SOL-688-17-00006_.pdf

U.S. Agency for International Development (USAID) U.S. Agency for International Development (USAID)

ACI 2000, Rue 243 Porte 297 Tel: (223) 2070-23-00 2050 Bamako Place - AAO P.O. Box 34 Fax: (223) 2022-39-33 1300 Pennsylvania Avenue

Bamako, Mali http://mali.usaid.gov Washington, D.C. 20523-2050

RFP Issuance date: April 24, 2017 Deadline for questions: May 11, 2017 c.o.b

RFP Closing Date: June 15, 2017 c.o.b Bamako, Mali local time

SUBJECT: Request for Proposal (RFP) No. SOL‐688‐17‐00006 for

Girls Leadership and Empowerment through Education (GLEE)

Dear Potential Offerors:

The U.S. Government, represented by the Agency for International Development (USAID) is soliciting proposals to establish and implement the Mali USAID/Mali’s Girls Leadership and Empowerment through Education (GLEE) aims to empower Malian adolescent girls to obtain greater educational attainment. The purpose of the GLEE activity is to increase access to education for adolescent girls (10-18 years) in target areas.

USAID/Mali contemplates award of a Cost‐Plus‐Fixed‐Fee (CPFF) completion type contract. While cost effective approaches to achieving the results stated in the government requirement are encouraged, offerors must not necessarily strive to meet the maximum amount. The maximum estimated cost of the contract (costs and fee) must not exceed $US15 million for a period of three-year (03) base period with a possible option period of 2 years with an estimated total funding of $15 million cofunded by the USAID Office of Education and the USAID Office of Health. Sixty-six percent (66.6%) of funding will be Basic Education funding, and thirty-three (33.3%) will be Global Health Funding, including a mix of WASH and Reproductive Health funding. The option period will only be exercised following an external evaluation and agreement with the USAID Mission and Contracts Officer (CO). Offerors must propose costs that they believe are appropriate, realistic and reasonable for the work.

USAID/Mali OAA invites all interested and qualified organizations to submit proposals in accordance with the requirements of this RFP. U.S. and non-U.S. (including Malian) for-profit firms and non-governmental organizations (NGOs) are eligible to submit proposals for this RFP. In support of USAID’s interest in expanding the number and sustainability of development partners, USAID/Mali encourages proposals from U.S. small businesses and potential new local partners as prime or sub-contractors.

Please refer to Section L for information regarding proposal requirements and all instructions for the preparation and submission of required proposal contents, including critical dates/times for submission of questions, proposal submission closing date and time. Also please pay careful attention to, and complete in full, RFP section K – Representations, Certifications, and Statements of offerors. Section M states the criteria by which proposals will be evaluated.

Questions are to be submitted electronically to bamakoaao@usaid.gov . The deadline for receipt of questions is specified at the top of this letter. Offerors should take into account the expected delivery time required by the email transmission method, and they are responsible to ensure that proposals are received at USAID by the due date and time as specified above. Failure to comply with the submission date and email transmission method may result in no-response to your questions.

If substantive questions are received which affect the response to the solicitation, or if changes are made to the closing date and time, as well as other aspects of the RFP, this solicitation will be amended. Oral explanations or instructions given before award of the contract will not be binding. USAID bears no responsibility for data errors resulting from transmission or conversion processes.

http://mali.usaid.gov/ mailto:bamakoaao@usaid.gov

13. DISCOUNT FOR PROMPT PAYMENT

(See Section I, Clause No. 52.232.8)

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

14. ACKNOWLEDGEMENT OF AMENDMENTS

(The offeror acknowledges receipt of amendments to the SOLICITATION for offerors and related documents numbered and dated):

AMENDMENT NO. DATE AMENDMENT NO. DATE

15A. NAME

AND

ADDRESS

OF

OFFEROR

CODE FACILITY 16. NAME AND TITLE OF PERSON AUTHORIZED TO SIGN OFFER

(Type or print)

15B. TELEPHONE NUMBER 15C. CHECK IF REMITTANCE ADDRESS

IS DIFFERENT FROM ABOVE - ENTER

SUCH ADDRESS IN SCHEDULE.

17. SIGNATURE 18. OFFER DATE

AREA CODE NUMBER EXT.

SOLICITATION, OFFER AND AWARD

1. THIS CONTRACT IS A RATED ORDER

UNDER DPAS (15 CFR 700)

RATING PAGE OF PAGES

3 103

2. CONTRACT NUMBER 3. SOLICITATION NUMBER

SOL-688-17-00006

4. TYPE OF SOLICITATION

SEALED BID (IFB)

X NEGOTIATED (RFP)

5. DATE ISSUED

04/13/2017

6. REQUISITION/PURCHASE NUMBER

REQ-688-17-000016

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

Bamakoaao@usaid.gov

U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT

ACQUISITION AND ASSISTANCE OFFICE

BAMAKO – MALI

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

SOLICITATION

9.

PROPOSALS ARE DUE ELECTRONICALLY TO THE

ADDRESS INDICATED IN BLOCK 8 ABOVE

Until 23:00 Bamako local time 06/15/2017

(Date)

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.

10. FOR

INFORMATION

CALL:

A. NAME

B. TELEPHONE (NO COLLECT CALLS) C. E-MAIL ADDRESS

bamakoaao@usaid.gov

AREA CODE NUMBER EXT.

11. TABLE OF CONTENTS

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

PART I - THE SCHEDULE PART II - CONTRACT CLAUSES

X A SOLICITATION/CONTRACT FORM 3 X I CONTRACT CLAUSES 51-54

X B SUPPLIES OR SERVICES AND PRICES/COSTS 8-10 PART III - LIST OF DOCUMENTS, EXHIBITS AND OTHER ATTACH.

X C DESCRIPTION/SPECS./WORK STATEMENT 11-23 X J LIST OF ATTACHMENTS 55

X D BRANDING AND MARKING 24 PART IV - REPRESENTATIONS AND INSTRUCTIONS

X E INSPECTION AND ACCEPTANCE 26

x

K

REPRESENTATIONS, CERTIFICATIONS AND

OTHER STATEMENTS OF OFFERORS

56-62

X F DELIVERIES OR PERFORMANCE 27-35

X G CONTRACT ADMINISTRATION DATA 36-39 X L INSTRS., CONDS., AND NOTICES TO OFFERORS 63-76

X H SPECIAL CONTRACT REQUIREMENTS 40-50 X M EVALUATION FACTORS FOR AWARD 77-80

OFFER (Must be fully completed by offeror)

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

12. In compliance with the above, the undersigned agrees, if this offer is accepted within _____150 calendar days (150 calendar days unless a different period is inserted 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 designated point(s), within the time specified in the schedule.

AWARD (To be completed by government)

19. ACCEPTED AS TO ITEMS NUMBERED 20. AMOUNT 21. ACCOUNTING AND APPROPRIATION

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

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

23. SUBMIT INVOICES TO ADDRESS SHOWN

IN

(4 copies unless otherwise specified)

ITEM

24. ADMINISTERED BY (If other than Item 7) CODE 25. PAYMENT WILL BE MADE BY

CO

DE

26. NAME OF CONTRACTING OFFICER (Type or print)

27. UNITED STATES OF AMERICA

(Signature of Contracting Officer)

28. AWARD DATE

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

AUTHORIZED FOR LOCAL REPRODUCTION

Previous edition is unusable

STANDARD FORM 33 (Rev. 9-97)

Prescribed by GSA - FAR (48 CFR) 53.214(c) mailto:Bamakoaao@usaid.gov mailto:bamakoaao@usaid.gov

RFP No.: SOL‐688‐17‐00006 for Girls Leadership and Empowerment through Education (GLEE)

ACRONYMS AND DEFINITIONS

The following terms and acronyms are used in this RFP with meanings as reflected below:

Term/Acronyms Meaning

BIP Branding Implementation Plan CDCS Country Cooperation Development Strategy CLA Collaborative, Learning, and Adapting CO Contracts’ Officer COR Contract’s Officer Representative CPR Contraceptive Prevalence Rate DHS Demographic Health Survey GPRSP Growth and Poverty Reduction Strategy Paper GLEE Girls Leadership Empowerment through Education EESA Emergency Education Support Activity EMMP Environment Monitoring and Mitigation Plan EPRP Emergency Preparedness and Response Plan ERSA Education Recovery Support Activity FAF Foreign Assistance Framework FGC Female Genital Cutting GBV Gender-Based Violence GDP Gross Domestic Product GOM Government of Mali HDI Human Development Index IDP Internally Displaced People IEP Interim Education Plan IOM International Organization for Migration IP Implementing Partners IR Intermediate Result JMP Joint Monitoring Plan KJK Keneya Jemu Khan/Communication et Promotion de la Sante MHM Menstrual Hygiene Management MICS Multiple Indicator Cluster Survey MOE Ministry of Education MOH Ministry of Health MP Marking Plan

NGOs Non-Governmental Organizations OOSC Out of School Children PMP Performance Monitoring Plan SBCC Social Behavior Change Communication SCOFI Division de scolarisation des filles SRGBV School Related Gender Based Violence RERA Rapid Education Risk Assessment RNA Rapid Needs Assessment WASH Water, Sanitation, and Hygiene

Table of Contents

PART I – THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE 8

B.2 CONTRACT TYPE AND CONTRACT SERVICES 8

B.3 ESTIMATED COST, FIXED FEE, AND OBLIGATED AMOUNT 8

B.4 CONTRACT BUDGET AND CEILINGS 8

B.5 INDIRECT COSTS 9

B.6 FEE SCHEDULE 9

B.7 REIMBURSABLE COSTS 10

B.8 CANCELLATION UNDER MULTI-YEAR CONTRACTS 10

SECTION C - DESCRIPTION/STATEMENT OF OBJECTIVES (SOO)

C.1 GOAL 11

C.2 SCOPE 11

C.3 PLACE OF PERFORMANCE 11

C.4 BACKGROUND 11

C.5 OBJECTIVES AND TARGETS: 13

C.6 PERFORMANCE OBJECTIVES 14

C.7 REQUIRED PROGRAMMATIC APPROACHES 19

C.8 IMPLEMENTATION, MANAGEMENT PLAN, STAFFING PLAN AND KEY PERSONNEL 22

C.9 DELIVERABLES 23

SECTION D: BRANDING AND MARKING

D.1 BRANDING POLICY 24

D.2 752.7009 MARKING (JAN 1993) 24

D.3 MARKING AND BRANDING STRATEGY 24

D.4 BRANDING IMPLEMENTATION AND MARKING PLAN 25

SECTION E: INSPECTION AND ACCEPTANCE

E.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE 26

E.2 INSPECTION AND ACCEPTANCE 26

E.3 RESPONSIBLE OFFICIAL 26

E.4 PERFORMANCE STANDARDS AND PERFORMANCE ASSESSMENT REPORTS 26

SECTION F: DELIVERIES OR PERFORMANCE

F.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE 27

F.2 PERIOD OF PERFORMANCE 27

F.3 PLACE OF PERFORMANCE 27

F.4 PERFORMANCE STANDARDS 27

F.5 DELIVERABLES - PLANS, REPORTS AND OTHER 27

F.6 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL) 35

F.7 CONFIDENTIALITY AND OWNERSHIP OF INTELLECTUAL PROPERTY 35

F.8 KEY PERSONNEL 35

SECTION G - CONTRACT ADMINISTRATION DATA

G.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE 36

G.2 CONTRACTING OFFICER’S AUTHORITY 36

G.3 CONTRACTING OFFICER’S REPRESENTATIVE (COR) 36

G.4 COR TECHNICAL DIRECTIONS 36

G.5 CONTRACTOR’S PRIMARY POINT OF CONTACT 37

G.6 AIDAR 752.7003 DOCUMENTATION FOR PAYMENT (NOV 1998) 37

G.7 PAYMENT AND VOUCHERS 38

G.8 CONTRACTOR'S PAYING OFFICE/PAYMENT ADDRESS OR LETTER OF CREDIT NUMBER 39

SECTION H - SPECIAL CONTRACT REQUIREMENTS

H.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE 40

H.2 AUTHORIZED WORK DAY/WEEK 40

H.3 ADDITIONAL REQUIREMENTS FOR PERSONNEL COMPENSATION 40

H.4 TRAVEL 40

H.5 AIDAR 752.7032 INTERNATIONAL TRAVEL APPROVAL AND NOTIFICATION

REQUIREMENTS (APR 2014) 40

H.6 752.7004 EMERGENCY LOCATOR INFORMATION (JUL 1997) 41

H.7 AUTHORIZED GEOGRAPHIC CODE 41

H.8 TITLE TO PROPERTY (APR 1984) 41

H.9 CONFIDENTIALITY AND OWNERSHIP OF INTELLECTUAL PROPERTY 41

H.10 AIDAR 752.225-70 SOURCE AND NATIONALITY REQUIREMENTS (FEB 2012) 41

H.11 REQUESTS FOR CONSENT TO SUBCONTRACT 42

H.12 APPROVALS FOR NONEXPENDABLE PROPERTY PURCHASES 42

H.13 PRESS RELATIONS 42

H.14 LANGUAGE REQUIREMENTS 42

H.15 FOREIGN GOVERNMENT DELEGATIONS TO INTERNATIONAL CONFERENCES 43

(JUN 2012) 43

H.16 FAR 52.232-99 PROVIDING ACCELERATED PAYMENT TO SMALL BUSINESS

SUBCONTRACTORS (DEVIATION) (AUG 2012) 43

H.17 REPORTING OF FOREIGN TAXES (JUL 2007) 43

H.18 NONDISCRIMINATION (JUN 2012) 44

H.19 USAID DISABILITY POLICY - ACQUISITION (DEC 2004) 44

H.20 USAID-FINANCED THIRD-PARTY WEB SITES (AUG 2013) 44

H.21 USAID IMPLEMENTING PARTNER NOTICES (IPN) PORTAL FOR ACQUISITION (JUL 2014) 45

H.22 SUBMISSION OF DATASETS TO THE DEVELOPMENT DATA LIBRARY (DDL) (OCT 2014) 46

H.23 DISCLOSURE OF INFORMATION 47

H.24 CONTRACTOR’S STAFF SUPPORT, AND ADMINISTRATIVE AND 48

LOGISTICS ARRANGEMENTS 48

H.25 BUSINESS CLASS TRAVEL 48

H.26 EXECUTIVE ORDER ON TERRORISM FINANCING 48

H.27 LOGISTIC SUPPORT GOVERNMENT FURNISHED FACILITIES OR PROPERTY 48

H.28 GENDER CONSIDERATION 48

H.29 SOURCE/ORIGIN REQUIREMENTS FOR MOTOR VEHICLES 48

H.30 CONTRACTOR’S USE OF PROJECT VEHICLES AND LIABILITY INSURANCE

REQUIREMENTS FOR PRIVATELY OWNED VEHICLES 49

H.31 MOBILE BANKING 49

H.32 ELECTRONIC PAYMENTS SYSTEM 49

H.33 ENVIRONMENTAL COMPLIANCE 50

PART II - CONTRACT CLAUSES

SECTION I - CONTRACT CLAUSES

I.1 NOTICE LISTING CONTRACT CLAUSES INCORPORATED BY REFERENCE 52.252-2

CLAUSES INCORPORATED BY REFERENCE (FEB 1998) 51

I.2 52.204-1 APPROVAL OF CONTRACT (DEC 1989) 54

I.3 52.217-9 OPTION TO EXTEND THE TERM OF THE CONTRACT (MAR 2000) 54

I.4 AIDAR 752.211-70 LANGUAGE AND MEASUREMENT (JUN 1992) 54

I.5 AIDAR 752.242-70 PERIODIC PROGRESS REPORTS (OCT 2007) 54

I.6 AIDAR 752.7001 BIOGRAPHICAL DATA (JUL 1997) 54

PART III – LIST OF DOCUMENTS, EXHIBITS, AND OTHER ATTACHMENTS

SECTION J - LIST OF ATTACHMENTS AND OTHER DOCUMENTS

PART IV – REPRESENTATIONS AND INSTRUCTIONS

SECTION K – REPRESENTATIONS, CERTIFICATIONS AND OTHER STATEMENTS OF

OFFERORS OR RESPONDENTS

K.1 NOTICE LISTING SOLICITATION PROVISIONS INCORPORATED BY REFERENCE 56

K.2 FAR 52.204-3 TAXPAYER IDENTIFICATION (OCT 1998) 56

K.3 REPRESENTATION BY CORPORATION REGARDING A DELINQUENT TAX LIABILITY OR A

FELONY CRIMINAL CONVICTION (Deviation OAA-DEV-14-02c) (August 2014) 57

K.4 FAR 52.204-8 ANNUAL REPRESENTATIONS AND CERTIFICATIONS (JAN 2017) 57

K.5 FAR 52.209-5 CERTIFICATION REGARDING RESPONSIBILITY MATTERS (OCT 2015) 60

K.6 FAR 52.222-22 PREVIOUS CONTRACTS AND COMPLIANCE REPORTS (FEB 1999) 61

K.7 FAR 52.222-25 AFFIRMATIVE ACTION COMPLIANCE (APR 1984) 61

K.8 INSURANCE ‐ IMMUNITY FROM TORT LIABILITY 62

K.9 AGREEMENT ON, OR EXCEPTIONS TO, TERMS AND CONDITIONS 62

K.10 AUTHORIZED NEGOTIATORS 62

K.11 SIGNATURE 62

SECTION L – INSTRUCTIONS, CONDITIONS, AND NOTICES TO OFFERORS OR

RESPONDENTS

L.1 52.252-1 SOLICITATION PROVISIONS INCORPORATED BY REFERENCE (FEB 1998) 63

L.2 52.216-1 TYPE OF CONTRACT (APR 1984) 63

L.3 GENERAL INSTRUCTIONS 63

L.4 SUBMISSION/DELIVERY INSTRUCTIONS 64

L.5 FORMAT AND PRESENTATION 65

L.6 INSTRUCTIONS FOR THE PREPARATION OF THE TECHNICAL PROPOSAL 65

L.7 INSTRUCTIONS FOR THE PREPARATION OF BRANDING IMPLEMENTATION AND MARKING

PLANS 69

L.8 INSTRUCTIONS FOR THE PREPARATION OF THE COST/BUSINESS PROPOSAL 70

L.9 GOVERNMENT OBLIGATION 75

L.10 OFFEROR’S RESPONSIBILITIES 75

L.11 52.233-2 SERVICE OF PROTEST (SEP 2006) 76

SECTION M – EVALUATION FACTORS FOR AWARD

M.1 GENERAL INFORMATION 77

M.2 TECHNICAL EVALUATION CRITERIA 77

M.3 PROPOSAL EVALUATION METHOD 79

M.4 COST PROPOSAL EVALUATION CRITERIA 79

M.5 DETERMINATION OF COMPETITIVE RANGE 80

M.6 SOURCE SELECTION 80

M.7 CONTRACTING WITH SMALL BUSINESS CONCERNS 80

LIST OF ATTACHMENTS AND OTHER DOCUMENTS

ATTACHMENT 1: GENDER ASSESSMENT 81

ATTACHMENT 2: MAP OF USAID MALI PROJECTS AND ACTIVITIES 99

ATTACHMENT 3: INITIAL ENVIRONMENTAL EXAMINATION (IEE) 100

ATTACHMENT 4: BUDGET FORMAT TEMPLATE 101

ATTACHMENT 5 – PAST PERFORMANCE INFORMATION 102

ATTACHMENT 6 - SMALL BUSINESS SUBCONTRACTING PLAN TEMPLATE 103

ATTACHMENT 7 - SF LLL – DISCLOSURE OF LOBBYING ACTIVITIES 103

ATTACHMENT 8 - SF – 294 SUBCONTRACTING REPORT FOR INDIVIDUAL CONTRACTS 103

PART I – THE SCHEDULE

SECTION B - SUPPLIES OR SERVICES AND PRICE/COSTS

B.1 PURPOSE

The purpose of this contract is to provide technical assistance and services for the implementation of the USAID/Mali’s Girls Leadership and Empowerment through Education (GLEE) to empower Malian adolescent girls to obtain greater educational attainment. Also, the GLEE activity will increase access to education for adolescent girls (10-18 years) in target areas.

B.2 CONTRACT TYPE AND CONTRACT SERVICES

This is a Cost-Plus-Fixed-Fee (CPFF) completion-type contract. For the consideration set forth below, the Contractor shall achieve the performance objectives and deliverables described in Section F in accordance with the performance standards specified herein.

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

(a) For the three year contract period base period, the estimated cost for the performance of the work required hereunder, exclusive of fixed fee, is $___________TBD. The fixed fee, if any, for the contract period is $________TBD. The total estimated cost plus fixed fee 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 of the contract period hereunder is $_______TBD. 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 are anticipated to be sufficient through _________ TBD.

(d) For option, the Total Estimated Cost is $____________________. The Fixed Fee is $_______.

The Total Estimated Cost Plus Fixed Fee for option year one is $ _______________.

B.4 CONTRACT BUDGET AND CEILINGS

(a) The budget below, is based on the contractor’s original proposal and/or final proposal revision, which was accepted by USAID through award of this contract.

(b) Without the prior written approval of the contracting officer, the contractor may not exceed the total estimated cost set forth in the budget hereunder or the obligated amount, whichever is less.

(c) The following itemized budget sets forth the estimates for reimbursement of dollar costs for individual line items of cost, and the fixed fee (if any).

Cost Line Item Year 1 Year 2 Year 3 Total Labor (Salaries & Fringe Benefits) Consultants Allowances Travel, Transportation & Per Diem Equipment and Supplies Activities Support Costs

Sub-Contracts Other Direct Costs Total Estimated Direct Costs Indirect Costs Total Estimated Cost Fixed Fee Total Est. Cost Plus Fixed Fee

B.5 INDIRECT COSTS

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 for the prime contractor and its major subcontractors (“major subcontractors” are those subcontractors expected to perform at least 20% or more of the technical effort):

Prime:

Description Rate Base Type Period

TBD 1 % 1/ 1/ 1/

TBD 2 % 2/ 2/ 2/

1/ Base of Application:

Type of Rate: TBD

Period: TBD

2/ Base of Application:

Period: TBD

Subcontractor(s):

Description Rate Base Type Period

TBD 1 % 1/ 1/ 1/

TBD 2 % 2/ 2/ 2/

1/ Base of Application:

2/ Base of Application:

NOTE : Rates will be inserted at time of award

B.6 FEE SCHEDULE

Pursuant to FAR 16.306 (d), Cost-plus-fixed-fee contracts - completion and term forms, the fixed fee payable under this contract is tied to the completion of the deliverables identified in Section F, and in accordance with approved Fee Schedule below.

Fixed Fee Distribution Table (illustrative – to be finalized at time of award)

Base Period Option Period Total

Component A

Deliverable A.1.1

Deliverable A.1.2

Component B

Deliverable B.1.1

Deliverable B.2.1

Component C

Deliverable C.1.1

Deliverable C.1.2

TOTAL

B.7 REIMBURSABLE COSTS

The U.S. dollar costs allowable shall be limited to reasonable, allocable and necessary costs determined in accordance with FAR 52.216-7, Allowable Cost and Payment, FAR 52.216-8, Fixed Fee, if applicable, and AIDAR 752.7003, Documentation for Payment.

B.8 CANCELLATION UNDER MULTI-YEAR CONTRACTS

The contract is considered non-severable, and is therefore a multi-year contract as defined in FAR 17.103.

Therefore this contract is subject to the requirements of FAR 17.106.

This is a CPFF type contract where the contractor is authorized to be reimbursed for all costs which are allowable in accordance with FAR 52.216-7, "Allowable Costs and Payment". Therefore, the contractor will not incur any costs which would have been amortized over the life of the contract should the contract be cancelled in accordance with FAR 52.217-2. Therefore, the cancellation ceiling for each cancellation date is as follows:

Cancellation Dates Total Fixed Fee Total CPFF Cumulative CPFF

Cost Contract Year 2:

Cost Contract Year 3:

[END OF SECTION B]

SECTION C - DESCRIPTION/STATEMENT OF OBJECTIVES (SOO)

C.1 GOAL

The goal of the Girls Leadership Empowerment through Education program (GLEE) is to empower Malian adolescent girls to obtain greater educational attainment. The purpose of the GLEE activity is to increase access to education for adolescent girls (10-18 years) in target areas.

USAID/Mali posits that: If key barriers to adolescent girls’ education are reduced, the safety of adolescent girls is increased in the school and community environments, and girls have the knowledge and support to adopt healthy behaviors, then access to education for adolescent girls will increase.

C.2 SCOPE

The GLEE activity is intended to further lay the foundation for the socio-economic and health benefits that research has demonstrated accrue from girls staying in school through adolescence. These benefits include higher earnings; improved health status; delayed sexual debut/motherhood; reduced risk of contracting sexually transmitted diseases, and increased civic participation. The GLEE activity explicitly recognizes the interdependence among educational attainment, health outcomes, equitable gender norms, and resilience and the need to program across these areas to achieve meaningful positive change.

Ensuring that the connection between education and learning transitions to adulthood, girls’ empowerment and broader change is realized and maximized will require strategic dialogue and coordination across sectors. It is also expected that the GLEE activity will contribute to the evidence regarding effective post-primary education programming for girls in Mali and that findings from evaluation of the activity will inform government of Mali (GOM) policies and donor investments.

A limited number of central activities can be implemented to support systems strengthening of government structures and policies that directly support increasing access to education of adolescent girls.

C.3 PLACE OF PERFORMANCE

GLEE activities will be implemented in the regions of Mopti and Kayes. Cercles and communes within regions will be chosen by the offeror to effectively achieve targets. Cercle/commune choice should be based on: 1) ability to effectively reach targets 2) demonstration of the greatest need based on education and health indicators, e.g. enrollment and transition from primary school to lower secondary school among adolescent girls, rates of early marriage, rates of adolescent pregnancy; 3) demonstration of the need based on existing qualitative data on girls’ education, health, and status; 4) alignment with current USAID education and health programming to leverage and link to existing programming1; 5) USAID/Mali development interests and strategies based on the Country Cooperation Development Strategy (CDCS)2 and USAID strategies; and 6) Government of Mali strategies and activities. Cercles/Communes and village selection can be further refined or adjusted after award based on the rapid education needs assessment.

C.4 BACKGROUND

In March 2015, the White House with the Department of State, the USAID, the Peace Corps, and the Millennium Challenge Corporation launched the “Let Girls Learn” initiative to address the range of challenges preventing adolescent girls from attaining a quality education that empowers them to reach their full potential. The Girls’ Leadership and Empowerment through Education (GLEE) activity is developed in response to this initiative, and to address the challenges adolescent girls face in Mali.

Investments that promote keeping girls in school, particularly in secondary school, have far-reaching and long-term development benefits for individuals, families, and communities. On an individual level education offers opportunities and an environment that are necessary for successful transitions to adulthood. The transition from primary school to lower secondary school is a critical transition period in a young woman’s https://www.usaid.gov/mali/newsroom/fact-sheets https://www.usaid.gov/mali/cdcs https://www.usaid.gov/mali/cdcs life that is beset by challenges including increased direct and opportunity costs to stay in school, the need to contribute to family livelihood, sexual debut, heightened risk of engaging in transactional/survival sex, and cultural pressures to marry and begin a family.

GLEE will address challenges head on, reducing barriers to accessing quality education as girls’ transition from primary school to lower secondary school, empowering girls to stay in school, ensuring the learning environment is responsive to the needs of adolescent girls, and supporting girls to adopt healthy behaviors.

The following outlines key contextual factors that have informed the identification of GLEE activity objectives.

C.4.1- Country Context

Mali continues to experience conflict and instability following the signing of the Peace Accords in June 2015. The impacts are evident across the country. Mali ranks 179 out of 187 according to the 2014 United Nation’s Human Development Index (HDI) and has an average life expectancy of 55 years. Nearly 50% of the population lives on less than $1.25 per day3 and half of the Malian population is under age of 15. The Growth and Poverty Reduction Strategy Paper (2012–17 GPRSP) considers the limited integration of youth into Malian society as a threat to social stability as 300,000 new youth enter the job market each year, most with little to any basic life skills and vocational skills. The literacy rate among women 15-24 years is 34.9%.

C.4.2- Education System

Mali has a 6-3-3 education system. The basic education system is composed of six years of primary education (fondamental 1) and three years of lower secondary (fondamental 2). Children start in the primary school at the age of seven and are expected to begin lower secondary at the age of 13, completing basic education by age 15. The education system provides a variety of options to complete basic education including public, private, community, and medersa schools. In addition the non-formal education system accords children the opportunity to acquire basic education skills needed to re-enter the formal education system or seek employment.

Over the past two decades, Mali has made significant progress in expanding access to basic education for children. However, girls still struggle to enroll and attain the same level of education as boys. According to Mali Ministry of Education, the primary school gross enrollment rate for girls was 63.4% compared to 74.8% for boys in 20154. The rate of completion for both boys and girls is less than 52% with only four out of every ten girls who begin primary school completing it5. There are even greater gender disparities in primary school enrollment and completion at the regional level with Kayes, Koulikoro, and Sikasso having the worst parity between boys and girls in primary school completion and enrollment (note: no data on Kidal). All regions except Koulikoro and Bamako have less than 65% of girls between 7-12 years enrolled in primary school.4 In 2013-2014, 41% of children ages 7 to 12 were estimated to be out of school (43% of girls and 39.3% of boys). This is more than half a million girls of primary school age who have either never been to school or have dropped out.

Once enrolled, girls often have higher rates of repetition and dropout than boys. Repetition and dropout have been associated with large number of overage children, especially girls and children living in rural areas, in primary and lower secondary school. As girls reach adolescence the social and cultural pressures to leave school increase, especially if she is still in primary school. Only 33% of students passed the 2015 national lower secondary education exam.

The Ministry of Education data for lower secondary shows a large gender disparity in enrollment (gross enrollment 52.9% boys/42.8% girls) 4. Over the course of the past four years, the gender parity index for secondary school admission has fallen from 0.86 to 0.786. However if a girl is able to complete lower

UNDP (2015). Human Development Report 2015: Work for Human Development http://hdr.undp.org/en/countries/profiles/MLI Ministry of Education/CPS. Annual Statistics for Basic Education 2015 Preliminary data

UNICEF (July 2015). Les Freins institutionnel et politiques affectant La Scolarisation des Filles Au Mali.

CPS/Secteur Education (April 2016). Suivi des Indicateurs de l’Enseignement Fondamentale Presentation.

http://hdr.undp.org/en/media/HDR_2011_EN_Table4.pdf secondary education, she is more likely to complete a full course of education. USAID/Mali Rapid Education Risk Analysis (RERA) for Gao Region found that “all things being equal, young women who had access to school are half as likely as boys to have had access to [lower secondary school].”7 Less than 25% of girls who enter secondary school complete the three years of education8. According to the UNDP, only 7.7% of females (aged 25+) had at least a secondary education in 2015 as compared to 15.1% of males.9

C.4.3- Education and Conflict in Mali

The 2012 coup d’état and the subsequent invasions of northern regions by Al Qaeda-backed groups have negatively impacted education service delivery. In the northern regions of Gao, Menaka, Kidal, Mopti, and Timbuktu, where extreme, protracted poverty is widespread, many schools were destroyed, closed, and/or occupied by either the army or the invading jihadists fighters. In addition social and education governance and support systems are damaged and dysfunctional. According to the Mali Education Cluster, as of February 2017 an estimated 436 schools are closed due to insecurity in Kidal, Timbuktu, Gao, Menaka, Segou, and Mopti. This represents 29% of schools in conflict-affected communes and 9% of schools across Mali10 Mopti region continues to have the most schools closed (202) while Kidal region has the largest percentage of their total schools closed (61%).10 Since 2011, primary school gross enrollment for boys has decreased from 82.3% to 74.8% in 2015 while for girls gross enrollment decreased from 77% to 63.4% in 201511.

In addition, a new Islamist extremist terrorist group, “Macina Liberation Movement”, which currently is operating in the central and northern regions of Mali, discourages girls’ attendance at formal schools and is closing many school sites. Conversely, the enrollment in schools in the country’s central and southern regions rose beyond schools’ capacity, as communities, families, and students fled the fighting in the north.

It is estimated that there were nearly 120,000 displaced students in primary and lower secondary education of which around 50,000 moved to the south. As of February 2017, there are 7,980 displaced households in Mali, comprising 44,762 individuals.12 The insecurity and violence has decreased educational opportunities, increased protection risks, particularly gender-based violence, and hindered community ability to protect and ensure their children's’ well-being13.

C.4.4- Gender in Mali

Gender inequalities are reflected in the country’s human development ranking; Mali ranks 179 of 188 countries in the 2014 Gender-related Development Index with 0.776.14 Gender inequality and harmful gender norms exist in Mali, compounding the challenges of protracted poverty, poor health outcomes and low educational attainment experienced by women and girls. The 2012-2013 DHS found that 13% of women who are currently or have ever been partnered or married have experienced some form of intimate partner violence at least once in the past year. Among married women aged 15-49 years, 44% had experienced domestic violence. Overall, 38% of women had experienced physical violence since the age of 15 years old, and 24% had experienced it in the past year.

C.5 OBJECTIVES AND TARGETS:

The GLEE activity is intended to have the following targets:

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.

USAID/Mali. (2016). Rapid Education Risk Analysis in the Gao Region. Bamako.

Ministry of Education/CPS. Annual Statistics for Basic Education 2013-2014 http://hdr.undp.org/en/media/HDR_2011_EN_Table4.pdfhttp://hdr.undp.org/en/media/HDR_2011_EN_Table4.pdf

Mali Education Cluster (Fevrier 2017). Situation des ecoles affectees par la crise securitaire.

INSTAT. Enquete Modulaire et Permanente aupres des Menages: Rapport d’Analyse Premier Passage 2015.

IOM (02 Mars 2017). Matrice de Suivi de Deplacements, Rapport de Situation N14.

Mali Education Cluster : Presentation November 2016.

http://hdr.undp.org/en/composite/GDIhttp://hdr.undp.org/en/composite/GDI http://hdr.undp.org/en/composite/GDI http://hdr.undp.org/en/media/HDR_2011_EN_Table4.pdf http://hdr.undp.org/en/media/HDR_2011_EN_Table4.pdf http://hdr.undp.org/en/composite/GDI http://hdr.undp.org/en/composite/GDI http://hdr.undp.org/en/composite/GDI

USAID/Mali’s GLEE activity will accomplish this goal through achieving three objectives: (1) decrease key barriers to access quality education, (2) improve safety of adolescent girls in schools and their communities, (3) increase knowledge and adoption of positive health behaviors of adolescent girls.

The proposed activities must target individuals, institutional structures, and community level structures as appropriate and can target public, private, community schools and medersas that are regulated by the Ministry of Education. Activities will link to existing USAID programs, and work with the government of Mali to ensure alignment with national education and health strategies and policies. It is also expected that proposed activities will vary based on indicated needs of selected geographic areas and age group. With changes in GOM policies and programs, the security situation and implementation of the Peace Accord, uncertainty on emerging education and health priorities, and evolving USAID development interests, it is anticipated that USAID requirements will evolve over the life of the contract. The offeror must be able to rapidly incorporate changes in policy and emerging innovative programming to ensure that the activities are responsive to the reality of adolescent girls needs to achieve results. It is expected that the activities will be implemented in manner to plan for replication and scale-up to other regions if successful.

It is expected that GLEE targets both in and out-of-school adolescent girls between the ages of 10-18 years, including girls with disabilities. Understanding that barriers to educational access, safety and healthy behavior change for adolescent girls are age-specific, Offerors should propose interventions that target specific age groups, boys and girls, within this age range in order to achieve targets.

C.6 PERFORMANCE OBJECTIVES

In Mopti and Kayes, GLEE must increase access to education of adolescent girls (10-18 years). This must be measured by the following indicators:

● number of new female entrants

● number of female beneficiaries supported with USG assistance

● Retention rate for girls

● number of girls that transition from primary to lower secondary school

The offeror must provide services to achieve the following objectives:

1) Decrease key barriers of adolescent girls to access quality education;

2) Improve safety of adolescent girls in schools and their communities;

3) Increase knowledge and adoption of positive health behaviors among adolescent girls.

C.6.1. Objective 1: Decrease barriers to access quality education

Adolescent girls ages 10 to 18 face a range of barriers to accessing a quality education in Mali. Financial barriers, education quality barriers and socio-cultural barriers prevent parents from enrolling girls in school and encourage girls to drop-out prior to completing the basic education cycle.

Financial Barriers Despite the fact that Mali has officially no school fees since 1991, the forthcoming Out of School Children Survey (OOSC Survey) found that financial barriers are a main barrier to education for Malian children, with girls being disproportionately impacted15. Families pay both direct fees and indirect costs, including fees for books, learning materials, and local school management committee levies. Reports indicate that the average household spends between $3.00 and $7.00 per child per year16. In total approximately 20% of education expenditures is contributed by families17. With approximately 78% of the population living on less than $2/day18, this financial burden leaves parents having to decide which children to enroll in school or pushing children to drop out, particularly for girls.

UNICEF (2017). Les Enfants Non-Scolarises et Descolarises au Mali.

Oxfam International. Delivering Education for All in Mali. June 2009.

UNICEF. The Investment Case for Education and Equity. New York: UNCIEF. January 2015.

UNDP (2015). Human Development Report 2015: Work for Human Development http://hdr.undp.org/en/countries/profiles/MLI

With an average household having approximately 6.2 children19, the cost of education has the biggest impact on children from Mali’s poorest families5 “In Mali, 75 out of 100 children from the richest quintile of households enter school, compared with 26 out of 100 from the poorest households20.

Girls’ education can represent an opportunity cost for the family who prioritize girls’ role as a caretaker or performer of other household duties. According to the National Survey on Child Labor, nearly 70% of children ages 5 to 17 are economically active. The extractive mining industry as well as domestic help are two primary areas in which children are engaged in labor The vast majority of children are engaged in work that is considered family help. As children get older their economic engagement increases and girls’ engagement in economic activities surpasses that of boys. 21 According to a recent household survey in Mali, 15.2% of males and 9.7% of females between the ages of 6-14 years of age are working full time, mostly in the informal sector11.

Educational Quality Barriers In Mali, formal education is often perceived as irrelevant or lacking quality, especially in rural areas.

According to a recent household survey, outside of financial barriers, the primary reasons for school dropout among students enrolled in the primary school or lower secondary are the lack of interest of their parents and students which accounts for 26.5% and 33.3% of stated reasons for leaving school15. This was reinforced by qualitative data where families often stated that schools lacked a “visible and financial value added”15 As a result, families are wary to expend their limited financial resources on poor quality and irrelevant education.

The conflict in the north has further exacerbated education quality barriers. Education authorities in the north report that although children are still coming to school, they are no longer learning because teachers have fled to safer areas, school administrators are no longer present, and some schools have closed altogether.

Deficiencies in the quality of education can be further exacerbated for girls in the education system in Mali due to lack of gender equitable teaching practices. According to a recent study by UNICEF Mali examining the impediments to girls’ education, sex-specific discrimination against female students, including teaching practices which favor male students in a classroom setting, is a critical impediment to girls’ educational attainment. Gender inequitable teaching practices prevent girls from participating as effectively as boys, leading to poor learning outcomes, repetition and withdraw from school.22 A growing body of evidence supports engaging boys around appropriate gender norms in school environments to support gender equitable classrooms.

Research indicates that the presence of female teachers, school administrators and role models can have a positive impact on girls’ attendance and, in some cases, learning outcomes.23 In Mali, the gender gap is visible among educators, including teachers and administrators. At the primary school level only 28.6% of teachers are women while at the lower secondary level only 15.6 % teachers are women24. From over one hundred regional education authorities, only five are women. It is evident that teachers’ views of boys, girls, and gender relations play a key part in girls’ participation and learning outcomes. The lack of women in the teaching corps discourages girls’ participation, limits the level of female resources and role models and diminishes the protective environment for girls at school.

In order for communities and students to value and benefit from education, it is necessary that schools

19 Demographic Health Survey, Mali (2012).

Thomas M. and Burnett N.. Exclusion from Education: The Economic Cost of out of School Children in 20 Countries.

Doha:Educate a Child. http://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf

ILO. Rapport d’Enquete National sur le Travail des Enfants au Mali. Mali, Bureau International du Travail; 2007.

http://www.ilo.org/ipecinfo/product/download.do?type=document&id=9650

Les Freins institutionnel et politiques affectant La Scolarisation des Filles Au Mali. UNICEF.Juillet 2015

Unterhalter E, North A, Arnot M, Lloyd C, Moletsane L, Murphy-Graham E, et al. Interventions to enhance girls’ education and gender equality. Education rigorous literature review. London: Department for International Development; 2014. Available from: http://r4d.dfid.gov.uk/pdf/

Ministryof Education/CPS. Annual Statistics for Basic Education. 2013-2014.

http://educateachild.org/sites/default/files/attachments/R4D_EAC_smallres.pdf provide relevant and quality learning opportunities. Quality of education refers to both the quality and relevance of teaching as well as quality of the learning environment. Teachers should be sufficiently trained. Teaching and learning material should be relevant, promote gender transformative messages, and support positive community norms about equitable access to education.

Socio-cultural Barriers Beyond financial and educational quality barriers, significant social and cultural barriers deter parents from sending girls to school and push girls out of school. In particular girls face enormous social and cultural pressure to marry early, to have children immediately after marriage, and to leave school for household duties. Mali has one of the highest rate of early marriage in the world -- 55% of young women are married before the age of 1825 and between 16.1%26-20%19are married before the age of 15. Among adolescent girls, 42% have more than 10 years age difference between themselves and their partner. Early marriage is most prevalent for girls living in rural areas and girls with the least amount of education. For poor families in Mali, marriage of girls represents a possible supplemental source of revenue. And as a result, the rate of early marriage surpasses that of enrollment in early secondary school or late secondary school.

Prevailing community beliefs can devalue girls’ education. In a study of seven African countries nearly half of all parents surveyed believed there are certain disadvantages to schooling girls.27 In Mali, adolescent girls play an important role in household responsibilities and contribute to household incomes through small commerce activities21. In Mali, 55.8% of children ages 5-17 are involved in some degree of child labor.21 In addition, religious and cultural beliefs discourage girls’ education. “Certain parents express a preference for koranic education because they estimate that children - especially girls - don’t have a need for a “French” education,” reported UNICEF’s OOSC Study15 This has become especially apparent since 2012 in the north where girls are increasingly only allowed to attend girl-only schools or where girls and boys had separate seating and recreation times.

Often adolescent girls do not know that they have rights or are unable to give voice to those rights and make a claim on them. They do not know where to turn for help when they need it, and they have few opportunities to be able to build healthy relationships with their peers, parents and teachers.

Overcoming a range of financial, education quality, and socio-cultural barriers to girls’ education will require an approach that targets specific barriers and has appropriate feedback mechanisms to know if those approaches are being effective. If this objective is achieved key barriers to access quality education will be reduced girls in upper primary and/or lower secondary school will have increased learning support opportunities, teaching and learning will be responsive and relevant to adolescent girls, and communities and families will shift socio-cultural practices to support girls’ education. When these are achieved families will be able to enroll girls in school at higher rates, out-of-school girls will return to formal schooling or non-formal equivalents, and adolescent girls will be able to stay in school and complete both primary and lower secondary school cycles.

C.6.2. Objective 2: Increase safety for adolescent girls

In many countries, children do not attend school because they fear an environment of abuse or sexual exploitation. Violence can take place in the school, on school grounds, going to and from school, or in school dormitories and may be perpetuated by teachers, students, or community members. It is also common to see increases in violence and insecurity in the community reflected in the learning environment.

Students experience harsher forms of corporal punishment and girls are more often victim to gender-based violence. The acceptance and tolerance of violence against women and children is high across Mali.22 Domestic violence and gender-based violence in the home, against children or in the presence of children contributes to the creation of a violent environment in the school and the community and to the normalization of violence. According to UNICEF’s Multi Indicator Cluster Survey in 2015, more than 72% of children ages 1-14 had experienced some form of psychological aggression or corporal punishment within

CARE. Vows of Poverty: 25 countries Where Child Marriage Eclipses Girls’ Education. http://vowsofpoverty.care.org/

Multiple Indicator Cluster Survey (MICS), Mali, UNICEF 2015.

Fancy K, Unterhalter E, Vaughan RP, Nussey C. Because I am a girl: the state of the world‘s girls 2012. Learning for life.

Brussels: Plan; 2012. Available from: http://plan-international.org/girls/pdfs/2012-report/The-State-of-the-World-s-Girls- Learning-for-Life-Plan-International-2012.pdf http://vowsofpoverty.care.org/ the last month. The UNICEF OOSC Study also found that girls often fall victim to sexual harassment, abuse, and exploitation at the hands of teachers and tutors. Furthermore, more than 72% of women ages 15-49 believe that it is justified in some instances for husbands to beat their wives.

In Northern Mali, the ongoing level of insecurity and violence often prevents schools from functioning and discourages parents from sending girls to school when they are open. Real and perceived security risks by parents, students and teachers persist. While 436 schools remain closed due to insecurity, in areas where schools are officially open they struggle to ensure education services are safe, especially for girls10.

Two different RERAs conducted by USAID/Mali, one conducted in the Gao region and another conducted in Gao, Timbuktu, Kidal, Segou and Mopti, found that the conflict in the north has negatively impacted the safety of women, girls and children. In Gao women, young women and young men regularly spoke about insecurity of girls and women being a particular problem contributing to the on-going conflict in the north.

Rape/physical aggression was mentioned as one of the top three risks young women face because of the conflict. In addition, there is an increased sense of fear, especially by women. As a result women, more often than men, changed their habits. Across all geographic areas, many informants cited insecurity as leading to “massive school dropout by girls”.28

The RERA in Gao region found divergent perspectives on the unsafe locations for children - in the school and in the communities. While community leaders felt children were safe at school due to the presence of the army, vigilance of communities and presence of teachers; women, youth, and teachers felt children were not safe at school due to the risk of attacks by armed groups, in particular jihadists. Some teachers and communities also spoke about the children being vulnerable to attacks and girls becoming victim to rape on the way to and from school28

If this objective is achieved, perceptions of safety in communities and schools must improve, schools and communities must adopt strategies and policies to safeguard adolescent girls, and reporting and referral mechanisms for school-related gender-based violence (SRGBV) must be in place. When girls can access and learn in a safe and secure learning environment, this must lead to increased willingness of communities to enroll their girls to school and greater educational attainment among adolescent girls.

C.6.3. Objective 3: Increase knowledge and adoption of positive health behaviors among adolescent girls

T…