Amend__02,_Partial_Responses.pdf

SOL‐688‐17‐00006, Amendment #02 Continuation page

ATTACHMENT A: PARTIAL RESPONSES TO QUESTIONS

General:

1. What is the NAICS code and small business size standard for this acquisition?

Answer: The NAICS code is: 541990 “All other technical support services”. No small business size standard has been established for this acquisition.

2. Would USAID provide the most recent full Local Compensation Plan along with the FSN scale for Mali?

Answer: The full Local Compensation Plan (LCP) is not a public document and cannot be shared. However, as a reference, please find attached an illustrative table providing salary ranges for local employees’ compensation.

3. Grants under Contract (GUC): are they permitted under this contract as well as applicable GUC fee in the budget?

Answer: With this amendment, Grant under Contract is included and the offerors are requested to propose a realistic GUC with the appropriate budget that is in the Government interest and support better their proposed approach.

4. The cover letter notes the RFP closing time to be c.o.b Bamako, Mali local time, but the SF-33 on page 3 notes that ‘proposals are due electronically to the address indicated in Block 8 above until 23:00 Bamako local time.’

a. Would USAID please confirm the closing time for proposal submissions?

b. If c.o.b. Bamako, Mali local time would USAID please confirm the hour?

Answer: With this amendment, all references to due date and time for receiving the proposals are modified to read: “The due date and time for receiving proposals is June 22, 2017, 24:00 Bamako, Mali time.”

5. Amendment 1 of the RFP removed the initial reference to the 2-year option period for the contract in the cover letter, but other references in the RFP remain.

a. Would USAID kindly confirm if there remains a possibly 2-year option period?

b. If yes, please confirm that offerors are only instructed to provide costing for the 3-year base period with a total funding ceiling of $15,000,000. Should the $15m cover the 3 year period or the 5 year period (3 years plus optional 2)?

c. In Amendment 01 dated 4/28/17, USAID amended the cover letter to indicate that the $15 million budget should be applied to the three base years only. However, the cover letter and the rest of the RFP still reference the possibility of an option period. Should offerors prepare their technical approaches for three years only? If the option period is still a possibility, can USAID provide any guidance about the criteria for using the option years or anticipated funding?

Answers:

a) USAID confirms that there remains a possibly 2-year option period. With this Amendment 2, the Cover letter, second paragraph, is revised to read:

“USAID/Mali contemplates the award of a Cost-Plus-Fixed-Fee (CPFF) completion type contract with a maximum total estimated cost of $US24.00 million for the life of the award (3 years Base Period plus 2 years Option Period). The contract (costs and fee) will be co-funded by the USAID Mali Offices of Education and Health: sixty-six percent (66.6%) from Basic Education funding, and thirty-three (33.3%) from Global Health Funding that will include a mix of WASH and Reproductive Health funds. While cost effective approaches to achieving the stated results are encouraged, offerors must not necessarily strive to meet the maximum amount. Offerors must propose costs that they believe are appropriate, realistic and reasonable, applying the procedures set forth in FAR Part 15. Cost proposals will be evaluated in accordance with Best Value procedures (see Section L for more details).

b) Offerors are instructed to provide cost proposal for the 3-year base period with a maximum of $15,000,000, and cost proposal for the option, if exercised, with a maximum of $24,000,000 for five years.

c) Offerors must prepare a sound technical approach for the three years base period, with clearly identified results, and propose what could be the option period if exercised. The option period will only be exercised following an external evaluation and agreement with the USAID Mali Mission Management, depending on success of proposed activities.

6. Would a Flexible Response Fund be appropriate within this call?

Answer: USAID has determined that a crisis modifier is not appropriate under this activity.

7. Please share the anticipated award date for this opportunity?

Answer: USAID/Mali is aiming at an award o/a end of November 2017, with a start date o/a January 3, 2018 in

Bamako, Mali. Please note that there are many variables and all future dates are speculative.

Section B:

8. Page 8, Section B.3(d), Estimated Cost, Fixed Fee and Obligated Amount: As the RFP no longer includes an option period, we request that USAID removes the clause stating “For option, the Total Estimated Cost is $_____ . The Fixed Fee is $_____. The total Estimated Cost Plus Fixed Fee for option year one is $_ _.”

Answer: The final contract will include a 2-year Option Period. With this Amendment 2, the Section B.3 is revised to read:

(a)

(a.1) The estimated cost for the performance of the work required during the Base Period (Years 1-3) hereunder, exclusive of fixed fee, if any, is $__________. The fixed fee, if any, is $________. The estimated cost plus fixed fee is $_______.

(a.2) The estimated cost for the performance of the work required during Option Period (Years 4-5) hereunder, exclusive of fixed fee is $________. The fixed fee, if any, is $_________. The Estimated cost plus fixed fee is $_________.

(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 of the contract period hereunder is $________. The Contractor shall 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 for the base period are anticipated to be sufficient through __________.

9. In Section B.4(c) and in Attachment 4, USAID provides templates for offerors to use to present summary costs in their proposal. Given the differences between the two formats, would USAID confirm which format offerors should use?

Answer: With this Amendment 2, the Section B.4(c) is modified to reflect the table provided in Attachment 4.

The Offerors must use the template provided in Attachment 4.

10. RE - Section B.6:

a. Page 9, Section B.6, Fee Schedule: As the RFP no longer includes an option period, would USAID remove references to the Option Period in the Fixed Fee Distribution Table?

b. Page 9, Section B.6, Fee Schedule and Page 27, Section F.5, Deliverables – Plans, Reports and Other:

As Statement of Work deliverables will not be finalized until the time of award, would USAID kindly request removal of the requirement for a Fee Schedule per component and revert to fee payment as a percentage of costs to be invoiced monthly? Otherwise, would USAID confirm that the Fee Schedule is not required for the cost proposal submission?

Answer:

a. With the clarification provided in this Amendment 2, the RFP does include an option period.

b. USAID confirms that Fee Schedule is not required for the cost proposal and it will be finalized at time of award. The RFP is hereby modified to delete the illustrative table in B.6.

11. Page 9, Section B.5 of the RFP notes that ‘major subcontractors are those subcontractors expected to perform at least 20% or more of the technical effort.’ Page 69, Section L.5.2.3 (C.3) of the RFP notes that major sub-awardees are ‘a partner whose proposed cost exceeds 20% of the offeror’s total proposed cost.’

a. Would USAID kindly confirm that major subcontractors and major sub-awardees are one in the same?

b. Also, please clarify the definition of major subcontractor/ sub-awardee that should be used for the purposes of this RFP.

c. Can USAID verify that major subcontractors are required to additionally provide past performance references in addition to what is required for subcontractors?

Answer: USAID confirms that a major contractor is the one whose proposed cost exceeds 20% of the offeror’s total proposed cost. The section B.5 is amended accordingly and Section L.5.2.3.C.3 remains the same.

12. Page 10, Section B.8, Cancellation of Multi-Year Contracts: Would USAID please confirm that Offerors can provide total cancellation ceilings instead of the breakdown listed in this section for ‘Total Fixed Fee’, ‘Total CPFF’, ‘Cumulative CPFF’. If not, please clarify the definition of each of these columns; e.g., what is the difference between Total CPFF and Cumulative CPFF? Does total CPFF exclude the Total Fixed Fee amount?

Answer: With this Amendment 2, the Section B.8 is deleted in its entirety.

Section C

13. Does USAID want the implementing partner to also target retention and transition from lower secondary to upper secondary (lycee, 3ieme cycle)?

Answer: Based on the education system context in Mali (page 12-13), USAID requests implementing partners to focus exclusively on retention and transition from primary school to lower secondary school or their non-formal equivalent.

14. Can USAID provide to applicants the referenced SCOFI action plans mentioned on page 67, Section

L.5.2.3(A.3): Objective 2?

Answer: With this amendment, USAID is hereby providing examples of SCOFI action plans for Kayes and Mopti in Attachment B of this Amendment.

15. For indicators where baseline data may need to be collected through a baseline survey, please confirm that it is acceptable to insert “To Be Decided.”

Answer: USAID hereby confirms that “To Be Decided” can be added for indicators where baseline data may need to be collected through a baseline survey and finalized at time of award.

16. C.5: Would the 6,650 new female entrants (10-14 years old) each year include SSAP (ALP) students?

Answer: Yes, the 6,650 new female entrants (10-14 years old) each year include Accelerated Education Program students (ALP).

17. Are the 6,650 new female entrants (10-14 year-olds) included in the 20,000 female beneficiaries each year

(10-18 year-olds), i.e., additional 13,350 new female beneficiaries should be added to the 6,650 (10-14 year-olds) to reach the 20,000 female beneficiaries (10-18 year-olds) per year?

Answer: Yes, USAID is asking for a total of 19,950 unique new entrants (ages 10-14 years) over a three-year period. Each year the implementing partner is expected to reach 20,000 females between the ages 10-18. This figure includes the 6,650 new entrants.

18. USAID notes two overall targets on page 13. 6,650 new female entrants (age 10-14) in formal school each year and 20,000 female beneficiaries (age 10-18) supported each year. Please kindly clarify which targets apply to which objectives.

Answer: The Statement of Objectives prescribes 3 objectives and overall targets. There are no prescribed targets by objective. The overall target has been set with an understanding that the combination of proposed interventions and achievement of the stated objectives will together contribute to the stated goal of increasing access to education for adolescent girls (ages 10-18) in target areas. The offeror can propose activities that are intended to achieve individual or a combination of the objectives that will achieve overall targets.

19. On page 13, Section C.5: Objectives and Targets: the RFP states the project should target “a minimum of

6,650 new female entrants (age 10-14 years) in formal school each year.”

Does this mean that in project year 1, 2, and 3 the offeror will be expected to enroll at least 6,650 new female entrants into formal school?

What duration of time would a girl need to have been out of school for to be considered a “new entrant”?

Given the age range of girls the project seeks to target, girls who have never been enrolled in school may not be eligible to enroll at an age-appropriate grade. Could the offeror enroll these girls in catch-up programs and still count toward the 6,650 “new female entrants to formal school”?

Answer:

Please see Response to Question 17.

Per USAID Education Strategy: 2015 Update to Reporting Guidance (available at:

https://dec.usaid.gov/dec/GetDoc.axd?ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBm Y2Uy&pID=NTYw&attchmnt=VHJ1ZQ==&rID=MzY3OTI0) target beneficiaries for ‘new entrants’ are defines as individuals who are not otherwise participating in education. This includes:

- Individuals who have never been to school

- Individuals who have dropped out of school

- Individuals whose education was temporarily disrupted by a natural or man-made disaster

Refer to response provided for Question 16.

20. Can USAID please confirm that the 6,650 new female entrants (age 10-14 years) in formal school each year are a subset of the 20,000 female beneficiaries (age 10-18 years) as per RFP page 13 Section C.5?

Answer: Please see Response to Question 17.

21. On p. 13, the first target is “a minimum of 6,650 new female entrants (age 10-14 years) in formal school each year”. For sustainability, is it possible to move the Year 1 target to Year 2 and 3, or otherwise build in flexibility to allow for the longer-term impact of sustainable approaches to improving girl’s access to education?

https://dec.usaid.gov/dec/GetDoc.axd?ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&pID=NTYw&attchmnt=VHJ1ZQ==&rID=MzY3OTI0) https://dec.usaid.gov/dec/GetDoc.axd?ctID=ODVhZjk4NWQtM2YyMi00YjRmLTkxNjktZTcxMjM2NDBmY2Uy&pID=NTYw&attchmnt=VHJ1ZQ==&rID=MzY3OTI0)

Answer: The implementing partner is expected to deliver a total of 19,950 new female entrants over the life of the project. Offerors may propose an appropriate flexible approach to achieving this target over the three years provided a portion of the target is achieved each year.

22. Given that new entrants may be overage and need to go through a non-formal accelerated education program prior to entering into formal education; will USAID agree to modify the target to include both entries into non-formal and formal education programs?

a. With regards to the second target—can retention and transition also include transition from non-formal to formal school and not just elementary to lower secondary?

b. Does the definition of new entrants include only girls who have never gone to school or girls who have some schooling but dropped out?

a. Retention rate and transition rates have been included in the performance indicators for the activity. No retention or transition targets have been set by USAID for this activity. Indicators of retention and transition in targeted schools have been included so as to monitor if access to the formal education system has increased above and beyond the Education Strategy indicator on ‘new entrants’. These indicators are also necessary to ensure that non-formal education interventions are not having an adverse effect on formal education outcomes (i.e. girls withdrawing from formal schools to attend non-formal). Custom indicators for transition from non-formal to formal education and retention in non-formal education may also be beneficial for monitoring the quality of proposed non-formal education interventions.

b. Please see Response to Question 19.

23. Page 13 of the RFP notes one of the GLEE targets as: ‘a minimum of 6,650 new female entrants (age 10-

14 years) in formal school each year.’ Page 21 of the RFP states, “All performance indicators and targets must be sex disaggregated… and age disaggregated (ages 10-13 and 14-18).” While page 29 of the RFP specifies that all indicators must be disaggregated by age groups 10-13 and 14-18 where appropriate.

Would USAID please confirm if the GLEE target should use the age group specified (10-14 years) or if offerors should use the age group 10-13 per guidance regarding M&E and indicator reporting?

Answer: Offerors must use the following age disaggregation “10-14 years and 15-18 years”. The RFP is modified accordingly.

24. Page 13 of the RFP presents the overall GLEE targets of (1) a minimum of 6,650 new female entrants (age

10-14 years) in formal school each year, and (2) a minimum of 20,000 female beneficiaries (age 10-18 years) supported each year with USG assistance with the aim of increasing retention and transition rates.

a. Please confirm that the 6,650 new female entrants are counted within the 20,000 female beneficiaries supported each year with USG assistance.

b. Girls aged 13-14, who never attended school or who dropped-out in early grades, cannot reintegrate into formal school with an accelerated school program as they will be too old to enter the 4th year after one year of accelerated education (14/15) or to enter the 6th year after 2 years of accelerated education (15/16). They are however vulnerable, uneducated and close to the age of marriage. We request that USAID change the first target to include formal and non-formal education to include these girls. Thus, ‘6,650 new female entrants (age 10-14 years) in formal and non-formal school each year.’

c. Considering the overall project period of 3 years, it is expected that the project will cover two full school year cycles.

i. Please clarify if the ‘each year’ targets refer to the two school years, thus a total of 13,300 new female entrants and 40,000 females supported with USG assistance or to each of the 3 years of the project implementation.

ii. If these targets apply to each of the 3 years of implementation, please confirm that the total target of the project of 19,950 new female entrants may be obtained via unequal targets per year (for example 3,050, 8,450, and 8,450)?

a. Please see response to Question 17.

b. Please see Response to Question 16.

c. Please see Response to Question 17.

ii. The implementing partner is expected to deliver a total of 19,950 new female entrants over the life of the project. Offerors may propose an appropriate flexible approach to achieving this target over the three years provided a portion of the target is achieved each year.

25. Can USAID make available to offerors the forthcoming Out of School Survey by UNICEF as noted in a footnote on page 15?

Answer: With this amendment, USAID hereby attached the forthcoming Out of School Survey done by

UNICEF.

Pages 20, Section C.7.3, Conduct a Rapid Assessment: USAID references “two RERAs carried out by USAID/Mali in 2016. Would USAID please share these Rapid Education Risk Assessments with Offerors?

Answer: Offerors must follow this link: http://eccnetwork.net/resources/rapid-education-risk-analysis/.

26. Page 20, Section C.7.4, Relationship to Government of Mali and Other Development Partners: Would

USAID clarify whether USAID and the relevant Ministries named (Ministry of Education and Ministry of Health) have reached agreement for project support and the nature of their involvement and support?

Answer: USAID as well as all ongoing USAID programs have developed good collaboration with the

Government of Mali through any relevant Ministries. Therefore, new programs will not have any difficulties to work with the Ministries during their implementation.

27. Page 20, Section C.7.5, Geographic Scope: Would USAID clarify whether Offerors are expected to name their selection of proposed cercles/communes in their proposal?

Answer: USAID expects that offerors name proposed cercles and communes of intended focus in the proposal.

28. Page 21, Section C.7.7, Emergency Preparedness and Response Plan: Would USAID confirm that Offerors are expected to prepare and submit their Emergency Preparedness and Response Plan following award?

Answer: Yes, the Emergency Preparedness and Response Plan will be prepared and submit 90 days after award. The RFP is modified accordingly.

29. In section C, the RFP uses the term "offeror" to refer to both offerors submitting proposals and the selected contractor carrying out activities, which leads to some confusion about which items are required at the proposal stage. Can USAID please clarify whether the following items are required at the proposal stage or after award:

a. Rapid assessment (C.7.3, p20)

b. Emergency Preparedness and Response Plan (C.7.7, p21) after award

c. Coordinated implementation plan in collaboration with sub-offerors (C.8, p22) - This description is very different from the implementation plan annex described on page 67-68. If part of the proposal, can USAID clarify if these are two separate annexes?

a. The Rapid Assessment plan is required 90 days after award.

b. Emergency Preparedness and response plan must be submitted 90 days after award.

c. Offerors must use guidance on page 66-67 Section L in preparation for proposals.

http://eccnetwork.net/resources/rapid-education-risk-analysis/

30. Page 19 of the RFP notes that offerors ‘must operate in line with the USG key policies, frameworks, and strategies outlined [in the proceeding table].’ Included in the table is the ‘Let Girls Learn Initiative.’ Given recent news regarding the Administration’s intent to end the Let Girls Learn Initiative, would USAID please confirm if this is still among the required programmatic approaches to be included in technical proposals?

Answer: The Offeror is expected to align its approaches to the relevant USG strategies, guidance and policies related to support for adolescent girls’ education. The USG commitment to supporting adolescent girls’ education is reaffirmed in the following policies and strategies:

USAID Education Strategy:

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ah UKEwjX7LPKhvXTAhVDYyYKHSI5A1IQFggmMAA&url=http%3A%2F%2Fpdf.usaid.gov%2Fpdf_do cs%2FPdacq946.pdf&usg=AFQjCNF-xGIkU8DfH06UJWxlWoARc2Fbbw

Gender Equality and Female Empowerment Policy:

https://www.usaid.gov/documents/1865/gender-equality-and-female-empowerment-policy

United States Global Strategy to Empower Adolescent Girls:

https://www.state.gov/documents/organization/254904.pdf

31. Page 20 of the RFP noted that the contractor will be expended to conduct a Rapid Assessment within the first 90 days. Page 34 refers to a Rapid Needs Assessment but then uses acronyms RNA and RENA.

Throughout Section C it is noted that the contractor should build off lessons and evidence from the two RERAs that were conducted in 2016.

a. Please confirm that the Rapid Assessment referred to on page 20 is the same as the Rapid Needs Assessment referenced on page 34.

b. Also, kindly clarify the difference between the Rapids Needs Assessment (RNA) and an RERA.

What does the acronym RERA stand for, as both Rapid Education Risk Assessment and Rapid Education Risk Analysis have been used in the RFP?

c. Kindly correct RENA on page 34 to be either RNA or RERA, depending on which is correct.

a. USAID confirms that the Rapid Assessment referred to on page 20 is the same as the Rapid Needs

Assessment referenced on page 34.

b. The Rapid Needs Assessment is intended to provide data on the needs of beneficiaries in targeted communities and to help the implementing partner make decisions on where to implement activities, adapt implementation strategies and be responsive to the specific needs of activity beneficiaries. While a RERA (Rapid Education and Risk Analysis) is rapid analysis of the education sector, learners and school communities in a situation of multiple contextual risks seeks a fast and “good enough” analysis to capture information about how education systems (particularly schools), learners and their communities constitute a dynamic system of relationships involving assets and multiple risks.

c. USAID meant “Rapid Needs Assessment” instead of RENA mentioned on page. With this amendment, this section is modified accordingly.

32. Should activities in addition to those mentioned for Obj. 3 be needed to achieve the overarching target, can those activities be included?

Answer: There are no prescribed activities in the SOO, only objectives and overall targets. Offerors are expected to propose activities that are logical and data driven.

33. How does USAID estimate the unit cost per year for a girl in the RFP? Are there any standards measurements or references (an amount per year per female student 10 - 18) USAID uses to estimate unit cost of education for an adolescent girl?

Answer: Standard cost per year of school per child in Mali. USAID utilized the current Ministry of Education estimates in the 2017 There is no Rapport d’état du Systeme Educatif National Malien and existing USAID estimated costs per child to estimate a cost per child.

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjX7LPKhvXTAhVDYyYKHSI5A1IQFggmMAA&url=http%3A%2F%2Fpdf.usaid.gov%2Fpdf_docs%2FPdacq946.pdf&usg=AFQjCNF-xGIkU8DfH06UJWxlWoARc2Fbbw https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjX7LPKhvXTAhVDYyYKHSI5A1IQFggmMAA&url=http%3A%2F%2Fpdf.usaid.gov%2Fpdf_docs%2FPdacq946.pdf&usg=AFQjCNF-xGIkU8DfH06UJWxlWoARc2Fbbw https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUKEwjX7LPKhvXTAhVDYyYKHSI5A1IQFggmMAA&url=http%3A%2F%2Fpdf.usaid.gov%2Fpdf_docs%2FPdacq946.pdf&usg=AFQjCNF-xGIkU8DfH06UJWxlWoARc2Fbbw https://www.usaid.gov/documents/1865/gender-equality-and-female-empowerment-policy https://www.state.gov/documents/organization/254904.pdf

Section F:

34. USAID confirms that the offerors should use the wording of the five indicators referenced on page 29.

Please kindly explain the breakdown in targets that USAID would like to see? Should it be equally divided into Kayes and Mopti regions?

Answer: USAID confirms that the Offerors must use the wording of the five indicators referenced on page 29 of the RFP as the required indicator for GLEE Activity. There is no prescribed target breakdown by region.

35. I- On page 28 of the RFP Section F.5.1.B. (Year 1 Work Plan) notes that the Year 1 Work Plan should be

‘presented by and corresponding to USAID’s Fiscal Year Calendar.’ The current USAID Business Forecast for GLEE notes an anticipated award date of March 1, 2018.

a. We kindly request that USAID provide information regarding the expected start date of GLEE for offerors to use while developing their Year 1 Work Plans?

b. If this date is not aligned with the USG Fiscal Year, please confirm that offerors should still present their

Year 1 Work Plan using FY dates.

II- The RFP notes (last sentence of F.5.1.B second paragraph) that the Work Plan should include ‘budgetary forecasts and notes tied to proposed activities.’ Would USAID kindly confirm that cost information should not be included in the submitted Year 1 Work Plan annex to the technical proposal?

I- a) USAID anticipated an award o/a end of November 2017.

b) USAID confirms that Offerors must submit a “Year 1” Work Plan using US Fiscal Year dates.

II- The draft workplan is a technical document, and therefore must be submitted with the technical proposal. The “associated costs” mentioned must be indicative broad lump sums per proposed activities that will be used to analyze the cost realism of the proposed technical approach. These costs shall be coherent when compared with the detailed cost proposal.

36. End of Section F.5.1.D(1), Monitoring and Evaluation Plans (M&E): Would USAID confirm that the “brief narratives” for each proposed indicator in the Performance Monitoring Plan can be provided after award, as the specified information is typically included in Performance Indicator Reference Sheets (PIRS) and are prepared once indicators have been finalized after the award?

Answer: USAID confirms that the Offerors must provide the brief narratives for each proposed indicator in the Performance Monitoring Plan that will be finalized with the Performance Indicator Reference after the award.

37. Section F.5.1.D(5): Environment Monitoring and Mitigation Plan: the last sectence references “environment

Regulation 216 environment documentation.” Would USAID please clarify to which specific regulation number this refers?

Answer: USAID is making reference to the “22CFR216”. The RFP is hereby modified to update any references to 216.

38. Section F.5.2.1, Quarterly Reports, second paragraph: the RFP requires that Contractors submit at least one “Success Story” per quarter beginning in the second year of project implementation.

a. Would USAID please clarify if this Success Story is to be included in the Quarterly Report or is it to be submitted as a separate report or document?

b. Also, please also clarify if the Success Story is due at the same time as the Quarterly Reports.

Answer: USAID confirms that success story must be submitted at the same time as the quarterly report, as an attachment to the quarterly report. The solicitation is revised accordingly.

39. Section F.5.2.4, Final Reports: the RFP states, “The final report will meet the requirements set forth in 22 CFR 226.” These regulations apply to Cooperative Agreements and have been replaced by updated regulations. Would USAID please provide a current FAR or AIDAR reference (if applicable) to provide Final Report requirements under this contract?

Answer: With this Amendment 2, the sentence and any reference to 22 CFR 226 is removed. The RFP is modified accordingly.

40. Page 31, Section F.5.1.D, Monitoring and Evaluation Plans (M&E): Would USAID confirm that the “brief narratives” for each proposed indicator in the Performance Monitoring Plan can be provided after award, as the specified information is typically included in Performance Indicator Reference Sheets (PIRS) and are prepared once indicators have been finalized after the award?

Answer: USAID confirms that the “brief narratives” for each proposed indicator in the PMP can be provided after award.

41. Is there a limit or a target for grants under contract for this project?

Answer: There is no limit to grants under contract.

42. Section 5 of page 34 and page 20 of the RFP notes that the Rapid Needs Assessment and Gender

Analysis should be completed within the first 90 days of award. The table below indicates that the two aforementioned documents are due ’30 days after approval of Work Plan’ with the final Year 1 Work Plan due ’90 days after the award date.’ Also, the table on page 34 notes that the two documents should be annexed to the PM whereas page 28 notes that they should be annexed to the Work Plan.

a. Would USAID please confirm the final due date of the Rapid Needs Assessment and Gender Analysis?

b. Also, kindly confirm if these documents should be annexed to the Work Plan or PMP.

Answer:

a. The Final Rapid Needs assessment and gender analysis is due within 90 days of award.

b. The Rapid Needs Assessment and Gender Analysis are not due at the time of award. However, they will be annexed to the PMP.

43. Page 34-35, Section F.5.3, Summary of Deliverables: Would USAID kindly allows Offerors to provide electronic submission only for all deliverables?

Answer: Yes, USAID confirms that only electronic submissions are required.

44. The Summary of Deliverables Table on page 34, Section F.5.3 requires the Quality Assurance Plan to be submitted 30 days after approval of the work plan. However, page 65, Section L.5.1 indicates that the Quality Assurance Plan should be submitted as an annex to the proposal. Could USAID please clarify and adjust accordingly?

a. If the Quality Assurance Plan is due as an annex to the proposal, could USAID please provide some additional information as to what is required of the offeror to include in this annex?

Answer: USAID confirms that the Quality Assurance plan is to be submitted 90 days after the approval of the work plan rather than at the time of proposal. With this amendment the Section L.5.1 (6) “Required annexes” is revised accordingly to reflect the deletion of the “quality assurance plan and environmental monitoring and mitigation plan”.

45. On page 65, Section L.5.1, the RFP states “the Offeror must submit a 3-page summary in French which must reflect/correspond to the information provided in English.” Our translator has informed us that a translation of a 3-page English document to French will result in the French document being an estimated

15-25 percent longer. Would USAID please consider increasing the maximum length of the French Executive Summary document to 4 pages in length?

Answer: USAID will accept a maximum of 4 pages for the French Executive Summary.

46. In section D. Monitoring and Evaluation, page 29, USAID indicates that indicators must be disaggregated by age group and defines age groups as 10-13 and 14-18. On page 30, the age groups are defined as 10- 14 and 15-18. Would USAID please specify the preferred age groups?

Answer: Please see response to Question 23.

47. Both the Quality Assurance Plan and the Environmental Monitoring and Mitigation Plan are listed in Section

F as being due 30 days after the Year 1 Work Plan is approved. Can USAID please provide some detail about what is required for these documents at the proposal stage?

Answer: The Quality Assurance Plan and Environmental Monitoring and Mitigation Plan are due 30 days after the year 1 work plan and not at the time of proposal submission. Section L.5.1 (6) Required annexes is modified accordingly.

48. Would USAID consider accepting up to four key personnel?

Answer: There is no limit to key personnel. The offer must propose number and type of key personnel that is necessary to effectively achieve project objectives and is cost effective. In section, F.8 delete limit of key personnel.

ATTACHMENT B: SCOFI PLAN TEMPLATE and UNICEF OUT OF SCHOOL SURVEY

Les enfants non scoLarisés et DéscoLarisés au MaLi

Mali

Les enfants non scoLarisés et DéscoLarisés au MaLi

EquipE dE travail Barry Sesnan, consultant international principal (enquête à Banconi, Bandiagara et Sikasso/Niéna).

Consultants nationaux : Salif Niaré (enquêtes de terrain et analyse des goulots d’étranglement), Fousseynouh Bah, Alassane Bah (étude quantitative).

Equipe MEN : Agnès Yerin Awa Karakodio (stagiaire), Abdourahamane Ongoiba (agent DNEF) et Moussa Sidibé (responsable suivi et évaluation).

Conseiller/expert : Dr Eric Allemano.

Assistants (éducation de base) : Adama Diakité (interviews avec les jeunes, photos), Cicéron Mugisha, Collins Oduor (Internet), Bertin Bahati (revue qualitative).

Superviseurs : Andrea Berther (chef éducation, UNICEF Mali), Fabio Manno (spécialiste éducation, UNICEF Mali).

EtudE

54 Les enfants non scoLarisés et DéscoLarisés au MaLi

EquipE dE travail 3 taBlE dES MatiErES 4 aBrEviatiONS 10 iNtrOduCtiON 13

1.1. CAUSES ECONOMIQUES 13

1.2. CAUSES SOCIALES 14

1.3. DES PROBLEMES LIES A L’ECOLE 14

SOMMairE dES StratEGiES Et rECOMMaNdatiONS 17

STRATEGIE 1. METTRE A JOUR LA POLITIQUE DE L’EDUCATION 17

STRATEGIE 2. REDUIRE LES DISPARITES : PROMOUVOIR L’EQUITE ET L’EGALITE 17

STRATEGIE 3. COMPRENDRE LES FACTEURS ECONOMIQUES ET LA PLACE DE L’ENFANT

DANS SA FAMILLE ELARGIE 17

STRATEGIE 4. PROMOUVOIR LA SCOLARISATION DES FILLES ET DES ENFANTS EXCLUS

POUR DES RAISONS SOCIOCULTURELLES OU A CAUSE DE BESOINS SPECIAUX 17

STRATEGIE 5A. RENDRE L’ECOLE PLUS ATTRAYANTE 17

STRATEGIE 5B. AMELIORER LA QUALITE : APPUI AUX ENSEIGNANTS 18

STRATEGIE 5C. AMELIORER LA QUALITE DE L’ENSEIGNEMENT 18

STRATEGIE 6. AMELIORER LA QUALITE : BONNE GESTION 18

STRATEGIE 7A. FOCALISER SUR LA JEUNESSE, LES POSSIBILITES DE RATTRAPAGE

OU L’INTEGRATION DANS LE MONDE DU TRAVAIL 18

STRATEGIE 7B. AUGMENTER L’OFFRE AVEC L’EDUCATION ALTERNATIVE 19

STRATEGIE 8. MENER DES CAMPAGNES DE SENSIBILISATION 19

STRATEGIE 9. AMELIORER L’ACCES ET LA QUALITE PAR VOIE DE L’INNOVATION 19

STRATEGIE 10. CAS SPECIAL : REFUGIES – IMPORTANCE DE PREPARER LEUR RETOUR 19

SECtiON 1. apprOCHE MEtHOdOlOGiquE Et rEvuE dES dONNEES Sur lES ENFaNtS NON SCOlariSES Et dESCOlariSES 21

INTRODUCTION 21

Système scolaire primaire et secondaire au Mali et tranches d’âge officielles 22

1.1A. OBJECTIFS DE L’ETUDE 22

Objectif général 22

Objectifs spécifiques 22

Comité de suivi 23

1.1B. SOURCES POUR L’ENQUETE 23

1.1C. DEFINITION DU PROFIL GENERAL 23

Revue de la littérature 24

Analyse quantitative des données secondaires 24

Analyse qualitative 18

1.2A. DONNEES : VUE D’ENSEMBLE 24

Récapitulatif des résultats 25

1.2B. LIMITATIONS DES DONNEES 26

Problème de dénominateur lié à la migration, l’urbanisation 26

Manque de souplesse ou de nuance 26

Termes utilisés 26

1.3. QUESTIONNAIRES 27

Questionnaire « enseignants/parents/autres » 27

Questionnaire « jeunes » 27

Personnes interviewées 28

1.4. ENQUETES SUR TERRAIN/MISSIONS 28

Equipe sur terrain 28

Exemple : mission Sikasso 30

1.5. CONSIDERATIONS IMPORTANTES 30

1.6. DONNEES : SOURCES 31

Résumé des facteurs de vulnérabilité 32

SECtiON 2. aNalYSE dES prOFilS dES ENFaNtS Et dES JEuNES EXCluS du SYStEME EduCatiF MaliEN 35

2.1. PROFILAGE DES ENFANTS ET DES JEUNES NON SCOLARISES 35

Vue d’ensemble de la fréquentation de l’école 35

Dimension 1 : enfants non préscolarisés (3-6 ans) 35

Dimensions 2 et 3 : profilage des enfants en âge d’aller au Fondamental 1 (7-12 ans) et au Fondamental 2 (13-15 ans) 38

Dimensions 2 et 3 : profilage des enfants en âge d’aller au Fondamental 1 (7-12 ans) et au Fondamental 2 (13-15 ans) 43

2.2. RAISONS DE LA NON-SCOLARISATION ET DE LA DESCOLARISATION SELON LES ENFANTS

ET LES JEUNES ENQUETES 47

La pauvreté des ménages et le travail nécessaire des enfants et des jeunes 49

Le contexte scolaire 49

Des facteurs sociaux et politiques 49

Le découragement des jeunes et l’échec scolaire 50

2.3. LES « RESCOLARISANTS » : CEUX QUI CHERCHENT A REPRENDRE DES ELEMENTS D’EDUCATION 50

Ali D. : jeune, éducation inachevée 50

Centre Saint Jean Bosco à Sikasso et Centre Père Michel à Bamako 51 tabLe De Matières

76 Les enfants non scoLarisés et DéscoLarisés au MaLi

2.4. DONNER UN VISAGE ET UNE VOIX AUX CHIFFRES 51

Fadimata : une aide ménagère au cours du soir 52

Moussa : un jeune orpailleur 52

Abdou, 18 ans : jeune commerçant 53

SECtiON 3. OBStaClES Et GOulOtS d’EtraNGlEMENt 55

INTRODUCTION 55

3.1. POLITIQUE DE L’EDUCATION ET ECONOMIE 56

3.2. SYSTEME EDUCATIF : OBSTACLES ADMINISTRATIFS 56

Conseillers pédagogiques / Directeurs d’écoles 56

Manque de flexibilité dans la politique scolaire 57

3.3A. L’ENFANT ET SA FAMILLE 57

3.3B. FACTEURS ÉCONOMIQUES 57

3.4. SCOLARISATION DES FILLES 58

3.5A. L’ECOLE N’EST PAS ATTRAYANTE 59

Nombre d’enfants par classe 59

Distance de l’école 59

La question du nomadisme 59

Langue d’enseignement 60

Calendrier scolaire 60

Infrastructures 60

3.5B. LES ENSEIGNANTS NE FONT PAS LEUR TRAVAIL : QUALITE DE L’ENSEIGNEMENT 60

Barrières qui résultent de la situation des enseignants 60

Barrières qui résultent des conditions d’enseignement 61

3.6. OBSTACLES SOCIOCULTURELS 61

Manque d’habitude et d’aptitude pour apprendre seul 61

Culture, religion et tradition 61

Rôle de l’école coranique 61

SECtiON 4. StratEGiES Et rECOMMaNdatiONS 63

INTRODUCTION 63

Aller vers l’éducation pour tous 63

Points clés 63

Le système éducatif dans son ensemble 64

Thèmes 64

Réflexions 65

STRATEGIE 1. METTRE A JOUR LA POLITIQUE DE L’EDUCATION 65

STRATEGIE 2. REDUIRE LES DISPARITES : PROMOUVOIR L’EQUITE ET L’EGALITE 65

STRATEGIE 3. COMPRENDRE LES FACTEURS ECONOMIQUES ET LA PLACE DE L’ENFANT

DANS SA FAMILLE ELARGIE 66

Bourses, activités génératrices de revenus 67

Vouchers, bons (coupons) 67

Transfert de cash 67

STRATEGIE 4. PROMOUVOIR LA SCOLARISATION DES FILLES ET DES ENFANTS EXCLUS POUR

DES RAISONS SOCIOCULTURELLES OU A CAUSE DE BESOINS SPECIAUX 67

STRATEGIE 5A. RENDRE L’ECOLE PLUS ATTRAYANTE 68

Donner une valeur ajoutée à l’école 68

Nourrir les enfants 68

Réduire la distance 69

Autres 69

STRATEGIE 5B. AMELIORER LA QUALITE : APPUI AUX ENSEIGNANTS 69

Appui supplémentaire / Paquet (kit) pour enseignants 70

Evaluation des enseignants 70

Absentéisme et sous-performance des enseignants 70

Plan de carrière 70

STRATEGIE 5C. AMELIORER LA QUALITE DE L’ENSEIGNEMENT 71

Importance de la maternelle/préscolaire 71

Langue maternelle ou nationale: appui ou empêchement ? 71

Enrichissement 72

STRATEGIE 6. AMELIORER LA QUALITE : BONNE GESTION 73

Un rôle pour les parents… et les élèves 73

Utilisation des bâtiments 73

STRATEGIE 7A. FOCALISER SUR LA JEUNESSE, LES POSSIBILITES DE RATTRAPAGE

OU L’INTEGRATION DANS LE MONDE DU TRAVAIL 73

Education et formation professionnelle 74

Alphabétisation fonctionnelle et lien avec des métiers 74

Numératie 74

Valeur ajoutée/compétences 74

Centres communautaires de ressources et de formation (centres polyvalents) 74

STRATEGIE 7B. AUGMENTER L’OFFRE AVEC L’EDUCATION ALTERNATIVE 75

Le cours est le même, mais différentes méthodes existent pour le présenter aux apprenants 75

Le cours est ciblé ou adapté 75

Modules 75

Cours du soir, cours du weekend ou cours de vacances 76

Apprentissage accéléré 76

Stratégie de scolarisation accélérée/Passerelle (SSA/P) 77

98 Les enfants non scoLarisés et DéscoLarisés au MaLi

STRATEGIE 8. MENER DES CAMPAGNES DE SENSIBILISATION 77

STRATEGIE 9. AMELIORER L’ACCES ET LA QUALITE PAR LA VOIE DE L’INNOVATION 79

STRATEGIE 10. CAS SPECIAL : REFUGIES – IMPORTANCE DE PREPARER LEUR RETOUR 79

BiBliOGrapHiE Et rÉFÉrENCES 81 aNNEXE 1. lES quEStiONNairES 85

QUESTIONNAIRE ENSEIGNANTS/PARENTS/AUTRES 85

QUESTIONNAIRE JEUNES A L’ECOLE, NON SCOLARISES ET DESCOLARISES 85

QUESTIONNAIRE AUX RESPONSABLES 86

FORMULAIRE COMPLEXE D’INTERVIEW(GÉNÉRAL) 86

aNNEXE 2. tÉMOiGNaGES 88

FILLE DÉSCOLARISÉE 88

FILLE NON SCOLARISÉE 88

FILLE DÉSCOLARISÉE 88

JEUNE GARÇON DÉSCOLARISÉ 88

JEUNE GARÇON DÉSCOLARISÉ 88

JEUNE GARÇON DÉSCOLARISÉ, ÂGÉ DE 18 ANS 88

JEUNE GARÇON DÉSCOLARISÉ, 18 ANS 88

JEUNE FILLE DÉSCOLARISÉE, 17 ANS 88

JEUNE FILLE NON SCOLARISÉE, 16 ANS 88

aNNEXE 3. SEpt EXEMplES d’iNtErviEWS (NON rÉdiGÉES) 89

INTERVIEW 1 89

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 89

Solutions préconisées 89

INTERVIEW 2 90

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 90

Solutions préconisées 90

INTERVIEW 3 90

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 90

Solutions préconisées 91

INTERVIEW 4 91

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 91

Solutions préconisées 92

INTERVIEW 5 92

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 92

Solutions préconisées 93

INTERVIEW 6 93

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 93

Solutions préconisées 94

INTERVIEW 7 94

Causes de la non-scolarisation et de la déscolarisation des enfants au Mali 94

Solutions préconisées 94 aNNEXE 4. NOtES dE tErraiN À GaO, MOpti Et SiKaSSO 95

GAO 95

MOPTI (2 VISITES) 96

SIKASSO 97

Interviews 99 aNNEXE 5. dONNEES StatiStiquES COMplEtES 101

DIMENSION 1 101

Profilage des enfants de 5 et 6 ans 102

Profilage des enfants de 5 et 6 ans, par sexe et région 102

DIMENSION 2 104

Taux de scolarisation des enfants de 7-12 ans (brut et net) 104

Profilage des enfants de 7 à 12 ans 106

Répartition des enfants (7-12 ans) hors de l’école (non scolarisés + déscolarisés) 109

Catégorisation de la dimension 2 111

DIMENSION 3 114

Profilage des enfants de 13 à 15 ans 117

DIMENSIONS 4 ET 5 124

Risque d’abandon des enfants en âge de fréquenter le Fondamental 1 (dimension 4) et le Fondamental 2 (dimension 5) 124

Taux brut et net d’admission des enfants du primaire au secondaire 127

RESUME 127

CARTOGRAPHIE 128

1110 Les enfants non scoLarisés et DéscoLarisés au MaLi aE Académie d’enseignement aME Association de mères d’élèves apE Association de parents d’élèves

Bit/Oit Bureau/Organisation internationale du Travail

CaF Centre d’alphabétisation fonctionnelle

CaFé Centre d’apprentissage féminin

Cap Certificat d’aptitude professionnelle

Cap Centre d’animation pédagogique

CEd Centre d’éducation pour le développement

CEi Centre d’éducation pour l’intégration

CEp Certificat d’études primaires (ex-P6)

CFEpCEF Certificat de fin d’études du premier cycle de l’enseignement fondamental

CGS Comité de gestion scolaire

CiEF Centre international d’études et de formation

CNCS Centre national des cantines scolaires

CpS Cellule de planification et de statistique

CrS Catholic Relief Services

CSCrp Cadre stratégique pour la croissance et la réduction de la pauvreté dEF Diplôme d’études fondamentales dNEB Direction nationale de l’éducation de base dNEF Direction nationale de l’enseignement fondamental dNESG Direction nationale de l’enseignement secondaire général dNESrS Direction nationale de l’enseignement supérieur et de la recherche scientifique dNp Direction nationale de la pédagogie

ECu Ecole à classe unique

EdS Enquête démographique et de santé

EliM Enquête légère intégrée auprès des ménages (menée par INSTAT)

EMOp Enquête modulaire et permanente auprès des ménages

EpaM Enquête permanente auprès des ménages

Ept Education pour tous

FONGiM Forum des ONG internationales au Mali

GraadECOM Groupe de recherche d’action et d’assistance pour le développement communautaire

HCr Haut-Commissariat des Nations Unies pour les réfugiés iFM Institut de formation des maîtres iiEp Institut international de planification de l’éducation iNStat Institut national de la statistique iSu Institut de statistique de l’UNESCO

MEalN Ministère de l’Education, de l’Alphabétisation et des Langues nationales

MEN Ministère de l’Education nationale

OCHa Bureau de la coordination des affaires humanitaires des Nations Unies

OMd Objectifs du millénaire pour le développement

ONG Organisation non gouvernementale

ONGi Organisation non gouvernementale internationale paFp Programme d’appui à la formation professionnelle paM Programme alimentaire mondial pddSE Plan décennal de développement du secteur de l’éducation pdES Programme de développement économique et social piSE Programme d’investissement sectoriel (pour le secteur) de l’éducation pNEF Programme d’appui à l’éducation non formelle prOdEC Programme décennal de développement de l’éducation ptF Partenaires techniques et financiers rESEN Rapport d’Etat sur le système éducatif national rGpH Recensement général de la population et de l’habitat rMS (Ept) Rapport mondial de suivi sur l’EPT

SSa/p Stratégie de scolarisation accélérée/Passerelle ta Taux d’achèvement taMa Taux d’accroissement moyen annuel tBa Taux brut d’admission tBS Taux brut de scolarisation tNa Taux net d’admission tNS Taux net de scolarisation tS Taux de survie uE Union européenne uNESCO Organisation des Nations Unies pour l’éducation, la science et la culture uSaid Agence des Etats-Unis pour le développement international abréviations

1312 Les enfants non scoLarisés et DéscoLarisés au MaLi

Cette étude a été financée par l’UNICEF Mali et réalisée en partenariat avec le ministère de l’Education, de l’Alphabétisation et des Langues nationales (MEALN) du Mali. Nous tenons à exprimer notre sincère gratitude à tous ceux qui ont participé à la conception, la préparation, la mise en œuvre et le développement de ce rapport.

Les opinions et les recommandations exprimées dans ce rapport sont celles des auteurs et ne représentent pas nécessairement celles de l’UNICEF.

Cette étude sur les enfants et les jeunes déscolarisés et non scolarisés au Mali met d’abord en exergue les raisons principales pour lesquelles certains enfants n’ont jamais été inscrits à l’école et identifie ensuite les facteurs qui poussent certains enfants et jeunes scolarisés à abandonner leurs études. Le but de l’étude est de fournir des informations et des recommandations permettant au ministère de l’Education et à ses partenaires de développer des politiques et des mesures ciblées pour pallier les phénomènes de non-scolarisation et de déscolarisation.

Cette étude est le fruit de recherches quantitatives et qualitatives qui ont abouti à l’élaboration d’un schéma d’analyse des facteurs qui exposent les enfants et les jeunes au risque de ne pas être scolarisés par leurs parents ou d’abandonner l’école par eux-mêmes (ou d’en être exclus pour cause de mauvaises notes ou de redoublements excessifs).

Concernant les méthodes quantitatives, une analyse des statistiques scolaires et de la démographie des groupes d’âge scolarisable ainsi que des revenus des familles a permis de dénombrer, par sexe, âge, milieu urbain ou rural et par région, le nombre et le pourcentage d’enfants et de jeunes scolarisés ou non scolarisés en 2011 et 2013. Les recherches quantitatives ont révélé que la non-scolarisation et la déscolarisation sont notamment liées au statut économique de la famille, au sexe de l’enfant et au milieu de résidence de la famille. Les quintiles de revenus familiaux bas en zone rurale sont associés à de faibles tendances à inscrire les enfants à l’école et à de fortes tendances à redoubler ou abandonner les études. Ces phénomènes sont particulièrement marqués chez les filles.

Quant aux méthodes qualitatives, une étude documentaire sur le système éducatif malien a précédé le déplacement sur le terrain d’une équipe d’enquêteurs qui ont interviewé 653 filles et garçons scolarisés ou non scolarisés pour découvrir les causes de la non-scolarisation ou de la déscolarisation des enfants maliens. Les enquêteurs ont aussi interviewé 1 599 adultes. Ce groupe d’enquêtés était composé de cadres du ministère de l’Education, de l’Alphabétisation et des Langues nationales (MEALN), de parents d’élèves et d’experts de la coopération internationale au Mali. Les résultats des enquêtes ont révélé plus en détail et en nuances les goulots d’étranglement à la scolarisation et à la persistance dans les études. Selon l’enquête, les causes majeures de la non- et de la déscolarisation sont les suivantes.

1.1. Causes économiques

La pauvreté des ménages serait une des causes principales de la non-scolarisation et de la déscolarisation. Ce phénomène présente deux faces :

• d’abord, le besoin pour les parents d’utiliser la main-d’œuvre de leurs enfants dans les champs, sur les marchés et à la maison ;

• ensuite, les coûts directs de la scolarisation, notamment les cotisations de la coopérative scolaire, les manuels et les fournitures scolaires. Ces charges sont onéreuses pour les familles du cinquième quintile qui optent souvent pour la scolarisation de seulement un ou deux de leurs enfants si la famille est nombreuse. Les parents pauvres choisissent plutôt les garçons que les filles pour aller à l’école.

introDuction

1514 Les enfants non scoLarisés et DéscoLarisés au MaLi

Une autre cause économique de la non-scolarisation et de la déscolarisation est l’attraction du travail rémunéré chez les jeunes.