and adolescents into gangs; and makes academic success in the school environment difficult.2 In order for the Fundamental Law for Education to come to fruition, children and adolescents require a safe place to learn and play.

School as an Entry Point for Violence Prevention

While the aforementioned factors create a challenging environment, evidence shows that well‐ designed, well implemented school‐based prevention and youth development programming can positively influence a wide array of social, health, and academic outcomes3. Research further suggests that programs that combine universal interventions with screening and specialized services for higher risk youth are even more effective at reducing overt aggression in school aged children4. Schools have comparative advantage as an entry point for interventions with children and youth, as most children attend school daily over the course of several years during a formative period in their development5.

Furthermore, schools are generally more efficient at implementing whole‐school community programs than parent and community groups alone.6

Several elements have been tied to the success of different school based violence prevention interventions. First and foremost, in order for an intervention to be successful, it must be linked to the central mission of the schools or to the issues for which teachers and other school personnel are held accountable, primarily academic performance. When school administrators and teachers are asked to perform functions outside the manageable interest and core functions of the school, programs will be disruptive and unsustainable in the long‐run.7 There is growing recognition that for schools to carry out their central Mission there must be strong school‐to‐community coordination to simultaneously develop personal and social assets necessary for safety – and that community and parental engagement in education is vital.

C.4 LINK TO USAID STRATEGY

USAID Education Strategy

The School‐Based Violence Prevention Activity contributes to Goal 3 of USAID’s Education Strategy

“Increased Equitable Access to Education in Crisis or Conflict Environments.”8 Goal 3 recognizes that quality of education is essential for learning. Beyond access to safe education services for children and

2 Lindstrom Johnson, Sarah. “Improving the School Environment to Reduce School Violence: A Review of the Literature.” Journal of School Health, October 2009, Vol 79, No 10.

3 Furlong, Michael et al. “Preventing School Violence: A Plan for Safe and Engaging Schools.” September 2005 4 Sprague, Jeffrey R. et al. “Skills For Success: A Multi‐Level School Violence Prevention Intervention.” Available at http://www.ode.state.or.us/opportunities/grants/nclb/title_iv/a_drugfree/skillsforsuccess‐sprague.pdf 5 A Recommendation to Reduce Rates of Violence Among School‐Aged Children and Youth by Means of Universal School‐Based Prevention Programs, American Journal of Preventive Medicine, 2007, volume 33, Issue 2 6 Furlong, Michael et al. “Preventing School Violence: A Plan for Safe and Engaging Schools.” September 2005 Greenberg, Mark T. et al. “Enhancing School‐Based Prevention and Youth Development through Coordinated Social, Emotional, and Academic Learning.” American Psychologist, June/July 2003, p.467.

USAID Education Strategy can be found at http://pdf.usaid.gov/pdf_docs/Pdacq946.pdf youth in conflict and crisis environment, USAID also emphasizes strengthening the institutional capacity of a school system for crisis prevention.

USAID’s Central America Regional Security Initiative (CARSI)

In 2008, the U.S. Government introduced the Central America Regional Security Initiative (CARSI) in order to reduce crime rates and improve security in Central America. The School‐Based Violence

Prevention activity will be part of this initiative. The five pillars of CARSI are listed below. The School‐

Based Violence Prevention Activity will contribute directly to pillar A, C and D.

Pillar A. Create safe streets for the citizens of the region.

Pillar B. Disrupt the movement of criminals and contraband to, within, and between the nations of

Central America.

Pillar C. Support the development of strong, capable, and accountable Central American governments.

Pillar D. Re‐establish effective state presence, services and security in communities at risk; and

Pillar E. Foster enhanced levels of coordination and cooperation between the nations of the region, other international partners, and donors to combat regional security threats.

Drawing on the work carried out through CARSI, learning from other crime prevention programs in Los

Angeles, Chicago, and other U.S. cities and well as the work of the Centers for Disease Control (CDC)’s

Division of Violence Prevention, USAID is focusing on strengthening resilience to chronic violence in specific communities. This is done through a combination of primary prevention (focused on reducing risks for populations living in high‐crime areas), secondary prevention (focused on specific individuals at highest risk of becoming perpetrators of crime and violence), and tertiary prevention (focused on those who have already committed infractions and/or non‐violent crimes) programs. USAID has invested in several studies to inform violence prevention programming regionally and in Honduras. Among them are the CARSI‐supported research on “What Works in Reducing Community Violence: A Meta‐Review and Field Study for the Northern Triangle” and the “Gender Based Violence Analysis for

USAID/Honduras.”

USAID/HONDURAS Country Development Cooperation Strategy (CDCS)

DO1 addresses critical aspects of citizen security that beset Hondurans. Honduras had one of the highest murder rates in the world at 60 homicides per 100,000 people in 2015.9 Violent acts are primarily concentrated in low‐income, urban areas and primarily perpetrated by young males against other young males. In DO1 focus areas and amongst these populations, the homicide rate was 91 per 100,000 while the national average was 60/100,000 in 2015.10 In 2012, 59 percent of homicides in the country were concentrated in five of the country’s 298 municipalities, and 91 percent of homicide victims were males, the majority between 15 and 34 years of age. Femicides in Honduras alone have also far surpassed

9 IUDPAS/UNAH 2015 Bulletin from the National Violence Observatory.

10 IUDPAS/UNAH 2015 Bulletin from the Local Violence Observatory for San Pedro Sula.

epidemic levels, with the death of 12 of every 100,000 residents attributed to gender‐based violence in

2015.

Figure 1: Results Framework for Development Objective 1‐ Citizen Security increased for vulnerable populations in urban, high crime areas.

A key hypothesis under DO1 is that if targeted interventions reduce risk factors for criminal/violent behavior and youth development at the community level is improved, fewer individuals will commit violent acts, thus increasing citizen security. Under DO1, USAID/Honduras seeks to increase protective factors that prevent violence and reduce associated risk factors. Protective factors are tied to specifically identified behaviors in four categories: Individual, Family and Peer and Social.11

USAID/Honduras is also investing in primary school reading programs in targeted DO1 areas, as research has demonstrated that early grade reading competency is critical for reducing dropouts and improving success in future grades. In addition, USAID is investing in the prevention of pregnancy in adolescence considering that is a contributing factor to dropping out of the educational system by teenage girls.

Consistent with the USAID Education Strategy Goal 3, USAID/Honduras is strengthening the role of the school as a vector of community cohesion through broader social service provision and community engagement in order to further deter crime. USAID/Honduras pilot activities on school‐based‐ prevention indicate positive outcomes on violence reduction in school grounds and increased enrolment rates when linkages are strengthened between schools and community based service providers.12

11 http://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html 12 Mazariegos L. (2014) Chamelecón Asegura su Educación.

Result 1 Resilience of Communities and Individuals to Crime

Increased

1.1 Community

Structure that mitigates against crime Improved

1.1.1 Public

infrastructure improved

1.1.2 Community

networks and systems strengthened

1.2 Quality Services

That Protect Against Violence Increased

1.2.1 Key Risk‐

Reduction Services for Family and

Individuals Increased

1.2.2 Positive Youth

Development Increased

Result 2 Performance of national and municipal security systems improved

2.1 Citizen

engagement with the security and justice sector improved

2.2 Efficiency of

security and justice systems improved

2.2.1 Investigation of

select crimes increased

2.2.2 Prosecution

strengthened

2.2.3 Judicialization

improved

2.3 Effective

community police presence increased

C.5 GOAL AND PERFORMANCE OBJECTIVES

C.4.1 GOALS

The overall goal of this activity is to establish safe schools that promote positive child and youth development in targeted communities within DO1 high‐crime municipalities in Honduras; these municipalities are Tegucigalpa, San Pedro Sula, La Ceiba, Choloma and Tela.

In order for this to be achieved, schools13 need to be safe spaces for children and youth to attend and learn and for teachers to teach. A key element is the prevention of violence in and around schools including organized gang activity and recruitment, bullying, aggressive classroom behavior; school related gender‐based violence (SRGBV), threats, extortions or other forms of violence and intimidation.14 The outcome should be that students will feel and be safe in and around schools so that they are able to access education and once in the school environment can focus on learning.

C.4.2 PERFORMANCE OBJECTIVES

To achieve this, the SBVPA shall concentrate on the following four specific objectives:

1) Improve school ability to reduce school‐based violence through creation of safe learning environments;

2) Strengthen local networks that increase school safety;

3) Increase capacity of Ministry of Education and social protection actors to prevent and respond to school‐based violence; and

4) Lower risk factors and enhance protective factors for students that qualify for secondary prevention services

The approach proposed should aim to build a social network around schools to reduce violence inside and around schools. Three main pillars of a proposed network would include prevention, response and reporting. Prevention often relates to actions that will be conducted in order to have safer learning environments and may include working with teachers, students, community members and other relevant stakeholders. The response and reporting relates to actions that address forms of violence that are punishable by law.

13 Schools include those that are in the formal education system and are regulated by the Ministry of Education as well as vocational training centers.

14https://www.nasponline.org/Documents/Resources%20and%20Publications/Handouts/Families%20and%20Educators/Stude nt%20Counseling%20Violence%20Prevention.pdf

OBJECTIVE 1: Improve school ability to reduce school‐based violence through creation of safe learning environments

Objective 1 focuses on strengthening schools’ capacity to prevent and mitigate school‐based violence to the extent possible and within schools’ manageable interests. Key elements include the clear understanding of the forms of violence in and around schools to ensure the safety of the learning environments, and of the barriers that impede access to education for at‐risk children and youth in gang‐ridden, urban areas. These may include restricted access to school and absenteeism due to School

Based Violence (SBV), SRGBV and gang related territorial conflicts, forced school displacement or drop‐ outs due to violence, and limited efforts for re‐integration for children/youth out of school.

Interventions shall leverage the core functions of the school including curriculum delivery, pedagogy, teacher development, school climate, extracurricular activities, school‐based management, and community participation, among others. As an example, educators within these schools need to have the skills to go beyond the traditional curriculum and integrate other elements related to social and emotional well‐being to help children cope with their surroundings, including resilience, conflict resolution, cognitive behavioral theory, self‐esteem, community service or other skills determined as critical for child well‐being. Interventions need to address gender dynamics in a culturally sensitive way.

A critical requirement of this objective is the identification of achievable immediate term results in school based violence prevention and reduction. The proponents should be clear in the approaches they will choose to achieve both short term and longer term results in school‐based violence reduction.

OBJECTIVE 2: Strengthen local networks that increase school safety

Objective 2 recognizes that school administrators and teachers cannot address every problem and the school must create links with NGOs, civil society organizations, government, child protection systems and other groups that provide specialized services for children to help prevent and mitigate violence.

Under Objective 2, SBVPA shall improve awareness, capacity, coordination, and referral systems of institutions/actors in the local network that provide services that are outside the scope of the school. A systems map will be developed to identify the formal and informal actors that are relevant at the community level, and should include the central government, municipal governments, Honduras

National Police, local community‐based organizations, faith based associations, civil society groups, women’s groups and community leaders, and all social protection actors or systems in place, among others. In addition, it will be important to understand and strengthen the protocols that are currently in place for child protection cases and strengthen the referral mechanisms for children and youth to receive appropriate care. It is expected that work under this objective will lead to communities and relevant national actors that can support the prevention and mitigation of school‐based violence so that students and teachers will be safer in school. Models of social asset networks for students at the community level should be considered as part of the sustainability of violence preventive measures in schools.

OBJECTIVE 3: Increase capacity of the Ministry of Education and the social protection system to respond to School Based Violence

The focus of this objective is to build the capacity of the Ministry of Education (MOE), as the leading institution of the GOH to address school‐based violence in order to create safe school environments and increase access to education for those most at risk. At the end of this Activity the MOE will have developed a greater capacity to anticipate, mitigate and respond to violence in schools and effectively coordinate with the existing local network and social protection system identified in Objective 2 for issues that are outside of the MOE’s mandate. Essential to this objective is strengthening the MOE’s capacity to identify and monitor violence in schools and mitigate school‐based violence by integrating violence prevention into the core functions of the school. It will also be important for the MOE to coordinate with local actors in the network for issues that touch the school. This may include vetting child protection protocols used in schools and ensuring referral systems exist and are effective for specialized services for youth that are outside of the manageable interest of the MOE. A national coordinated and strategic approach to safety in schools with clear roles for relevant and diverse parties is a critical element of this objective. The activity shall address the weak coordination between MOE and the child protection system (and key actors as identified in the mapping done under objective 2) to identify, track, respond and cope with schoolbased violence within and around schools.

OBJECTIVE 4: Lower risk factors for students that qualify for secondary prevention services

Under this objective, SBVPA will assist education centers in putting into place screening processes to identify students who qualify for secondary prevention services15 and then ensuring that those students receive specialized interventions tailored to their elevated level of risk. Interventions shall build upon lessons learned and capitalize on existing resources (including the processes, tools –e.g. YSET16 ‐ and thresholds used to identify risk factors in Honduras) of other USAID‐funded secondary and tertiary prevention initiatives in order to appropriately service the higher risk youth. It is necessary to define exactly what process will be used to apply the aforementioned tools and processes to both identify risk factors and clearly define how the level of risk and the nature of the risk, will determine the package of services to be provided. For students who qualify, SBVPA shall provide innovative school‐based secondary prevention services through a set of specialized interventions aimed at lowering students’ risk factors and increasing their protective factors, in order to decrease the likelihood that they will engage in violent or criminal activities. Ensuring these students have access to the necessary services may also involve referrals to external service providers and networks. For this purpose, coordination and collaboration with other USAID and/or donor‐funded interventions, as well as local actors conducting secondary violence prevention activities in targeted locations shall be essential to increase sustainability for these efforts.

15 For the purposes of this component, secondary prevention is defined as targeting youth who show early signs of aggression and antisocial behaviors, or those who are at risk of developing such problem behaviors (Connor, 2002).

16 YSET is the Youth Services Eligibility Tool developed for USAID/Honduras to determine the level of risk in individuals.

C.6 OTHER CONSIDERATIONS

a) INNOVATION: The Contractor will look for opportunities to incorporate innovations and new ideas into interventions across this activity in order to better address violence in schools. Collaboration, Learning, and Adapting (CLA) approaches shall be incorporated whenever possible, as maximum flexibility, learning, and adapting, will be necessary for the success of this activity.

b) COMMUNITY BASED SOCIAL RESPONSIBILITY: The Contractor shall create opportunities for children and youth and their school communities in at‐risk neighborhoods to participate in community service projects along with child protection actors. These community service projects will not only teach children and youth about social responsibility, but it will also engage all players and build strong networks of shared responsibility for the outcomes that this Activity seeks to achieve.

c) GENDER: The SBVPA shall incorporate approaches and actions to reduce and address gender‐based violence, as well as advance gender equality, female empowerment, and strategies for equality between boys and girls including new masculinities within the SBVPA.

USAID has increased efforts to reduce gender inequality and to enable women and girls to realize their rights, determine their life outcomes, influence decision‐making, and become agents of change in households, communities, and societies. Additionally, due to violence levels in Honduras as measured by the 2011/2012 Demographic and Health Survey and the number of femicides in recent years, the Agency has designated Honduras as a “priority country for gender‐based violence (GBV)”.

As a result, USAID/Honduras’ activities are required to make active efforts to increase gender equity and reduce GBV as relevant to the particular activity and its results.

In response to the Agency requirements and to increase the effectiveness of the Activity, the offeror must incorporate in the proposal clear ideas on how and which gender gaps, GBV and SRGBV issues affect reaching activity results. The proposal must include the following:

1. What gender gaps, GBV and SRGBV issues most affect activity results?;

2. How the offeror would address these gaps and issues?;

3. Specify the level of financial and human capital resources, level of effort, and other resources required to carry out the interventions to reduce the gender issues described above; and

4. Select indicators that will measure progress towards reducing those gender issues.

To determine potential gender‐based constraints and issues, offerors should consider, at a minimum, the following questions: (1) Do males and females have the same opportunity to participate in the activity being undertaken?; (2) If not, is it possible to adjust the activity to ensure equal opportunity?; (3) Are males and females treated or affected differently by the activity or the work to be undertaken?; (4) If so, would this difference be an important factor in managing the activity to ensure sustainable program impact?; and (5) Can the activity be adjusted to help empower groups that otherwise might be disadvantaged in terms of decision making and leadership roles?

d) SUSTAINABILITY: The SBVPA shall consider sustainability a priority and plan for its achievement and progress throughout the program. As part of a sustainability plan with clear actions and milestones, local partners shall be empowered to assume leadership of school‐based violence prevention initiatives in the medium and long‐term. The Contractor is encouraged to creatively explore collaborative relationships that shall ultimately increase the capacity of local partners, including

GOH institutions such as the MOE, MOH, the National Institute of Youth, and other partners to continue to deliver services that protect against school‐based violence after the conclusion of

SBVPA.

e) INFRASTRUCTURE: USAID understands non‐structural, cosmetic initiatives may be part of an integrated approach to school‐based violence prevention. Initiatives that contribute to the fulfillment of activity goals may be considered under SBVPA. These may include non‐structural cosmetic work (painting, wall covering, floor covering, window replacement, among other initiatives that do not affect structural elements) and installing new equipment that increases school security

(e.g. improved lighting, playground equipment, intercom systems, and bathroom facilities, among other initiatives that do not affect structural elements). For larger scale, structural improvements, classroom refurbishment, and the development of new infrastructure, the activity should coordinate with other USAID/Honduras activities that shall implement complementary community‐based infrastructure activities.

f) COORDINATION WITH OTHER DO1 ACTIVITIES: USAID/Honduras implements interventions in the

DO1 zone of influence through a Place‐Based Strategy (PBS), defined as concentrated, evidence‐ informed interventions by multiple stakeholders in strategic high‐crime areas focused on reducing homicides, preventing violence, and improving citizen security. The PBS enables a variety of interrelated activities to focus on a wide range of violence‐related issues confronting communities, tackling those issues in concert to improve citizen security dynamics. The SBVPA shall be expected to actively engage and coordinate with other existing and future Education, DO1 and Mission wide

M&E activities in order to fulfill the objectives of the SBVPA and the broader DO1 strategy. Refer to

Section J Attachment 2 for a full list of current and future DO1 activities that intersect with SBV.

g) COORDINATION WITH NATIONAL POLICE AND MINISTRY OF SECURITY: In order to address the weak national capacity of security forces to track, respond and cope with SBV, the SBVPA shall interact with a variety of national institutions, including the National Police and Ministry of Security. The

SBVPA may look to strengthen systemic capacity to improve awareness of SBV; provide guidance to better (more effectively and more quickly) detect dangers or threats; as well as identify and promote effective protocols and staff procedures that respond to SBV. The SBVPA shall elevate safety in schools as a high priority within the Ministry of Security and National Police and be a catalyst in providing relevant stakeholders with the capacity to address this issue in sustainable ways.

h) RELATIONSHIP WITH THE GOVERNMENT OF HONDURAS (GOH): Collaboration and coordination with the GOH is a requirement for success and sustainability. In addition to interactions with GOH institutions detailed above, the Contractor is expected to propose strategies that support Honduras in priorities established through the Alliance for Prosperity, specifically as it relates to citizen security.

i) INTERNSHIP PROGRAM: The Contractor shall develop a paid internship program for the duration of this SBVPA. The intern(s), who will work along with Contractor staff on the activity, both in the

Contractor’s office and the field, must be youth (male and/or female) from high‐risk neighborhoods, of Afro‐Honduran or other ethnic descent, and/or members of the LGBTI community or living with disabilities, and have at least a high school degree or equivalent. It is expected that the work that interns are tasked with be substantive in nature and not less than six months. It is encouraged that the structure of the internship program should benefit the applicants professionally in the future.

The age of interns should comply with local labor law.

j) GRANTS UNDER CONTRACT (GUC) MECHANISM: This mechanism shall be used to support local solution activities and innovations that can contribute to the establishment of safe schools. GUCs may be considered for U.S. and non‐U.S. non‐governmental institutions, and civil society organizations (CSOs). All grants must be community based and directly support program outcomes.

Grants can be used to support local solutions and innovative ideas to carry out Community Based

Social Responsibility activities, to strengthen safety networks to reduce violence in schools but not limited to these.

[END OF SECTION C]

SECTION D ‐ PACKAGING AND MARKING

D.1 BRANDING AND COMMUNICATIONS PLAN

The Contractor shall include in its proposed Work Plan steps and processes to coordinate with

USAID/Honduras Branding & Marking staff in support of the development of a Branding Implementation

Plan (BIP) and Marking Plan; Branding & Marking staff provide support to the COR. The BIP and Marking

Plan shall be submitted to the COR within 60 calendar days after award. Contractor must secure written approval of the COR, Alternate COR, or CO for all deliverables; approved BIP and Marking Plan shall be made a part of the resulting award.

The BIP and Marking Plan shall comply with ADS 320.3.2.2 and 320.3.2.3 requirements, respectively, and shall outline events and materials, as well as enumerating the public communications, commodities, program materials, and other items that visibly bear or shall be marked with the USAID Identity. The

Spanish‐ language logo should be used for Spanish‐language communications/materials. The proposal must contain a Draft BIP and Marking Plan in accordance the Branding Strategy of this RFP (refer to

Section J Attachment 3), and make special considerations for the working environment in which SBVPA shall take place.

Markings under this contract shall comply with the USAID Graphic Standards Manual available at www.usaid.gov/branding, or any successor branding policy.

D.2 AIDAR 752.7009 MARKING (JAN 1993)

(a) It is USAID policy that USAID‐financed commodities and shipping containers, and project construction sites and other project locations be suitably marked with the USAID emblem. Shipping containers are also to be marked with the last five digits of the USAID financing document number.

As a general rule, marking is not required for raw materials shipped in bulk (such as coal, grain, etc.), or for semi‐finished products which are not packaged.

(b) Specific guidance on marking requirements should be obtained prior to procurement of commodities to be shipped, and as early as possible for project construction sites and other project locations. This guidance shall be provided through the cognizant technical office indicated on the cover page of this contract, or by the Mission Director in the Cooperating Country to which commodities are being shipped, or in which the project site is located.

(c) Authority to waive marking requirements is vested with the Regional Assistant Administrators, and with Mission Directors.

(d) A copy of any specific marking instructions or waivers from marking requirements is to be sent to the Contracting Officer; the original should be retained by the Contractor.

[END OF SECTION D]

SECTION E ‐ INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE

The following contract clauses pertinent to this section are hereby incorporated by reference (by

Citation Number, Title, and Date) in accordance with the clause at FAR "52.252‐2 CLAUSES

INCORPORATED BY REFERENCE" in Section I of this contract. See FAR 52.252‐2 for an internet address

(if specified) for electronic access to the full text of a clause.

FEDERAL ACQUISITION REGULATION (48 CFR Chapter 1)

NUMBER TITLE DATE

52.246‐3 INSPECTION OF SUPPLIES ‐ COST‐REIMBURSEMENT MAY 2001

52.246‐5 INSPECTION OF SERVICES ‐ COST‐REIMBURSEMENT APR 1984

52.246‐15 CERTIFICATE OF CONFORMANCE APR 1984

E.2 INSPECTION AND ACCEPTANCE

USAID inspection and acceptance of services, reports and other required deliverables or outputs shall take place at:

USAID/Honduras

Frente a Embajada Americana

Avenida La Paz

Tegucigalpa, Honduras or at any other location where the services are performed and reports and deliverables or outputs are produced or submitted. The Contract Contracting Officer’s Representative (COR) listed in Section G has been delegated the authority to inspect and accept all services, reports and required deliverables or outputs.

Acceptance of deliverables by the COR must be in writing.

E.1 QUALITY ASSURANCE & INSPECTION SYSTEM FOR USAID ACTIVITIES

The contractor is required to provide and maintain an inspection system that is acceptable to USAID and expects its implementing partners to provide acceptable inspection of their own work in the form of ongoing monitoring and evaluation (see Section C). Certain deliverables required by this contract and described in Sections C, E, and F shall, collectively, comprise key components of the contractor inspection system. These are:

Workplan (WP), which relates work to be performed to level of effort (LOE), cost and schedule;

Monitoring, Evaluation and Learning Plan (MEL Plan);

Reports based on the WP and MEL Plan.

Relating costs to work performed and schedule is critical to effective monitoring. Therefore, the WP as a stand‐alone document, and/or the WP and MEL Plan together, must show the relationship between:

a) the tasks and sub‐tasks that lead to completion of milestones/results/deliverables;

b) resources (e.g., cost of activities per objective, level of effort for short‐term technical assistance, trips, workshops, material support, etc.); and

c) time/schedule (when the promised results and deliverables are to be completed.

SPECIFICATIONS & REQUIREMENTS

1) The Work Plan (WP), is approved in writing by the COR and it shall cover activities and tasks required to complete both the management and technical requirements of the contract. Contractor’s WP must reflect integrated, well‐synchronized, effectively sequenced delivery of services.

2) The WP must be approved prior to the commencement of significant implementation. If any portion of the WP is considered to be unsatisfactory the WP may be approved in parts.

3) The contractor must develop an activity results framework directly linked to a fully developed theory of change.