SOL_608-14-000005-_revised.pdf

Request for Proposal (RFP) Issuance Date: June 6, 2014 Deadline for Receipt of Questions: June 16, 2014, 15:00 Rabat Local Time Responses to Questions/RFP Amendment: June 20, 2014, 15:00 Rabat Local Time RFP Closing Date: July 7, 2014, 15:00 Rabat Local Time

Subject: Request for Proposal (RFP) No. SOL-608-14-000005

USAID-Morocco Career Development Activity

To All Prospective Offerors:

The United States Government, represented by the U.S. Agency for International Development (USAID) Morocco Mission (USAID/Morocco), is seeking proposals from qualified organizations interested in providing technical services for the project entitled “USAID-Morocco Career Development Activity” as described in the attached solicitation.

This procurement will be conducted under full and open competition procedures, pursuant to Part 15 of the Federal Acquisition Regulation (FAR) (48 CFR Chapter 1). If your organization decides to submit a proposal in response to this solicitation, it must be submitted in accordance with Section L of this RFP. Offerors must also carefully review Section M - Evaluation Factors for Award. Sections B through I of the solicitation will become a substantive part of the anticipated contract with blanks to be completed by the Contracting Officer upon award. Section K - Representations, Certifications and Acknowledgements must be filled out in full via the federal acquisition website at www.acquisition.gov.

USAID/Morocco anticipates one contract will be awarded as a result of this solicitation.

USAID/Morocco intends to award a Cost Plus Fixed Fee (CPFF) completion type contract for a period of four (4) Years from the date of award, with a possible one-year extension option.

Issuance of this solicitation does not in any way obligate the US government to award a contract nor does it commit to pay for any costs incurred by the Offeror in the preparation and submission of a proposal. Award of a Contract under this RFP is subject to funds availability following the proper completion of required USAID internal processes and other internal USAID approvals.

Any questions concerning this RFP must be submitted in writing to Ms. Najia Mesfioui at nmesfioui@usaid.gov and to Ms. Salya Yacoubi at syacoubi@usaid.gov.

If you decide to submit a proposal, it must be received by the closing date and time indicated at the top of this cover letter.

This RFP can be viewed and downloaded from FedBizOpps at www.fbo.gov. USAID bears no responsibility for data errors resulting from transmission or conversion processes. Further, be aware that amendments to solicitations are occasionally issued and will be posted on the same website from which you downloaded this solicitation. USAID advises interested parties to regularly check the above website for amendments.

http://www.acquisition.gov/ mailto:nmesfioui@usaid.gov mailto:syacoubi@usaid.gov http://www.fbo.gov/

Sincerely, Anne Quinlan Contracting Officer

Table of Contents Page

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

SECTION C - STATEMENT OF WORK

SECTION D - PACKAGING AND MARKING

SECTION E - INSPECTION AND ACCEPTANCE

SECTION F - DELIVERIES OR PERFORMANCE

SECTION G - CONTRACT ADMINISTRATION DATA

SECTION H - SPECIAL CONTRACT REQUIREMENTS

PART II - CONTRACT CLAUSES

SECTION I - CONTRACT CLAUSES

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

SECTION L - INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS

SECTION M - EVALUATION FACTORS FOR AWARD

ATTACHMENTS

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE (CPFF)

The purpose of this contract is to provide technical assistance and services as described in detail in Section C, Statement of Work for the implementation of “USAID-Morocco Career Development Activity” Program.

B.2 CONTRACT TYPE AND SERVICES (CPFF)

This is a Cost-Plus-Fixed Fee (CPFF) completion type contract. For the consideration set forth in the contract, the Contractor shall provide the deliverables or outputs described in Section C and comply with all contract requirements.

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

(a) This is a Cost Plus Fixed Fee (CPFF) completion type contract. The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, if any, is TBD for the base period (years 1-4). The fixed fee is TBD for the base period (years 1-4). The estimated cost plus fixed fee is TBD for the base period (years 1-4). The estimated cost for the performance of the work required hereunder, exclusive of fixed fee, if any, is TBD for the option period (year 5). The fixed fee is TBD for the option period (year 5). The estimated cost plus fixed fee is TBD for the option period (year 5).

(b) Within the estimated cost plus fixed fee specified in paragraph (a) above, the amount currently obligated and available for reimbursement of allowable costs incurred by the Contractor (and payment of fee, if any) for performance hereunder is TBD. The Contractor must not exceed the aforesaid obligated amount unless authorized by the Contracting Officer pursuant to the clause of this contract entitled “Limitation of Funds” (FAR 52.232-22). See Section I of this contract.

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

B.4 BUDGET SCHEDULE

(a) Format: TBD

B.5 INDIRECT COSTS (DEC 1997)

The contract clause entitled “Allowable Cost and Payment (MAR 2000)”, FAR 52.216-7, specifies that the indirect cost rates shall be established for each of the Contractor’s accounting periods that apply to this contract. Pending establishment of revised provisional or final indirect cost rates, allowable indirect costs shall be reimbursed on the basis of the following negotiated provisional or predetermined rates and the appropriate bases:

Description Rate Base Type Period

1/ 1/ 1/

TBD

B.6 ADVANCE UNDERSTANDING ON CEILING INDIRECT COST RATES AND FINAL

REIMBURSEMENT FOR INDIRECT COSTS

(1) Reimbursement for allowable indirect costs shall be at final negotiated rates but not in excess of the following ceiling rates:

Desc

Rate Base Type Period 1/ 1/ 1/

TBD

(2) The Contractor will make no change in its established method of classifying or allocating indirect costs without the prior written approval of the Contracting Officer.

(3) The Government shall not be obligated to pay any additional amount on account of indirect costs above the ceiling rates established in the contract.

(4) This understanding shall not change any monetary ceiling, obligation, cost limitation, or obligation established in the contract.

B.7 COST REIMBURSABLE

The costs allowable shall be limited to reasonable, allocable and allowable 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 WORK

C.1 TITLE OF PROJECT

The title of this project is “Career Development Activity” (herein referred to as “The project”)

C.2 PURPOSE AND SCOPE

This Statement of Work (SOW) is designed to implement a four-year contract, with a possible one‐year extension, for the USAID Career Development Activity (CDA) in Morocco. The CDA is central to advancing USAID/Morocco’s broader goal of increasing the employability of young Moroccans. Through this effort, USAID seeks to increase access to quality employability services in Morocco for university and vocational school students and recent graduates. The Career Development Activity will have two components including the establishment of a series of career development centers and the incorporation of work readiness training into the Moroccan tertiary education system. In implementing the CDA, the Contractor shall work with USAID/Morocco staff, other USAID implementing partners, the Government of Morocco’s Ministry of Higher Education, Scientific Research and Executive Training (MHE), the Ministry of National Education and Vocational Training (MNE), the private sector, business associations and other donors present in the field of workforce development.

C.3 PROJECT CONTEXT AND BACKGROUND

Youth Unemployment in Morocco

Youth unemployment is not unique to Morocco. Worldwide, young people are three times more likely to be out of work than their parents. Morocco fits this pattern with 80% of the country’s unemployed falling between the ages of 15‐34 years old. This cadre of unemployed youth represents both a pool of untapped talent and a potential source of social instability.(1) Young Moroccans constitute over 10 million people and 80% of the unemployed in the country.

Unemployment rates for young people are much higher in urban areas than in rural areas, where almost one‐third of the active 15‐24 year age group is unemployed.

Although the unemployment rate for females (9.8%) is slightly higher than it is for males (8.3%), there are twice as many unemployed males as unemployed females. These seemingly contradictory numbers can be explained by the much lower participation rates of females in every age group. As a result, women make up barely a quarter of the workforce.

In Morocco, large numbers of graduates are unable to find jobs commensurate with their education and training, while employers complain of skills shortages and mismatches. The skills mismatch is reflected in disproportionately high unemployment rates for Moroccans with higher education – 19.7% vocational training institutions, 21.7% for graduates of secondary school, and 22.3% for graduates of open enrollment university programs(2). These figures indicate that unemployment rates rise sharply by educational attainment – ranging from just 1.6% for labor‐ force participants with no education to over 22% for university graduates

(1). McKinsey, 2012, “Education to Employment: Designing a System that Works.”

(2). B. Boudarbat and A. Ajbilou, 2009, ”Youth Exclusion in Morocco: Context, Consequences, and Policies.”

The Moroccan economy creates less than half the number of jobs required for the 300,000 people entering the job market annually. Of those jobs created, a minority is considered skilled or semi-skilled. This trend is particularly problematic in light of growing enrollment rates in higher education. Since 1963, enrollment rates have increased on average by 8.9% annually. Still, schools at all levels are not graduating individuals with the knowledge and skills necessary to meet current challenges or adapt to changes in the business environment. A report by the World Bank on economic integration in the MENA region confirmed this finding stating, “There is an obvious mismatch between the skill needs of the economy and the outputs of the education and training system. Private sector surveys point to the lack of appropriate education and skills, especially soft skills, as one of the most important constraints to business development in the region.”(3)

As noted in the above excerpt, many executives in Morocco report that they are hard‐pressed to find candidates who possess the higher level communication, teamwork, and decision‐making skills needed to perform well at their jobs. These types of skills are commonly referred to as work readiness skills and represent a subset of soft skills. A March 2013 study by the Harvard Business School commissioned by USAID/Morocco further supports the notion that Moroccan job candidates fall short of demonstrating professional level soft skills expected by employers.

Youth unemployment in Morocco has historically resulted in serious social and political tensions, particularly among educated, urban youth who experience proportionally higher rates of unemployment and are frustrated with their inability to access the labor market.(5) In March 2013, more than 3,000 young Moroccans upset with their employment prospects gathered in protest.(6) These types of protests have become a regular occurrence, happening several weekends each month.

Further exacerbating the frustrations of university graduates are outdated expectations of entitlement. At the end of 2012, 51.6% of employed university graduates worked in public administration.(7) Though obtaining a government job had once been an obligation provided by the government, this is no longer the case. Over the last ten years, the government has sought to reduce public sector wage, shedding over 50,000 public sector jobs through a Public Sector Reform act. Yet many university graduates still cling to the idea that they are entitled to a civil service job upon completing their studies. Without career guidance in higher and vocational education institutions, youth lose the opportunity to make more informed choices on career trajectories and develop more realistic expectations about employment prospects.

3 Chauffour, Jean‐Pierre, 2013, “From Political to Economic Awakening in the Arab World: The Path of Economic Integration” p. 217 4 B. Boudarbat and A. Ajbilou, 2009, ”Youth Exclusion in Morocco: Context, Consequences, and Policies.” Unemployment and the lack of opportunities for economic participation were two driving factors for the Arab Spring.

5 Unemployment rates are proportionally higher for graduates from open enrollment university programs (22.3 percent), as well as graduates of secondary school (21.7 percent) and vocational training institutions (19.7 percent). World Bank. “Morocco – First Skills and Employment Development Policy Loan Program Document.” (May 2012) 6 Agence France‐Presse. March 31, 2013. Thousands March Against Morocco Government.

7 Haut‐Commissariat au Plan, “Activité, Emploi et Chômage, Quatrième Trimestre ” 2012, Tableau 5.

USAID/Morocco Country Development Cooperation Strategy

The USAID Country Development Cooperation Strategy (CDCS) represents a five year plan with the overall goal of advancing Moroccan initiatives for peaceful reform. The strategy runs from 2014 to 2018 and consists of the following three main objectives:

Development Objective 1: Employability of Target Youth Enhanced Development Objective 2: Increased Civic Participation in Governance Development Objective 3: Enhanced Educational Attainment for Children at the Primary Level

To achieve these objectives and reach the CDCS goal, USAID will partner with a variety of actors including the Government of Morocco, civil society organizations, and the private sector.

In accordance with the Agency’s principles of development, the Mission will place an emphasis on local ownership, capacity building, and sustainability. A copy of the USAID/Morocco CDCS can be found here:

http://www.usaid.gov/sites/default/files/documents/1883/CDCS%20Morocco%202013- 2017%20FINAL%20Public.pdf

Youth Employability Project

Each of the above development objectives corresponds with a distinct project. Under Development Objective 1 (DO 1), USAID/Morocco is embarking on a five‐year employability project. The objective of the project is to enhance the employability of target youth. For the purposes of the project, “target youth” is being defined as university and vocational students and recent graduates ranging from 15 to 29 years of age. The development objective is intended to promote greater economic inclusion, while addressing one of the GOM’s key priorities of reducing youth unemployment. The project targets the interface between labor supply and demand, and focuses clearly on employability.

USAID/Morocco defines employability as a set of achievements, skills, understandings and personal attributes that make a person more likely to gain and retain employment, be successful in their chosen occupation and be professionally and personally satisfied with their employment.

To increase employability for a target group means to increase their capabilities for gaining and maintaining employment, thereby improving the probability of sustainable employment.

The project will consist of a series of interrelated and complementary activities that are designed to assist young people transition from education to employment. As depicted in the attached results framework, USAID has established the below two intermediate results as necessary for the achievement of DO 1:

Intermediate Result 1: Access to Quality Employability Services Improved Intermediate Result 2: Improved Alignment of Workforce Programs to Market Needs Under the two intermediate results, the following sub‐intermediate results complete the project’s results framework:

Sub IR 1.1 Access to quality career services improved Sub IR 1.2 Access to quality work readiness training improved Sub IR 2.1 Local labor market systems enhanced with private sector hiring data Sub IR 2.2 Improved management capacity to respond to the changing needs of the marketplace

The Career Development Activity corresponds with Sub IR 1.1 (Access to quality career services http://www.usaid.gov/sites/default/files/documents/1883/CDCS%20Morocco%202013-2017%20FINAL%20Public.pdf http://www.usaid.gov/sites/default/files/documents/1883/CDCS%20Morocco%202013-2017%20FINAL%20Public.pdf improved) and Sub IR 1.2 (Access to quality work readiness training improved). The outputs generated by the activity, however, will contribute to both Intermediate Result 1 and 2. Similarly, outputs generated from the accompanying activities under Sub IRs 2.1 and 2.2 are expected to contribute to the achievement of Sub IRs 1.1 and 1.2. The Contractor, therefore, will be expected to communicate regularly and collaborate closely with the various implementing partners under the USAID Youth Employability Project. This point must be underscored to emphasize the fact that the project has been designed in an integrated manner and requires cooperation among USAID implementing partners to succeed.

In addition to the Career Development Activity, three other core activities are envisioned under the Youth Employability Project. To contribute to the achievement of Sub IR 1.2 (Access to quality work readiness training improved), USAID will broker innovative public private partnerships to upgrade soft and hard skill acquisition in critical growth sectors constrained by skill shortages.

To achieve Sub IR 2.1 (Local labor market systems enhanced with private sector hiring data), USAID will launch the Employers Hiring Data Clearinghouse. The aim of the Clearinghouse is to provide accurate, reliable, and timely information on Morocco’s labor market, in a manner that is user‐friendly, understandable, and relevant for key stakeholders. The Clearinghouse is intended to collect, to analyze, and to disseminate employers’ hiring needs and trends to help students, parents, educators, business, policy makers, and planners make informed decisions.

Finally, to achieve Sub IR 2.2 (Improved management capacity to respond to the changing needs of the marketplace), USAID will partner with the Ministry of Employment to provide targeted technical assistance in areas such as monitoring and evaluation, results‐based management, public private partnerships, and policy reform.

Career Services in Morocco

Career orientation and guidance at Moroccan universities and vocational schools are virtually non-existent, typically consisting of informal advisory services by professors or small offices equipped with limited services and resources. During their academic careers, students must make do with the limited guidance resources that are available to them within their institutions.

Beyond academic resources, some graduates seek the services of ANAPEC or private placement firms in an attempt to find employment. There is, however, no entity or service in Morocco dedicated to helping students transition from education to employment through the provision of appropriate career orientation services.

The Ministry of Higher Education, Scientific Research and Executive Training (MHE) has established thirteen academic orientation centers (Irchad Attalib) throughout the country, but they are understaffed and unequipped to provide rich, dynamic career counseling services to students. The Hassan 1er University in Settat recently launched an information and orientation center for its students as well as high school students from the same region. The services offered at the center are growing and the initiative is commendable. As is the case of the thirteen Irchad Attalib centers, the services offered in these centers focus primarily on providing youth with information on existing academic programs.

Defining Work Readiness

Non‐cognitive skills consist of multiple dimensions including adaptability, intellectual curiosity, ethics and integrity, leadership, interpersonal skills, emotional intelligence, and social responsibility/citizenship. While many of these skills are often learned through family upbringing and social interaction, the ability to apply non‐cognitive skills in a professional setting is key to successful performance and job retention. For the purpose of this solicitation, USAID is defining work readiness skills as a combination of non‐cognitive and job‐search skills.

{Non-Cognitive Skills + Job-Search Skills = Work Readiness Skills}

This definition is intentionally broad and is meant to capture soft skills. USAID acknowledges that soft skills, by nature, defy easy measurement and lack a common definition. Nevertheless, employers are looking for both job‐related skills and non‐cognitive skills when choosing among job candidates. Job‐related skills are specific, and often rapidly‐evolving, technical requirements for a given position. Non‐cognitive skills, sometimes referred to as soft skills, encompass the set of personal and interpersonal abilities and attributes that are indispensable for productivity and success in the workplace.

Work Readiness Training in Morocco

Access to work readiness training for vocational and university students is growing in Morocco.

Still anecdotal evidence from the business community suggests that the reach and impact of the training is insufficient. While there are several successful training programs being implemented in Morocco, most rely on cost intensive models with high cost per beneficiary ratios. These programs have proven track records, but are often far too small to have a significant impact.

USAID is not the first organization to recognize that a deficiency in non‐cognitive skills is hampering the employment prospects of young Moroccans. As such, Morocco has seen a proliferation of soft skills/work readiness training programs over the past five years. Public, private, and non‐profit organizations are delivering a wide array of training that varies greatly in terms of quality and impact. Some programs blend soft skills with technical training, while others deliver soft skill training in a stand‐alone fashion. Numerous companies run programs with the intention to hire trainees. Yet, there are perhaps more youth‐oriented NGOs that deliver training without promising the trainees jobs upon the successful completion of the program. As no one program is identical, making meaningful comparisons becomes difficult.

In light of the numerous entities delivering soft skill training, and the various curricula, delivery mechanisms, and metrics employed by these actors, many students are simply lost when trying to decide whether to invest their time (and in some cases money) enrolling in a program.

Likewise, private businesses are often unfamiliar with the various training programs and have little ability to judge the value of a certificate from a given organization.

Development Hypothesis: USAID Career Development Activity

Students and parents lack reliable information when they choose their educational specialization about the employment prospects associated with alternative educational choices. Better information about actual labor‐ market outcomes would help inform these choices. USAID maintains that better career guidance for students at the start of their university and vocational studies and prior to their selection of a specialization will help students make more informed choices, with more realistic expectations about actual employment prospects.

Furthermore, USAID holds that the probability of young Moroccans securing sustainable employment will increase when this cadre possesses non‐cognitive skills necessary to thrive in a professional environment. With improved work readiness skills, young Moroccans will be better prepared to identify job opportunities and to present their qualifications in an articulate manner. When this group secures employment, USAID expects to see increased productivity and retention rates, as well as rises in employer satisfaction’s levels. Job seekers and young hires will be prepared to confront adversity, to work in teams, to problem solve, and to communicate effectively with clients and co‐workers. In the long term, improvements in human capital will enhance the overall competitiveness of the Moroccan economy.

USAID Global Education Strategy

DO 1 corresponds with Goal 2 of the USAID Global Education Strategy: Improved ability of tertiary and workforce development programs to produce a workforce with relevant skills to support country development by 2015.

More specifically, the project will target Result 2.3 of the strategy: Improved relevance and quality of workforce development programs. Activities will seek to introduce demand‐driven systems to remedy the mismatch of skills inhibiting greater economic development. The USAID Education strategy can be found here: http://www.usaid.gov/education

USAID Youth Policy

The Youth Employability Project adheres to the USAID Youth Policy “Youth in Development:

Realizing the Demographic Opportunity.” Offerors are encouraged to review the policy and to maximize youth‐to‐youth assistance where feasible.

http://www.usaid.gov/sites/default/files/documents/1870/Youth_in_Development_Policy_0.pdf

C.4 Statement of Work

This contract has two distinct but inter‐related components. Under the first component, the Contractor will establish a series career development centers (CDCs) for Moroccan university and vocational students and recent graduates. Under the second component, the Contractor will incorporate work readiness training into the Moroccan tertiary education system. The career development centers will provide a platform for introducing, refining, and embedding work readiness training into Morocco’s higher education and vocational training systems. As such, the centers should be leveraged when and where appropriate to increase access to work readiness training. Still there is no requirement that the work readiness training be linked solely to the CDCs. USAID remains open to various approaches for establishing work readiness training as a common feature at vocational schools and universities.

C.4.1. Component One

Under component one, the Contractor will propose, test, and validate a career development center model targeting university and vocational students and recent graduates. The activity will introduce a career counseling model tailored to work within the structures and curricula of Moroccan universities and vocational institutions. The model will be implemented at a series of six career development centers. These centers are intended to operate as a dynamic and complementary service to promote personal and career development. USAID expects that successful career development centers will engage and build relationships amongst stakeholders (students and their families, educators, government counterparts, private sector and civil society organizations) and influence their perceptions on career development and employment.

The CDC component of the Career Development Activity will be implemented in:

http://www.usaid.gov/education http://www.usaid.gov/sites/default/files/documents/1870/Youth_in_Development_Policy_0.pdf

• Three public universities in select regions determined by USAID and the Ministry of Higher Education, Scientific Research and Executive Training.

• Three Regional Vocational Education Offices (Délégations Régionales de la Formation

Professionnelle 8) in the regions selected by USAID and the Department of Vocational Education.

The site selection for the six centers has yet to be finalized. The location of the centers will be determined by USAID, the MHE, and the MNE using selection criteria including proximity to local industry, local buy‐in, and youth unemployment data. Based on previous discussions with the MHE, USAID expects the CDCs to be embedded at three of Morocco’s 15 public universities.

The location of the CDCs targeting vocational students will most likely be at regional vocational education offices. USAID acknowledges that centers, which are not co‐located at education institutions, will face challenges attracting students. Still, given the finite resources of the MNE, it is not feasible to equip each of the over 300 vocational institutions with a CDC. The contractor, therefore, should develop innovative strategies designed to increase foot and/or virtual traffic to the centers. The site selection of the six centers will be finalized prior to the award of the contract. However, even after the site selection is complete, the location of one or more centers may be changed due to factors outside the control of USAID.

The main objectives of component one is as follows:

• Develop a career development center model contextually appropriate for Moroccan universities and vocational institutions. Within the model, define and establish gold standards for career center services.

• Establish six career development centers serving university and vocational students and recent graduates with strong private sector engagement.

• Achieve the gold standard for the six centers and collaborate with the MNE and the MHE to develop a plan to sustain and scale the centers.

Intended Results: Component One

By the end of Year 1, USAID expects a high quality CDC model to be identified and adapted to the Moroccan context for both university and vocational institutions with the buy‐in and validation of the relevant ministries, the private sector, and the student beneficiaries. The model should include performance measures, service standards, and feedback mechanisms to enable learning and adaptation. The location of the centers, the staffing patterns, staff recruitment and training modules, the service offerings, outreach, and policies and procedures should be finalized allowing the CDCs to be launched at the start of year 2.

By the end of Year 2, USAID expects to see all six centers operational – generating qualitative and quantitative data necessary to test, to modify, and to enhance the CDC model. The profile and visibility of the centers will be elevated to the point where key stakeholders are aware of the centers and their services. USAID expects to see a high level of private sector engagement with the CDCs.

(8) Délégations Régionales de la Formation Professionnelle are the regional representation of the Department of Vocational Education under the Ministry of National Education and Vocational Training

By the end of the activity (year 4), USAID expects the concept of Career Development Centers in Morocco to be redefined; stakeholders will view these centers as dynamic hubs offering a comprehensive array of career building services such as self‐assessments, mentoring, internships, company talks, volunteer opportunities, and linkages to hiring firms. The activity will have established a gold standard for CDCs and have met this standard at the six centers. In partnership with the Ministry of National Education and the Ministry of Higher Education, the activity will have articulated a sound strategy for scaling the centers and services beyond the original six centers.

If the option year is exercised, USAID expects to see the CDC model replicated at additional sites in close coordination with the two partner ministries. The strategy for scaling the centers will be initiated and support will be provided to ensure that the gold standard quality serves as a benchmark for the additional sites.

C.4.2 Component Two

Under component two, the Contractor will develop and/or identify a work readiness curriculum or set of curricula that strengthens young Moroccans non‐cognitive and job search skills. The curricula must be adapted to the local context and validated by the private sector. To achieve scale in a sustainable manner, USAID believes that work readiness training must be integrated into Morocco’s higher education and vocational systems. The act of institutionalizing work readiness training into Moroccan systems will require a nuanced approach that balances the priorities and needs of the relevant stakeholders. USAID maintains that there are multiple pathways to accomplishing this objective and remains open to various approaches that are scalable and capable of demonstrating impact. Given that numerous work readiness training curricula already exist, developing a new curriculum may or may not be necessary. The integration of the curriculum is of particular importance and must be done in close collaboration with the education institutions and the private sector. Capturing the impact of the training is equally important and thus the Contractor will be expected to develop a sophisticated monitoring and evaluation system that facilitates learning. Output oriented metrics will allow the Contractor to demonstrate scale, while outcome oriented metrics will demonstrate the impact of the training, thus allowing USAID to verify its development hypothesis.

USAID/Morocco remains open to various approaches to meeting the objectives, which comprise the following:

• Establish work readiness training as a common feature at vocational schools and universities.

• Increase access to work readiness training for vocational and university students and recent graduates.

• Standardize work readiness training to promote quality assurance and to facilitate certification schemes.

In regard to the third objective, the Contractor should consider strategies that allow students and recent graduates to market their work readiness skills in a manner that helps private businesses screen and recruit new entrants to the labor market. Successful approaches will prove advantageous to young job seekers and businesses alike.

Intended Results: Component Two

By the end of year one USAID expects to see a curriculum or set of curricula developed and/or adapted to the Moroccan context based on feedback from education institutions, the private sector, and young Moroccans. During year one, the curricula will be validated, the service delivery mechanisms identified, trainers trained, and monitoring and evaluations channels established.

By the end of year two, the Contractor will have established the work readiness training at both university and vocational institutions and will concentrate on the issues of scale and quality assurance. Data generated from the monitoring and evaluation system will allow the Contractor to adjust content and service delivery as necessary.

By the end of the activity (year 4), USAID expects to see work readiness training firmly entrenched in the Moroccan tertiary education system. Access to work readiness training will increase substantially, as well as retention rates for new hires and employer satisfaction rates.

The Contractor will have developed innovative solutions that enable young Moroccans to better market their work readiness skills, while increasing the ease by which private businesses can evaluate these skills.

If the option year is exercised, USAID expects to see access to work readiness training continue to grow using lessons learned and best practices identified under the initial four years of implementation. IT tools, certification and/or branding schemes will be scaled and efforts to build local capacity will be consolidated to maximize the sustainability of the activity.

C.4.3 Cross-cutting themes and other considerations

Employment Data and Projections

The lack of information on career pathways, market demand, employer hiring needs and trends is perpetuating the skills mismatch prevalent in the Moroccan economy. The fact that many job seekers are unable to find jobs while many employers report that they are unable to find job candidates with the skills that they need for existing vacancies is evidence of a serious skill mismatch. The skills mismatch problem that arises when students complete their education and training reflects a more basic and prior problem ‐‐ that students and parents lack reliable information when they choose educational specializations given employment prospects associated with alternative educational choices.

The CDC component of the CDA is intended to assuage the skills mismatch. Still, regardless of how well designed and managed the centers are, in the absence of labor data and projections, the centers are unlikely to have a transformative impact. USAID is launching the Clearinghouse activity to increase the availability of labor market information. The information generated by the Clearinghouse will be packaged and disseminated to the centers. It is anticipated that the Clearinghouse will provide the CDCs with a substantial amount of labor market information. Still, the CDCs may need to supplement this information if the Clearinghouse lacks information on a particular sector, geographic area, or profession. In this event, the CDCs may be able to pull data from existing sources, such as the High Commission of Planning, or to collect and analyze data when deemed necessary. The Contractor is encouraged to establish a strong working relationship with the implementer for the Clearinghouse to coordinate efforts and to prioritize data and projection gaps.

Role of the Government of Morocco in the Career Development Activity

USAID signed a Development Objective Assistance Agreement (DOAG) with the Ministry of Finance on April 18, 2014 to bilaterally implement the Youth Employability Project. Under the umbrella of the DOAG, USAID will sign three Memoranda of Intent (MoI) with each of the line ministries that are partners to the project. These memoranda will outline the roles and responsibilities of GoM partners and USAID/Morocco over the course of project implementation. Awards made under the Youth Employability Project will be in line with the DOAG and MoIs.

The MNE (Ministry of National Education) and the MHE (Ministry of Higher Education) will play key roles in the success of the CDA. The Contractor, however, will not report directly to the ministries. Still, the Contractor is expected to work closely with the departments that oversee the institutions where career development centers and work readiness trainings are established. The Contractor is expected to build strong working relations with the relevant ministries, keeping MNE and MHE staff informed of implementation and holding regular meetings to discuss implementation plans and periodic reports. USAID will establish a steering committee for the Youth Employability Project that will meet on a quarterly basis. The Contractor will be expected to actively participate in these meetings presenting work plans, quarterly reports, and other activity documents as appropriate.

In terms of the host country contribution, both ministries have committed to providing the physical space for the CDCs. The ministries have also agreed to mobilize personnel to staff the centers. The qualifications and exact number of the staff at this point are unknown, and therefore, it is prudent to assume they will require training and their numbers may need to be supplemented.

Private Sector Engagement

Private sector engagement represents a core pillar of the Youth Employability Project. As an economic growth project, the point of departure is the needs of the private sector in terms of skills. The CDC model and the work readiness training must be developed in a manner that assists employers in getting the talent they require. The centers and training will foster mutually beneficial relationships between the education institutions and the private sector.

For these relationships to form, the Contractor must understand the motivations and the desired outcomes of the key actors. As such, CDA staff will be expected to conduct outreach to local industry and business associations. The activity’s service offerings will target students and recent graduates, as well as the private sector. For example, in addition to preparing students for internships, the career development centers may opt to schedule seminars for businesses on managing successful internship programs. In sum, the private sector must be given an incentive to partner with the CDA. The business community should be able to easily plug into the centers and training and enjoy positive experiences interacting with CDA staff, students, and educators.

Innovation and Technology

USAID envisions that the Contractor will leverage innovative ideas and new or adapted technology to improve student and alumni remote access to resources and services provided by the CDA. IT solutions must be well thought‐out, sustainable, and feasible to launch in the Moroccan context. USAID concedes that IT tools conceived under development projects are rarely sustainable and do not always achieve the intended impact.

IT solutions should be leveraged in a pragmatic manner to reduce cost of service delivery, to achieve scale, and to improve monitoring and evaluation capabilities.

Sustainability

Sustainability of the career development centers and work readiness training is of utmost importance. The impact of the project will affect an array of beneficiaries, from individual youth participants to university and ministry counterparts, to private sector companies. The resulting impact of the CDA should be sustained and scaled beyond the end of the activity.

Gender

Promoting gender equality and female empowerment are not only critical issues to tackle in employability activities, but also a policy requirement of USAID. Men and women in Morocco face different challenges and experiences of unemployment. Qualitative analysis suggests that the social cost of economic exclusion is high, with young men in particular experiencing very high levels of frustration. After completing their studies with their families’ support, young men are expected to become breadwinners and earn sufficient income to care for their future family and, at times, for their parents. The inability to do so engenders feelings of failure and despair. Youth feel they have little control over their economic future. The activity should explore existing opportunities to create hope and strengthen the target youths’ self‐ confidence convincing them that with adequate and sound work readiness skills they can strive for a better future. As girls enter adulthood, prevailing societal attitudes, gender norms and logistical difficulties further prevent women from gaining access to schools or literacy programs. While urban girls generally have the same access to formal education as boys, women and girls generally lack the adequate relevant skill‐sets to access formal employment. One of the biggest obstacles to upward mobility for women is their primary responsibility for caretaking in the home, which prevents them from pursuing educational opportunities or fully participating in the public economic sphere. Furthermore, when girls are able to attend more professional job preparation programs, their chances for employment and fair wages are limited. Female entrepreneurship data show that 1) the percentage of women holding positions in liberal sectors as employers, self‐employed or associates is only 10.6% against 35.3% for men; 2) the percentage of self‐ employed people out of all employed people is 9.3% for women and 29.3% for men. Female students need support, skills and encouragement to explore entrepreneurial opportunities. Sexual harassment is regrettably prevalent in the work place and discourages the professional development and promotion of women.

The Contractor will report on the following USG standard gender indicators:

GNDR‐2 Proportion of female participants in USG‐assisted programs designed to increase access to productive economic resources (assets, credit, income or employment)

GNDR‐3 Proportion of females who report increased self‐efficacy at the conclusion of USG supported training/programming

GNDR‐4 Proportion of target population reporting increased agreement with the concept that males and females should have equal access to social, economic, and political opportunities

GNDR 7: Percentage of target population that views Gender‐Based Violence (GBV) as less acceptable after participating in or being exposed to USG programming

Local Capacity Building

Building the capacity of local organization is fundamental to sustainable development.

Although high caliber career development services do not currently exist in Morocco, there are numerous local organizations that, with assistance, can contribute to improving access to career services and work readiness training. These organizations, which tend to know the local landscape better than international outfits and operate with lower cost structures, can be either for‐profit or non‐profit oriented. To make these partnerships meaningful, however, the local partners must have a degree of autonomy and decision making authority. The existence of a partnership, however, does not necessarily signal or translate into capacity building.

Curriculum revision and policy reform

Curriculum revision is not an immediate goal of the CDA. Although embedding work readiness training into Morocco’s tertiary education system is likely to require some degree of curriculum revision, USAID maintains that the GOM is best positioned to spearhead this process. USAID anticipates, however, that the Contractor will generate reports on an annual basis that describe labor market trends and identify training gaps within the academic institution that they serve. These reports may include recommendations for curriculum revisions, and will be shared with relevant stakeholders without the expectation of the implementing partner working on the curricula directly.

The activity will not engage in policy reform directly. The Contractor is expected to set up a strong learning component that provides stakeholders with information and recommendations on policy and regulatory issues as they relate to youth employability based on lessons learned from implementation. It is anticipated that the activity outputs and outcomes will serve as a catalyzing agent for necessary reforms.

Branding and Marking

Within the activity, communications and outreach should play two roles, namely to increase programmatic impact and to raise awareness of USAID’s assistance to Morocco. Rather than merely implementing a plan for brand and logo placement, the Contractor should use communication tools in creative ways to “tell our story” to a wider audience including stakeholders in Morocco, the US, and in the Middle East North Africa region.

Program Management and Personnel Requirements

The Contractor shall establish an office in Morocco to provide necessary support for management, implementation, and monitoring and evaluation. The office shall provide administrative and management support for the Contractor, including implementation of financial and accounting systems for procurement, arranging for and supporting in-country travel and training for long and short-term personnel, as well as processing and hosting key or short-term consultants.

Relationship with USAID/Morocco

The Contractor shall be responsible for the achievement of results, products and reports required under this Statement of Work. The Chief of Party shall be authorized to represent the implementer in all matters pertaining to the execution of the Statement of Work and shall receive technical direction from the USAID/Morocco Contracting Officer’s Representative (COR) or the Mission’s designated officer in the absence of the COR.

Relationship with other USAID Implementing Partners

The Contractor shall work closely with key Moroccan and international partners of USAID engaged in workforce development activities to ensure activities under the project are coordinated. The Contractor shall maintain close and collegial relations with key partners throughout the life of this activity.

Relationship with the Government of Morocco

The Contractor shall work closely with the Ministry of Higher Education, Scientific Research and Executive Training, Ministry of National Education and Professional Training, and all relevant government stakeholders to ensure achievement of desired outcomes and sustainability of investments upon close of the project.

C4.4. Personnel Requirement

The Contractor shall execute a staffing plan that is adequate and reasonable to achieve the program’s key objectives and expected results. The Contractor may make provisions for recruiting long‐term and/or short‐term subject matter experts to insure successful execution. Key personnel shall establish a presence in Morocco within thirty (30) days from the award date. Key personnel consist of one (1) Chief of Party, one (1) Career Development Specialist, and one (1) Work Readiness Specialist.

Chief of Party: The Chief of Party shall be responsible for leading and managing the overall USAID Career Development Activity. The Chief of Party shall work closely with the USAID/Morocco’s Economic Growth Office and the Chiefs of Party of other USAID activities contributing to the same project purpose, as well as senior‐level host country government and private sector representatives. This senior‐level position requires, unless otherwise noted, a individual who possesses the following skills, traits, and experience:

Proven track record engaging private sector and educational institutions to collaborate on employment and employability programs Demonstrated strategic thinking and planning, training, and human resource management Advanced knowledge of Morocco’s socio‐economic…