USAID_CRG_Annexes_Feb_2017.xlsx

XLSX spreadsheet 35 KB Posted Feb 17, 2017

Attached to: RFP-SOL-669-17-000004-READ LIBERIA Federal contract opportunity
Solicitation number: SOL-669-17-000004
Issued by: US Agency for International Development Liberia

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USAID CRG Annexes Feb 2017

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LIBERIA_EDUCATION_STATISTICS_REPORT_2015__16.pdf	PDF	Feb 25, 2017
Liberia_Education_Sector_Analysis_(Nov_2016).pdf	PDF	Feb 25, 2017
Signed_Amendment_02.pdf	PDF	Feb 25, 2017
Ed_Sector_-G2B-ESP_v7_Full_FINAL_15Dec.pdf	PDF	Feb 25, 2017
Read_Liberia!_RFP-_Final-02172017-Amendment_One.pdf	PDF	Feb 17, 2017
Summary_of_Qs&As_to_USAID_-Read_Liberia!_02172017.pdf	PDF	Feb 17, 2017
CRG_FAQ.pdf	PDF	Feb 17, 2017
USAID_Cost_Reporting_Guidance_Feb_2017.pdf	PDF	Feb 17, 2017
J.1_2015_Update_to_Education_Strategy_Reporting_Guidance.pdf	PDF	Jan 20, 2017
J.7_Branding_and_Marking.pdf	PDF	Jan 20, 2017
Read_Liberia!_RFP-_Final-01202017.pdf	PDF	Jan 20, 2017
J.4_Final_Version_Ed._Reform_Act.pdf	PDF	Jan 20, 2017
J.3_Education_Sector_Plan_04march10.pdf	PDF	Jan 20, 2017
J.6_PASTPERFORMANCEMATRIX01082013.xlsx	XLSX spreadsheet	Jan 20, 2017
J.2_Agenda_For_Transformation-_April_15,_2013.pdf	PDF	Jan 20, 2017
J.5_MoE-Education_Statistics_2014.pdf	PDF	Jan 20, 2017

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Cover Page

Non-USAID contributions to USAID-funded education programming

COVER SHEET

Country:

Name of the project:

Implementation period:

Reporting Period:

Implementing organization:

Project point of contact (PoC) from the implementing organization:

Contact infomantion for the project PoC:

Name of the COR/AOR of the project:

Brief description of the project:

Prepared by:

Date:

Govt Contrib Instructions

Annex A1. Host Government Contributions: Definitions
CATEGORY	DEFINITION AND EXAMPLES
Host government staff time spent to support project development and/ or implementation	WHAT TO REPORT: Only substantive and project-critical contributions are to be reported that fall outside of the previously defined responsibilities of the individual. Examples include the following:
	1. The Office of Vocational Training in the Ministry of Labor has assigned two vocational training curriculum specialists to support the revisions of the vocational training curricula. Specialists will work approximately 25% of their time on the project, working closely with project staff on the curriculum revisions and the development of teaching and learning materials. 25% FTE for two curriculum specialists is to be reported for each month they spent working on the project.
	2. An EGR project is establishing a Local Education Monitoring Approach (LEMA, also known as LQAS) to help provide routine data on the progress made by districts in implementing the new early grade reading projects. While district inspectors were already supposed to visit schools routinely, collating and transmitting data resulting from their visits is new and is essential to project implementation. District inspectors estimate it takes them 10% of their time to process data and report back to the project. The project should report 10% FTE for each inspector engaged in LEMA for the duration of LEMA implementation within the project timeframe.
	3. The MoE is hiring 500 coaches to support transition to the new model of teaching literacy designed by the project. The coaches are hired by the MoE in the beginning of the second year of the project implementation and will work full-time on coaching primary grade teachers in new curriculum, instructional practices and teaching and learning materials, developed and produced by the project. The project should report 100% FTE for all 500 coaches for the duration of the project, beginning in the month when they are hired.
	WHAT NOT TO REPORT: Minor contributions of government staff time (under 5% FTE), contributions of time that are not project-critical, or performing tasks previously defined in staff job descriptions. Examples include:
	1. Project-critical but minor contributions of government staff are not to be reported. Example: the head of the curriculum department of the MoE participates in monthly project team meetings and provides important input. How
	2. Routine activities of government staff that were performed prior to the project but that project benefits from are not to be reported. Example: the project relies on EMIS data to estimate the number of additional learners enrolled in primary schools as a result of project activities. The project helped improve EMIS data collection by revising data collection procedures and training staff on how to follow them. Since collecting and processing EMIS data falls within established responsibilities of the EMIS staff, the time spent by EMIS staff is not to be reported as additional government contribution.
	3. New functions performed by the government staff as a result of project activities if they are considered a revision of prior functions. Example: school principals were trained by the project to routinely observe teacher instruction and provide feedback. Although this is a new practice established by the project, the principals are now expected to perform these observations as part of their routine responsibilities; the data from these observations does not get transmitted to the project and is not critical to project implementation.
	4. Functions performed by education staff who being paid directly by the project (e.g., teaching children in refugee camps) should be captured under "direct service delivery" sub-category of Category 10.
Host government staff time spent in training	The project should report on the amount of government staff time spent in trainings provided by the project. The training may be delivered during scheduled work hours or outside of these hours. Only training of substantial duration (16 hours or more) should be reported. Examples include:
	1. The project provides teacher training during summer break when ordinarily teachers would be off work. The project needs to report number of teachers who participated in the training and the duration of the training.
	2. The project assessment specialist provides a 1-day training to MoE staff involved in the assessment work on how to implement EGRA and analyze data followed by two 4 hour coaching sessions.
	3. Project WFD specialist conducts a 3-day training of Ministry of Youth staff on using data from labor market assessments to customize WFD initiatives implemented in different regions.
Office Space	This category of host government contributions includes access to office space provided by the government for continuous and/or substantial use by the project. In cases of co-location within government institution, only an approximate square footage should to be reported. Examples include:
	1. The project is co-located with the Ministry of Education and is allowed to occupy approximately 30% of space in the three division offices with which the project actively collaborates, for the duration of the project activities. The project is to report approximate square footage and duration of co-location.
	2. The project-funded school district support officer is embedded in each school district office and works from that office. The project is to report approximate square footage for each officer, the number of officers and duration of support.
Workshop Venue	This category of government contributions includes access to a venue for an event organized by the project. Projects should report the actual dollar/local currency value of renting equivalent space to enable activities that the donated space supports, if such information is available. If such information is not available, square footage, function and the duration of use by the project should be reported instead. Example includes: The government is providing space for bi-annual youth job fairs in regional centers. The project is to report approximate value of the space or equivalent space should it be rented by the project instead of donated by the government.
Materials/ Equipment/ Supplies	This category of host government contributions includes all kinds of materials, equipment and supplies provided by the government for use by the project or to advance project objectives. Examples include:
	1. Teaching and learning materials procured or cost-shared by a private company as a result of project activities that support objectives of the project;
	2. Equipment for vocational training institutes (TVETs) procured or cost-shared by the government as a result of project activities and that are designed to support objectives of the project;
	3. Supplies for education activities within a refugee camp procured or cost-shared by the government as a result of project activities and that are designed to support objectives of the project;
	4. Mobile technology equipment procured or cost-shared by the government education institution as a result of project activities and that are designed to support objectives of the project

Transportation

Transportation donated by the government in support of project activities should be reported in dollar or local currency equivalent of what it would cost the project to fulfill the necessary function that the donated transportation fulfills. For example, if the project uses government trucks to distribute books to schools, the project should report the approximate monetary value of these services.

Direct monetary contributions

This category captures direct money transfers from the host government to the project. The project should include a description of the purpose of the money transfer.

Govt Contribution Worksheet Annex A2. Worksheet for reporting host government contributions to USAID-funded projects in education sector

CATEGORY
	# of staff	% FTE	Location	Brief description of the contribution
Government staff time
	# of staff	# of person hours
Government staff time in training
	Sq Ft	# days used
Office Space

	Value in local currency	$$ value	Brief description of the contribution
Venue
Materials/Equipment/Supplies
Transportation
Direct monetary contributions
Other (Please specify here)

Comments:

NOTES:

1. Please refer to "Government contribution instructions" tab for an explanation for each category.

2. If staff of different seniority contribute substantial amount of time during the reporting period, report different categories of staff in separate lines, to allow estimates of the value of their contribution in monetary terms. Include a description of the seniority level in the "brief description of the contribution" column.

3. If the project benefited from the donated space of substantially different value (e.g., in different geographic areas), disaggregate by the relevant category and provide description in the "brief description of the contribution" column.

4. Total number of person hours is computed by adding the number of hours spent in training for each person who participated in training. If during the reporting period the project conducted three trainings, two in one location and the third in another location, the information can be entered in two separate lines: training in the first location on one line, and training in the second location on the second line. For example: During the reporting period, the project conducted three teacher training workshops for master trainers officially employed by the Ministry of Education. Two workshops were conducted in the national capital and one workshop in a regional capital. The duration of all workshops was 3 days (24 hours). The workshops in the national capital had 25 and 35 master trainers, and the workshop in teh regional capital had 42 attendees. The project should report as follows:

Line 1: # of staff: 60; # of person hours: 60*24=1,440; location: national capital (name of the city) Line 2: # of staff: 42; # of person hours: 42*24=1,008; location: regional capital (name of the city) The "brief description of the contribution" column will contain a brief description of the purpose of the training and who the attendees were.

5. The total square footage of the office space donated by the government for the project use can be estimated; the number of days the space is used by the project needs to be precise, according to the project records.

6. The value of venue, materials/equipment/supplies, transportation, other donations as well as direct monetary contributions needs to be reported EITHER in local currency, OR in US dollars. If data is available for both, both can be reported.

7. The report should include a description of the contribution and exact or approximate dollar or local currency value, if available. If the currency value is not available, the project must include a sufficient description of the contribution to allow an estimation of the contribution by an external expert.

Non-Govt Contrib Instructions Annex B1. Non-Government Contributions: Definitions

CATEGORY	DEFINITION AND EXAMPLES
Private individuals and non-government staff time spent to support project development and/ or implementation	WHAT TO REPORT: Only substantive and project-critical contributions are to be reported that fall outside of the previously defined responsibilities of the individual. Examples include the following:
	1. The project relies on a network of community volunteers to support behavior change communication campaigns. The volunteers are recruited via existing volunteer network. Each volunteer is expected to spend approximately 3 to 5 hours every week working to promote education each month they spent working on the project. The project is to report 10% FTE for each volunteer (4 hours average a week/40 hour week *100% = 10%), the number of volunteers and the location where they work for the duration of their engagement.
	2. An EGR project is working with a local NGO to establish provision of after-school tutoring for struggling readers. NGO staff will tutor students 3 days a week and spend approximately 2.5 hours for each tutoring session. The project will report 18.75% FTE (7.5 hrs/40*100=18.75%) for each NGO staff who tutors, number of staff, and location where tutoring takes place
	3. A private company participates in a pilot of a workforce development project that requires company's middle managers to spend about 2 hours each week providing feedback on the pilot activities for the duration of the pilot. The data from the feedback will be used to refine intervention before the full rollout. The project is to report 5% FTE (2 hrs/40*100% = 5%), number of managers who provide feedback, duration and location of the pilot.
	WHAT NOT TO REPORT: Minor contributions of time by private individuals or non-government staff time (under 5% FTE), contributions of time that are not project-critical, or performing tasks previously defined in staff job descriptions. Examples include:
	1. Project-critical but minor contributions of government staff are not to be reported. Example: a senior-level manager of a private company provides important input on the workforce development curriculum. However, since she/he spends less than 5% of his/her FTE on this task, this contribution does not need to be reported.
	2. Routine activities of staff that were performed prior to the project but that project benefits from are not to be reported. Example: an EGR project is working with a local NGO to support provision of after-school tutoring for struggling readers. Prior to the project, NGO staff tutored students 3 days a week. Since the activity is pre-existing, the project does not need to report on it. If the project supports tutoring by training NGO staff and providing materials, these contribution should be reported in the appropriate categories, as specified below.
	3. New functions performed by non-government staff as a result of project activities if they are considered a revision of prior functions. Example: a WFD project works with private companies to place interns; the project suggests an evaluation system that, if adopted by the company, will take approximately 2 hours for a middle manager to complete; the data from these evaluations does not get transmitted to the project and is not critical to project implementation. The time spent by the managers on these evaluations does not need to be reported.
	4. Functions performed by private individuals or non-government staff if they are being compensated directly by the project (e.g., stipend to tutors) should be captured under "direct service delivery" sub-category of Category 10.
	5. If the salaries of the NGO staff contributing their time come from USAID-funded programming, this contribution should not be reported. Only contributions of non-USAID-funded entities are to be reported.
Private individuals and non-government staff time spent in training	The project should report on the amount of time private individuals and non-government staff spent in trainings provided by the project. The training may be delivered during scheduled work hours or outside of these hours. Only training of substantial duration (16 hours or more) should be reported. Examples include:
	1. The project provides training for parent-teacher association members. The project needs to report number of hours and number of participants, the location and the purpose of the training.
	2. The project provides a 1-day training to university professors on how to use online resources to improve relevance of their courses, followed by two 4 hour coaching sessions. The project needs to report number of hours and number of participants, the location and the purpose of the training.
Office Space	This category of non-government contributions includes access to office space provided by the NGOs or private companies for continuous and/or substantial use by the project. Only an approximate square footage should to be reported. Examples include:
	1. The project is co-located with the local NGO and is allowed to occupy approximately 10% of space in its main office, for the duration of the project activities. The project is to report approximate square footage and duration of co-location.
	2. The project-funded coach is embedded in each of the participating higher education institutes and works from that office. The project is to report approximate square footage for each coach the number of institutes and duration of support.
Workshop Venue	This category of non-government contributions includes access to a venue for an event organized by the project. Projects should report the actual dollar or local currency value of renting equivalent space to enable activities that the donated space supports, if such information is available. If such information is not available, square footage, function and the duration of use by the project should be reported instead. Example includes: A local youth association is providing space for bi-annual youth job fairs in regional centers. The project is to report approximate value of the space or equivalent space should it be rented by the project instead of donated by the association.
Materials/ Equipment/ Supplies	This category of non-government contributions includes all kinds of materials, equipment and supplies provided by individuals, NGOs or private companies for use by the project or to advance project objectives. Examples include:
	1. Teaching and learning materials procured or cost-shared by the government as a result of project activities and that support objectives of the project;
	2. Equipment for vocational training institutes (TVETs) procured or cost-shared by private companies as a result of project activities and that are designed to support objectives of the project;
	3. Supplies for education activities within a refugee camp procured or cost-shared by a local NGO or a private donor as a result of project activities and that are designed to support objectives of the project;
	4. Mobile technology equipment procured or cost-shared by a local NGO or a private company as a result of project activities and that are designed to support objectives of the project.
	The report should include a description of the contribution and exact or approximate dollar or local currency value, if available. If the currency value is not available, the project must include a sufficient description of the contribution to allow an estimation of the contribution by an external expert.
Transportation	Transportation donated by private companies or NGOs in support of project activities should be reported in dollar or local currency equivalent of what it would cost the project to fulfill the necessary function that the donated transportation fulfills.
Direct monetary contributions	This category captures direct money transfers from the individuals, NGOs or private companies to the project. The project should include a description of the purpose of the money transfer. For example, a WFD project establishes a network of private "angel" investors and pairs them with participants of entrepreneurship training that the project conducts. The amount of direct investments generated through the "angel" investor network should be reported in this category.

Non-Govt Contribution Worksheet Annex B2. Worksheet for reporting non-government contributions to USAID-funded projects in education sector

CATEGORY
	# of staff	% FTE	Donated by	Location	Brief description of the contribution
Staff/volunteer time			□ individual(s)

□ NGO

□ private company

	# of staff	# of person hours
Staff/volunteer time in training			□ individual(s)

□ NGO

□ private company

	Sq Ft	# days used
Office Space			□ individual(s)

□ NGO

□ private company

	Value in local currency	$$ value		Brief description of the contribution
Venue			□ individual(s)

□ NGO

□ private company Materials/Equipment/Supplies □ individual(s)

□ NGO

□ private company Transportation □ individual(s)

□ NGO

□ private company Direct monetary contributions □ individual(s)

□ NGO

□ private company Other (Please specify here) □ individual(s)

□ NGO

□ private company

Comments:

NOTES:

1. Please refer to "Non-government contribution instructions" tab for an explanation for each category.

2. If non-government staff of different seniority contribute substantial amount of time during the reporting period, report different categories of staff in separate lines, to allow estimates of the value of their contribution in monetary terms. Include a description of the seniority level in the "brief description of the contribution" column.

3. If the project benefited from the donated space of substantially different value (e.g., in different geographic areas), disaggregate by the relevant category; provide description in the "brief description of the contribution" column.

4. Total number of person hours is computed by adding the number of hours spent in training for each person who participated in training and follows the same general conventions as with the government staff (see "Government contributions instructions"). The "brief description of the contribution" column will contain a brief description of the purpose of the training and who the attendees were.

5. The total square footage of the office space donated for the project use can be estimated; the number of days the space is used by the project needs to be precise, according to the project records.

Other donors

Annex C. Worksheet for reporting other donors' contributions to USAID-funded projects in education sector

Instructions:

If another donor operates in the same education space during the period of project implementation and it is likely that those activities impact USAID's project results, please provide relevant information in this worksheet.

Donor:

Name of the project:

Implementation period:

Implementing organization:

Brief description of the project, including amount of funding:

Intervention details

Annex D. INTERVENTION DETAILS
Annex D1. REPORT ON DETAILS OF THE INTERVENTION: OUTPUTS
	Please attach a copy of the quarterly report
Annex D2. REPORT ON DETAILS OF THE INTERVENTION: DOSAGE AT THE BENEFICIARY LEVEL
1. LEARNERS/YOUTH
	Please mark which standard indicators from the list below the project is reporting on.
	□	Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of grade 2 with USG assistance
	□	Percent of learners who demonstrate reading fluency and comprehension of grade level text at the end of primary school (or grade 6, whichever comes sooner) with USG assistance
	□	Number of learners in primary schools or equivalent non-school based settings reached with USG education assistance
	□	Number of learners in secondary schools or equivalent non-school based settings reached with USG education assistance
	□	Number of learners reached in reading programs at the primary level
	□	Number of primary or secondary textbooks and other teaching and learning materials (TLM) provided with USG assistance
	□	Number of primary school classrooms that receive a complete set of essential reading instructional materials with USG assistance
	□	Number of at-risk youth trained in social or leadership skills through USG-assisted programs
	□	Number and/or percent of youth who participate in civil society activities due to social or leadership skills training or initiatives from USG assisted programs
	□	Number of individuals with new or better employment following participation in USG-assisted workforce development programs
	□	Number of individuals with improved skills following participation in USG-assisted workforce development programs
	□	Number of individuals who complete USG-assisted workforce development programs
If reporting on any of these standard indicators, please include details of the dosage. During the reporting period, each learner/youth benefited from the project:
			# of hrs in one week	total # of hrs in the reporting period	comments
	Amount of instructional time from a project-trained educator
			# of hrs in one week	total # of hrs in the reporting period	comments
	Amount of instructional time using project-provided technology
			number	comments
	Number of TLMs received/used previously received, by each learner/youth
			yes/no	comments
	Learner's parent/caregiver trained
2. EDUCATORS/INSTRUCTORS
Please mark which standard indicators from the list below the project is reporting on.
	□	Number of primary or secondary educators who complete professional development activities with USG assistance
	□	Number of primary or secondary school educators who complete professional development activities on teaching students with special educational needs with USG assistance
	□	Number of primary or secondary school educators who complete professional development activities on peace education, conflict sensitivity, or conflict transformation with USG assistance
	□	Number of tertiary-level educators and faculty who complete professional development activities with USG assistance
If reporting on any of these standard indicators, please include details of the dosage. During the reporting period, each learner/youth benefited from the project:
	Number of hours of group-based training in the reporting period
	Number of hours of individual coaching in the reporting period

File details come from the government source that posted it. Updated Nov 14, 2017.