SOL-608-16-000007_Amendment_3.pdf

Attachment 1

SOL-608-16-000007 Amendment no. 3: Questions and Responses

Question 1 (Q1): Does a Section C.6 exist in the RFP? It was not provided in the version we received. There is mention of “Section C.6” in Section C.3 under Result 4 (page 43) as the place to find information on overall project monitoring and evaluation as a whole, and yet Section C ends at Section C.4.7. Is there an expectation of presentation of an M&E approach in the proposal, and if so, where in the proposal structure should it be placed? Section L is silent on this point.

Response 1 (R1): The mention of C.6 is being dropped from the RFP. The M&E approach will be presented by the contractor after award and shall be submitted for COR’s approval, as stated on page 60 of the RFP: “A draft MELP is due 90 calendar days from the date of signature by the Recipient of the award. A final MELP is expected to be approved within 120 days of the date of signature by the Recipient.”

See revised page 43 of the RFP

Q2: The experimental period appears to be indicated as extending over four years (with midline and endline prescribed for the end of 2 and 4 years of implementation). If this is the case, is it anticipated that scale-up by the Ministry will begin during the life of the project, in other words before the experimental period is over? If curriculum, materials and training programs are still being adjusted during the experimental period, particularly for Grades 3 and 4, it would be prudent to hold off on scale-up until this phase is over. Clarifications will be appreciated.

R2: USAID is aware of the fact that what would be an ideal situation is to hold off the scale-up until the experimentation phase is over. However, the decision regarding the timing of the scale-up will be taken by the Ministry depending on the plan that would be developed to prepare the Ministry for the scale up.

Q3: In Section L.6.C on page 141, the RFP states that offerors must cite up to 5 contracts within the last five years as references. Would USAID accept relevant cooperative agreements in lieu of contracts for this requirement?

R3: Cooperative agreements, grants or projects may be used as references. See revised page 141 of the RFP

Q4: Page 134 of the RFP, section L.5.2. Delivery Instructions, says: “Technical and cost proposals shall be written in English with each page numbered consecutively.”

However, on page 142, section L.7 Instructions for Preparing the Cost Proposal, it says in relation to the cost proposal that “All pages must be sequentially numbered.” Can USAID please confirm that only the technical proposal shall be consecutively numbered, while the cost proposal shall be sequentially numbered?

R4: Both the technical and cost proposals should be numbered consecutively. See revised page 142 of the RFP.

Q5: Page 142 of the RFP, section L.7 Instructions for Preparing the Cost Proposal, lists “Policies and Procedures” as component (4) of the cost proposal. However, page 147, section L.7.4. Part 4—Policies and Procedures states that, “Upon receiving a specific request from the contracting officer, the offeror may be required to submit a copy of the offeror’s personnel policies…”. Can USAID please confirm that Offerors do not need to submit their policies and procedures along with the cost proposal due November 7, 2016, but merely need to be prepared to submit them upon request by the CO after the proposal submission if necessary?

R5: While it is not required for the Offeror to submit their personnel policies with the cost proposal, it is highly encouraged as it is. See revised page 142 of the RFP

Q6: Page 1, Question 6 of the Q&A: Please confirm that deliverables that contain proprietary information, such as a Grants Manual, and financial reporting deliverables, which also contain proprietary information, do not need to be translated into Arabic.

Given the proprietary nature of some anticipated project deliverables, translation of those deliverables could not be outsourced to a private translation company, but will need to be done in-house, which would result in significant administrative and cost burdens to the program.

R6: Grants Manual and financial reporting deliverables do not need to be translated into Arabic.

Q7: In Amendment 1 Section L.6 f. USAID provided an updated link to the past performance matrix. RFP L.6 f. C. (a), page 142, also states the offeror (including all partners of a joint venture) must provide performance information for itself and each major subcontractor (one whose proposed cost exceeds 20% of the offeror’s total proposed cost) in accordance with the following. Attachment J.2 - Contractor Performance Report –Short Form may be used by offerors to present the information requested below. Can USAID confirm that it will accept past performance information in the format of attachment J. 2 in lieu of the format of the linked past performance matrix?

R7: Confirmed as stated in Section M paragraph C (a).

Q8: RFP Section F.9, page 75, requires a doctorate or master’s degree in education, linguistics (Modern Standard Arabic), early grade reading, curriculum development, or relevant field for the Arabic Reading/Curriculum Specialist. USAID previously reduced the requirements for this position under RFP No. SOL-608-16-000006, amendment 1, to allow for a bachelor’s degree and 10 years demonstrated experience. Would USAID consider revising this requirement and accept a bachelor’s degree and additional years of experience? By doing so, USAID will be afforded a greater pool of experts in the field of reading and curricula development.

R8: No. USAID maintains the requirements. Nobody with a Bachelor degree, even with 20 years of experience will have the required qualifications.

Q9: Amendment 1 states, references should be included as part of the Key Personnel CVs, can USAID kindly confirm that references will not be included in the page limit for CVs?

R9: References must be included in the page limit for CVs

Q10: Do you expect the project to be active in G3 with instructional materials and teachers trained by September 2016?

R10: September 16 is past. The RFP states: Grades 3-4 Arabic reading and writing curricula developed -- 18 months after contract award (subject to multiple reviews).

We expect the project to be active in G3 with instructional materials and teachers trained by September 2018

Q11: Could you explain the deliverable due 18 months after award: "Grades 3-4 Arabic reading and writing curricula developed”. Is this the version that will be trailed in schools (so implementation is delayed up to 18 months) or is this a final, tested version?

R11: As stated in the table of deliverables, Requirement 1.1: Grades 3-4 Arabic reading and writing curricula developed -- 18 months after contract award (subject to multiple reviews). Which means that the version of the curriculum developed within the first 18 months is the version that will be tested in target schools and will be subject to multiple reviews. The review will be based on the feedback from the field.

Q12: May offerors propose an alternative deliverables schedule that balances deliverables across all five years rather than concentrating all deliverables in years 1 and 2?

R12: No. The curriculum related deliverables (Result 1) have to be completed within the first 2 years of implementation to allow for the curriculum to be tested and finalized so that the Ministry could start the scale up process.

Q13: Would there be a baseline and a midline EGRA for 1-2 and 3-4?

R13: There will be no baseline or midline EGRA for Grades 1 and 2. This means that the data concerning these two grades will be taken from the current RFS-SSE activity. Baseline midline EGRAs will be conducted for Grades 3-4. Endline EGRA will be conducted for all grades (1-4).

Q14: Would the midline EGRA serve as the first round of evidence to guide the review of the curriculum and its implementation?

R14: Yes. It will not be possible to wait for an endline. Therefore the midline will be used to inform the Ministry and the Contractor about planning the scale.

RFP no. SOL-608-16-000007 Reading for Success - National Program for Reading (RFS-NPR)

Project Title Reading For Success - National Program for Reading

(RFS-NPR)

Request for Proposal (RFP) Number SOL-608-16-000007 Amendment 3

Issue Date September 20, 2016 Question Submission Deadline October 4, 2016 12:00 noon Rabat local time Pre-Proposal Conference October 20, 2016 14:00pm Rabat / 09:00am EDT Closing Date for Submission of Proposals* November 7, 2016 12:00 noon Rabat local time

*Late submissions will not be accepted.

SUBJECT: Request for Proposal (RFP) No.: SOL-608-16-000007 Reading For Success - National Program for Reading (RFS-NPR) Activity in Morocco

Dear Potential Offerors:

The United States Government, represented by the United States Agency for International Development (USAID) Morocco Mission (USAID/Morocco), is seeking proposals from qualified organizations interested in providing technical services for the project entitled Reading For Success

- National Program for Reading (RFS-NPR) Activity in Morocco 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). All types of organizations are eligible to compete. USAID discourages the use of exclusive agreements as this limits USAID’s and Morocco’s ability to receive the best services.

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 as a result of this solicitation, covering an estimated performance period of five (5) years, from the date of award of the contract and subject to the availability of funds and other internal USAID approvals.

Issuance of this RFP does not in any way obligate the USG to award a contract nor does it commit the USG to pay for costs incurred in the preparation and submission of a proposal. Furthermore, the USG reserves the right to reject any and all offers, if such action is considered to be in the best interest of the USG.

Electronic responses to this RFP are mandatory (See Section L).You are invited to submit a http://www.acquisition.gov/

SOL-608-16-000007

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

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

REQ-608-16-00003009/20/2016

X

USAID/MOROCCO

USAID/Morocco American Embassy Rabat, Morocco KM 5.7, Avenue Mohammed VI Souissi, Rabat, 10170, Morocco 10170

1200 A 11/07/2016

Salya Yacoubi

C. E-MAIL ADDRESS

usaidmoroccocontracts@usaid.gov syacoubi@usaid.gov,csmith@usaid.gov

X

X

X

X

X

X

X

X

X

X

X

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X

PAGE(S)

Craig Smith

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

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

3-4 5-7

8-48 49-51 53-75 76-80 81-99

100-110

111-114

115-131

132-147

148-152

Proposals are due electronically to the address shown in Section L

ITEM NO. SUPPLIES/SERVICES QUANTITY UNIT UNIT PRICE AMOUNT

NAME OF OFFEROR OR CONTRACTOR

CONTINUATION SHEET

REFERENCE NO. OF DOCUMENT BEING CONTINUED PAGE OF

SOL-608-16-000007

(A) (B) (C) (D) (E) (F)

Delivery Location Code: USAID/MOROCCO

USAID/Morocco

American Embassy

Rabat, Morocco

KM 5.7, Avenue Mohammed VI

Souissi, Rabat, 10170, Morocco

0001 To implement the National Program for Reading

(NPR) activity.

Supv. Senior A&A Specialist: Salya Yacoubi

OPTIONAL FORM 336 (4-86)

Sponsored by GSA

FAR (48 CFR) 53.110

NSN 7540-01-152-8067

PART I - THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The Education Office in the United States Agency for International Development’s Mission in Morocco requires technical services to implement the Reading For Success - National Program for Reading (RFS-NPR) Project in Morocco. The objective of the RFS-NPR activity is to expand USAID/Morocco’s efforts to support the Ministry of National Education and Vocational Training (MNEVT) to improve reading and writing outcomes at the primary school level. The activity will be carried out in partnership with the MNEVT to build their capacity to develop effective Arabic language curriculum and instructional materials and to deliver professional development programs to education personnel to improve teaching skills and better monitor student progress.

B.2 CONTRACT TYPE

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 and results described in Section C and Section F (to be incorporated at contract award). The contractor must also comply with all other contract requirements.

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

USAID estimates the total cost plus fixed fee of this contract between $17,500,000 and $19,500,000.

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

TBD.

(b) Within the estimated cost plus fixed fee (if any) specified in paragraph (a) above, the amount currently obligated and available for reimbursement of allowable costs incurred by the Contractor (and payment of fee, if any) for performance hereunder is TBD. The Contractor shall not exceed the aforesaid obligated amount.

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

B.4 PRICE SCHEDULE

(a) Cost Category Amount

Total Estimated Cost TBD Fixed-Fee TBD Total Estimated Cost-Plus-Fixed-Fee between $17,500,000 and

$19,500,000

(b) The inclusion of any costs in the above budget does not obviate the requirement for prior approval by the contracting officer of cost items designated as requiring prior approval by any of the terms and conditions of this contract, including the applicable cost principles (see FAR § 52.216-07, “Allowable Cost and Payment”); nor does it constitute a determination of allowability by the Contracting Officer of any item of cost, unless specifically stated elsewhere in this contract. Also, these amounts may not be adjusted without a written modification signed by the Contracting Officer. The contractor will not bill any amounts against this contract in excess of the amounts specified for each line item.

(c) The contractor agrees to furnish data that the Contracting Officer may request on costs expended or accrued under this contract in support of the budget information provided herein.

B.5 INDIRECT COSTS

(a) 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 pursuant to the contractor’s current executed Negotiated Indirect Cost Rate Agreement:

Description Rate Base Type Period

% 1/ 1/ 1/

1/Base of Application:

Type of Rate:

Period:

(b) 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.

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

REIMBURSEMENT FOR INDIRECT COSTS

(a) Reimbursement for indirect costs will be at the lower of the negotiated final (or predetermined) rates or the following ceiling rates:

Description Rate Base Type Period Indirect Cost X % 1/ 1/ 1/ Indirect Cost Y % 1/ 1/ 1/ Indirect Cost Z % 1/ 1/ 1/

1/Base of Application:

2/Base of Application:

Period:

3/Base of Application:

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

(c) This understanding will 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.

B.7 COST REIMBURSABLE

The U.S. dollar 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.

B.8 PAYMENT OF FIXED FEE

USAID will pay a proportion of the contractor’s fixed fee each month pursuant to FAR § 52.216-8, “Fixed Fee,” upon the receipt of an invoice deemed proper by the USAID/Morocco Financial Management Office.

[END OF SECTION B]

SECTION C - DESCRIPTION/SPECIFICATIONS/STATEMENT OF WORK

C.1 TITLE

C.2 BACKGROUND AND RATIONALE

The National Program for Reading (RFS-NPR) is an activity under the overall Reading For Success Project. RFS is a learning project that supports the Ministry of National Education and Vocational Training (MNEVT) in its efforts to enhance educational attainment for Moroccan children at the primary level by improving Arabic reading instruction. This project comprises two main components.

The first is the analytical component, and includes analysis and awareness raising activities on the reading context in schools and communities. The second component is the experimentation component. The objective of this second component is to develop evidence-based approaches that will guide decision-making and education reform activities to improve reading and writing competencies for grades 1-4. Under component two, evidence-based approaches are currently being generated from the Reading for Success - Small Scale Experimentation (RFS-SSE) activity, and are underway this school year (2015-2016) and the 2016-2017 school year. RFS-SSE was designed to work in partnership with the MOE to develop and test supplemental activities and strengthen stakeholder engagement and capacity to improve reading skills in the early-grades as part of the MOE’s overall curriculum reform efforts. During this second component, MNEVT will be responsible for the national scale up of the activity.

(All relevant documents and data generated through RFS-SSE will be posted in GRN and DEC and will be provided to all bidders in a Google Drive folder.)

The MNEVT launched a broad curriculum reform of grades 1-4 during the 2015-16 school year. This revision effort includes Arabic language--focusing on reading instruction, science, math, and social studies. RFS-NPR aligns with the Government of Morocco’s (GOM) education reform efforts and will support the MNEVT in the development of curricula and instructional materials to improve grades 1-4 students’ reading and writing competencies as part of the Arabic language track. The revision of the early grade reading and writing curriculum will be accompanied by formal remedial and extracurricular reading enrichment activities addressing instructional challenges and reducing learning loss. RFS-NPR will contribute substantively to improve teacher preparation and to develop a teacher support system to improve reading and writing instruction at the primary level. In addition, RFS-NPR will greatly enhance the policy environment that supports reading and writing outcomes by developing a solid research agenda, defining national assessment protocols and instruments, and establishing standards and benchmarks for Arabic language instruction in Moroccan primary schools. RFS-NPR will also contribute to building the capacity of MNEVT staff in specific areas that support reading, including Early Grade Reading instruction, curriculum development, textbook development, assessment, instruction for children with disabilities, and other needed areas within the parameters of the activity. RFS-NPR is a comprehensive activity, however, the bulk of the activity resources (70 - 80 percent) will focus on improving reading instruction in the formal school system for the early grades.

The Reading for Success Project was designed purposefully in partnership with the MNEVT to ensure a solid foundation for understanding how to successfully oversee a national reading reform effort. The time invested in analysis, testing and awareness-building over the past few years has resulted in many existing resources and a richer, more prepared landscape for the RFS-NPR activity start up. The Background section provides introductory details. Section J presents an overview of and hotlinks to many more resources. All resources are available in a reference folder in google drive that all offerors will have access to. Studies, instruments, and data can be found posted in the GRN and DEC.

A. Government of Morocco Education Reform Efforts

The comprehensive Reading for Success (RFS) project was designed to respond to the challenges that the Moroccan education system faces in Arabic reading instruction and a documented lack of reading results. The MNEVT recognizes that reading is a foundational skill and the basis of learning in other subjects and that the gap between poor and good readers continues to widen as they advance through primary and into middle school. The MNEVT understands that children who do not read well at the primary level are often on a lifetime trajectory of limited educational progress and potentially at risk for dropping out. RFS-NPR will develop evidence-based and effective approaches to improve reading skills, fluency and comprehension in targeted primary schools.

The Government of Morocco has gone through four significant reform efforts in more recent history to address challenges within the formal education sector: the National Education Charter; the Education Emergency Plan; the ‘Plan du Gouvernement;’ and Vision 2030..

1. National Education Charter (1999-2012)

The National Charter for Education and Training (NCET) was launched in 1999 and was developed to be a decade-long effort. The Charter introduced far-reaching education reforms to, among others, expand the education system, ensure universal primary education and improve the quality of instruction at all levels of the system.

2. Education Emergency Plan (2009-2012)

Due to the slower-than-expected progress of the Charter, the three-year Education Emergency Plan (EEP) was launched in 2009 to accelerate the pace of reforms. The Emergency Plan added one more area of focus: the eradication of illiteracy. The implementation of the Charter and the EEP resulted in impressive progress in terms of access to schooling. Primary net enrollment reached 94 percent in 2010, and surpassed 96 percent by 2013. Evaluations and audits of the Emergency Plan found clear progress with the level of coverage, the basic training system, the institutional and financial areas of the governance system, and the educational planning process. Both of these key initiatives placed an emphasis not just on learning outcomes in general, but on specific results related to primary level reading. They reiterate that the education system shall develop oral and reading proficiency in the Arabic language among students as well as strengthen the teaching of the language. A major goal of pre-school education is to develop readiness for reading and writing in Arabic and to develop strong oral language skills in Arabic. For upper primary schooling, Arabic language competency serves as the basis for learning across all subject areas.

3. The ‘Plan du Gouvernement’ (2012-2016)

In 2011 a new government was elected to office and published its plan early in 2012. Based upon the EEP experience and lessons learned during its implementation period and on royal directives, the priority actions in the education sector of the Government Plan include:

● Ensuring access to schooling for rural girls and children in remote areas of the country by mitigating the effects of socioeconomic and geographical factors.

● Enhancing the quality of instruction by focusing on teacher training, the pedagogical approach to teaching and the student learning assessment system.

4. Vision 2030 and Interim Priority Measures

In response to the King’s speech of August 20, 2013, centering on the challenges in the education sector, and after a change in Ministry leadership in 2013 and the reconstitution of the Higher Council for Education, Training and Scientific Research (CSE), the MNEVT launched a massive consultative process to feed into developing a new education reform. Over 102,000 people, including educators, parents, and students participated. Along with an accompanying sector assessment conducted by the CSE, the Ministry developed a two-pronged approach to education reform. Vision 2030 is a 15-year effort intended to develop a new approach to education, and the Interim Priorities are a three- to five-year effort intended to rapidly make the needed reforms that can be accomplished on a shorter time horizon. There are 23 Priority Projects, grouped among several themes, including among them: 1) a focus on reading competencies in the early grades of primary education through improved instructional materials; 2) establishing a teacher coaching system; 3) improvements in student assessment; and 4) learning enrichment activities outside of school hours. In part, the plan responds to the King’s emphasis on providing children with “the necessary linguistic skills so that they may fully benefit” from instruction throughout schooling.

B. Morocco Formal Primary Education Context1

In the past decade Morocco has made significant gains in primary schooling with nearly universal net enrollment rates in grade one surpassing 97 percent. However, in terms of learning achievement, and despite reform efforts, Morocco lags behind other lower middle income countries, and has nearly the lowest overall literacy rate in the MENA region. The sixth general census in Morocco has revealed that 8.5 million people are illiterate. Almost 32 percent of the population above ten years of age cannot read and write, according to a report drafted by the High Commissioner for the Project of Statistical Studies on the Population (HCP). Though the youth literacy rate is officially stated to be 87 percent for males and 72 percent for females,2 these numbers hide significant disparities in literacy between rural and urban areas in Morocco. Targeted literacy studies point to an illiteracy rate of over 51 percent among rural girls.3 Based on enrollment and literacy data, the United Nations Development Program

1 Much of the section on formal education and other background on non-formal education and the book sector derive from analysis carried out over the past 4 years. Access to all reports, datasets, tools and presentations can be found at:

https://www.eddataglobal.org/countries/index.cfm?fuseaction=showdir&pubcountry=MA&statusID=3&showtypes=0 2 UNESCO 2011, including the Education for all 2000 Assessment.

3 Direction de la Lutte Contre l’Analphabetisme (DLCA), Ministry of Education, 2011.

(UNDP) considers Morocco to be 15 years behind Tunisia, 10 years behind Algeria, and 5 years behind Egypt in terms of overall educational outcomes.4

Primary school runs for six years in Morocco and children generally start at the age of six. Modern Standard Arabic (MSA) is the official teaching language, however most children come to school speaking either colloquial Arabic (Darija) or one of the Amazigh languages and its regional variations.

Darija varies among regions and has no written codification. Amazigh uses its own alphabet (which is not Arabic or Latin).

On international assessments, Moroccan students rank among the lowest achievers. In 2007 and 2011, Morocco ranked eighth out of the nine participating Arab countries, in the Trends in International Mathematics and Science Study (TIMSS).5 In the 2011 Progress in International Reading Literacy Study (PIRLS) Moroccan fourth graders ranked last among the 48 participating countries, with an average scale score of 310 (PIRLS scale centerpoint is 5006

A National Analysis of Student Performance (PNEA) conducted by the Higher Council of Education (a research and watchdog organization reporting directly to the King) showed that only 24 percent of fourth graders and 36 percent of sixth graders possess the basic reading skills mandated in the national curriculum. The study showed that less than 32 percent of students could read at grade level. At all four grade levels examined in the study, girls outperformed boys in reading but not in the other subject areas. It is hypothesized that girls seemed to better master the various reading sub-skills than their male peers. This national study associates the causes of poor levels of literacy with a multitude of factors including a weak reference framework for reading skills (standards and benchmarks), a rigid and overloaded curriculum that does not respond to children’s needs, inadequate reading assessment tools, a school environment not conducive to learning, and the persistence of inequality in access to school and education opportunities.7

Gender disparities in learning outcomes seem to progress as students get older and as cultural beliefs about gender roles particularly in rural areas in Morocco are reinforced. The primary school dropout rate is higher for girls (2.7 percent compared to 1.2 percent for boys in 2012-2013). Girls begin to drop out in the fourth grade (1.8 percent for girls and 1.3 percent for boys), and their rate of dropout increases (9.9 percent for girls and 2.1 percent for boys in grade 6).8 The repetition rate in primary school was 10.5 percent with 12.6 percent for boys and 8.2 percent for girls in 2012-2013.9 The data show that gender disparities exist and are complex, with more boys repeating grades in primary school and more girls permanently leaving school at a young age. In sum, at the primary level, Morocco faces several challenges: low levels of reading proficiency, high dropout rates towards the end of primary

4 World Bank Report No: 52749-MA, 20 April 2010.

5 PIRLS and TIMSS 2011 Reports. http://timssandpirls.bc.edu/data-release-2011/pdf/Overview-TIMSS-and-PIRLS-2011- Achievement.pdf 6 The scale centerpoint of 500 was set to correspond to the mean of the overall achievement distribution, and 100 points on the scale was set to correspond to the standard deviation. Achievement data from subsequent PIRLS assessment cycles were linked to this scale so that increases or decreases in average achievement may be monitored across assessments. PIRLS uses the scale centerpoint as a point of reference that remains constant from assessment to assessment.

7 PNEA Report, May 2009, Higher Council for Education.

8 Id.

9 Id.

school, and severe gender inequities. Contextual information relevant to RFS-NPR is highlighted below.

1. Arabic Language Curriculum and Pedagogical Guide in the Early Grades

Arabic is the language of instruction in Moroccan public schools and the only language taught in grades 1-3. French is introduced in the 4th grade as a second language.10 According to the MNEVT Curriculum Guide, The White Book, 11 of 28 hours of instructional time are allocated to Arabic language per week in Grades 1 and 2 of primary school, representing a total of 374 hours per year. The Arabic language curriculum is structured according to thematic units; each year is divided into 8 units of three weeks. The three weeks are divided into two weeks of presentation of the lesson and one week of review and evaluation. The four components of instruction are: expression, reading, writing, and grammar. An important principle is that the “style, syntax, morphology, and orthography” are presented implicitly in the first two years and become explicit only in the third year of instruction.11 As children advance in primary school, classroom time dedicated to reading decreases. In Grade 1, children have a total of 4.5 hours per week of reading, 4 hours in Grade 2, 2.5 hours in Grade 3, and only 2 hours in Grade 4. By Grades 5 and 6, only 1.5 hours are allocated to reading.

The Pedagogical Guide, written after the Arabic language textbooks were published, describes the content domains of the textbooks, the parts of each unit, and the number and duration of lessons. It provides the general pedagogical framework for carrying out lessons in the specific domains of Arabic language, oral expression, reading, writing, and developing listening skills. The Pedagogical Guide suggests that teachers start the Arabic language lesson, in Grades 1 and 2, with oral language practice.

In the other grades, children start by reading. Writing practice in Grades 1 and 2 is associated with reading practice through copy and dictation activities. It is only in Grade 3 that children start free writing exercises (essays).

The primary obstacles for teaching reading in the Moroccan primary school system are:12

● Decoding is not targeted as a skill.

● The Pedagogical Guide, like the White Book, does not specify a list of functional vocabulary based on MSA, nor does it show how to find the keywords to target.

● Neither the White Book nor the Pedagogical Guide identify criteria to use for the adaptation of instruction to the level of the child and his/her age and mental aptitude.

● There is little consideration for the sociolinguistic context of Morocco in the Guide.

● There is not enough emphasis on oral language development. It recommends the whole language method for teaching these competencies.

2. Standards and Benchmarks in the Moroccan System

10 The Monarch announced an intent to return to using French as the language of instruction in middle schools to teach science and math.

This decision will result in the introduction of French as a second language as early as the second grade, but since the announcement was in February 2016, it is not yet clear how this will affect the primary school language curriculum.

11 RTI/EdDataII, (2014). Report of the Analysis on the National Education Curriculum and Textbooks.

https://www.eddataglobal.org/countries/index.cfm?fuseaction=pubDetail&ID=703 12 ibid

Establishing reading benchmarks by grade provides teachers with an objective method for monitoring progress of children throughout the year and governments with a method to communicate performance standards. Though Morocco discusses standards in general as part of the curricula and pedagogical guide, they are not developed enough to be meaningful for practical purposes. A couple of examples are below:

● Developing a functional vocabulary list would help to standardize achievement across the country and would facilitate interpretation of national evaluation measures. The absence of a list of frequently used words limits the ability of teachers and authors to develop leveled texts that would also help children understand texts more rapidly, even if they have not mastered letters or decoding skills.

● The Pedagogical Guide should be more specific in determining the nature of the standard context from a sociolinguistic standpoint. For example, it is not clear whether the language used in primary school is meant to be a compromise between the dialect and classic Arabic, or is it just a simplified version of classic Arabic.

3. Textbook, Instructional Materials and Supplemental Reading Materials

An analysis of Moroccan textbooks revealed that improvements could be made in the pedagogical quality and the presentation of textbooks at the primary school.13 It showed that some basic skills of reading—for example, phonemic awareness, letter identification and reading of syllables—were not sufficiently addressed in the books before moving on to more complex tasks such as reading and understanding sentences. The textbooks and curriculum emphasize a whole language method of reading instruction, underscoring recitation and comprehension at the expense of tasks that require an authentic linguistic and intellectual effort by students (i.e. decoding, free writing). It also revealed a low visual quality (choice of illustrations, print quality, colors, text density).

On a positive note, there is relatively steady funding source from the Moroccan Government that ensures that books are purchased and renewed each year. Supply of textbooks is steady, although the way the current market for Arabic textbooks is split evenly among publishers is not entirely competitive and selection procedures lack transparency. The main bottleneck in Morocco is that the current system suffers from lack of quality control and mechanisms for continuous improvement. This is partially due to inconsistent planning resulting from changes in government administration and priorities, but also from lack of a comprehensive policy framework to address key aspects of the government’s vision for use of textbooks (and other reading materials).

Morocco currently has an established system for development and distribution of textbooks that takes approximately two years to get through the full book production chain. Textbook production is outsourced and awards are made after an iterative process between publishers and the MNEVT-determined specifications and an anonymous cross-sectoral review of prototypes. Members of the anonymous review panel include inspectors, instructional designers, teachers, university professors, and teacher trainers nominated by the MNEVT. Recommendations are made by the panel, and then the MNEVT issues a purchase order for the selected and approved books. These books are then

13 RTI/EdDataII, (2014). Report of the Analysis on the National Education Curriculum and Textbooks.

ordered in subsequent years by the regional delegations. Books are printed and distributed by publishers or through private intermediaries to retailers.

There is more competition and more choice in the supplemental books market than in the textbook market, and there are a variety of workbooks and early learning materials for Arabic available from both within and outside of Morocco. Nevertheless, the early reader market remains somewhat limited in terms of the types and level of difficulty of the books. Although there are some non-fiction reading materials (children’s dictionaries, children’s encyclopedias), there is not an abundance of choice of non-fiction for early readers, and early reading books are fiction, often fables imported and translated rather than written for the local audience in Arabic. In general, there seems to be a gap between early phonics-based alphabet or vocabulary books and then text-heavy storybooks.

Demand for supplemental reading materials is coming mainly from urban parents who have children in private schools. Few supplemental reading sources are available in the public school classroom to reinforce vocabulary nor do many of these types of resources exist within the home or community for these students.

4. Teacher Training and Coaching in Morocco

Currently, 12 Teacher Training Institutes (TTIs) exist in Morocco. Students who enter TTIs must have at least an undergraduate degree (in any field of study) and pass an entrance examination given by the MNEVT. Most TTI entrants do not take any education-related coursework in their undergraduate majors. They undertake a one-year program of study. Forty percent of total training hours are theoretical with the remainder of the time spent on practical school-based training. Training results in a professional certification for teaching. New teachers must accept the post that the MNEVT assigns them to.

USAID-funded analyses showed that Moroccan teachers do not receive any focused training in reading and writing instruction in pre-service or in-service training activities. Morocco does not have a systematic in-service training program for practicing teachers. Teachers are not required to take mandatory in-service training in reading or any other subject. Since promotion of teachers is based on years of service alone, teachers are not motivated to take training for their continuing professional development. In-service training activities are provided on an ad hoc basis through three main channels:

- In-service training offered by Regional Education Offices based on specific directives coming from the Central Ministry. This type of training is generally related to specific changes in the system or the textbooks.

- In-service training offered through international donors. This is generally project-based training.

- In-service training provided through Teacher Training Institutes. The role of the TTIs was revised in 2009 to cover pre-service and in-service teacher training.

However, in-service training programs are not yet operational.

Based on this, the MNEVT included in its priority reform measures a full reform of the pre- and in-service training and is planning to adopt teacher coaching as a new approach to provide improved professional development for teachers. The MNEVT is still at an early stage of conceptualizing this.

The main challenge that the MNEVT will have to face is the availability of well-trained coaches to provide technical support and training to all teachers (over 125,000 in primary education).

USAID/Morocco developed a coaching guide and trained coaches to support teachers in reading instruction in middle schools in 2015. Ministry has not yet generalized the use of this guide at the national level. The Ministry is in the process of assessing how many teachers will be needed to be trained as coaches, and how many new teachers will need to be hired starting school year 2016-2017 to cover for those who will be working as teacher coaches. In the meantime, the National Unit for Teaching Training (UCFC) has already started in March 2016 using the coach training guide developed under the USAID-funded RASID project14 to train a selection of teacher coaches in the province of Figuig (region of Oriental). It is expected that by the end of the 2015-2016 school year, the MNEVT would have selected the full list of teachers who will be trained nationally.

There are other factors that inhibit the efficiency of teachers’ reading instruction in the early grades.

First, the amount of time dedicated to teaching education theory in the teacher training institutes (TTI) takes up 60 percent of the allotted 400 hours. This situation contributes to insufficient time for trainings specific to reading instruction as a key subject. In addition, because teachers come to the TTIs with various university majors, usually with no prior coursework in education, they need to cover a lot of material in a limited timeframe. Lastly, there is a gap between theory and practice, as pre-service teachers do not have sufficient time to practice what they are learning in the classrooms.15 Therefore, teachers are not equipped to implement effective quality reading and writing instruction when they leave the TTI. The emphasis on coaching and continuous professional development will be an instrumental component of RFS-NPR and the MNEVT’s planned reform efforts. Moroccan primary public school teachers need more practical training, adapted training content, and appropriate support in reading and writing instruction.

5. School- and Community-based Reading and Writing Enrichment Programs at the Primary Level

The Directorate of School Life at the MNEVT funds a limited number of extra-curricular clubs through an annual grant program that is administered at the provincial level. Schools submit proposals as part of a “School Project” and request funding from the applicable provincial education office. The provincial education office selects winning proposals based on their feasibility and responsiveness to student needs, and submits an aggregate budget to the Regional Education Office (AREF) to fund the activities. Funding comes from the AREF to the provincial education office, and then to the school.

Each club receives approximately 1500 dirhams/year (about USD 155). Each school must report on its activities and account for funds received to the provincial office. The precise number and breadth of reading-related extra-curricular activities is not known due to the lack of a feedback loop from the provinces to the central offices. However, school-based reading enrichment activities, such as reading clubs/workshops, reading and writing competitions are organized. The Directorate also provides some funding for the creation of school libraries.

In addition to school-based activities, the MNEVT has partnerships with civil society organizations to provide reading activities outside of schools. These activities are funded in part by the Directorate of Non-Formal Education through its remedial education and school dropout prevention programs.

Activities include awareness-raising activities (e.g. reading caravans) in the rural and peri-urban areas, 14 More information on RASID is provided in Section E.

15 RTI/EdDataII (2014). Etude 2: Etude sur la lecture au Maroc. Analyse du systeme de formation initiale des enseignants.

reading tents during market days in rural areas, reading events in national public libraries, and local reading competitions, among others.

USAID supported one such activity in 2013 in partnership with the Directorate of Non-Formal Education and a small NGO in the north of Morocco. The activity targeted middle school children at risk of not returning to school after the summer vacation due to low academic achievement. Over 80 middle school students participated in a two-week “Preparation to Return to School” program and attended morning remedial classes in languages, mathematics, and life skills. They also participated in afternoon recreational activities, such as sports, art, and theater activities in the afternoons. No evaluation was conducted to measure any decrease in learning loss; however, the partner NGO reported that all participating students returned to school in the Fall. One key result from this experience was to demonstrate that demand exists, especially among parents, for summer programs despite the skepticism expressed by the Ministry at the outset of the activity.

While these school- and community-based reading activities respond to a clear need in extracurricular activities in support of reading, they are usually not targeted to children in the early primary grades and do not support the acquisition of reading skills.