Solicitation- Senior Education Technical Advisor FV.pdf

ATTACHMENT 1 72066022R00006

SOLICITATION NUMBER: 72066022R00006

ISSUANCE DATE: February 28, 2022 CLOSING DATE AND TIME: March 28, 2022, 5:00 PM, Kinshasa Time

SUBJECT: Solicitation for a U.S./Third Country National Personal Service Contractor (US/TCNPSC) – Senior Education Technical Advisor, USAID/DRC

Dear Prospective Offerors:

The United States Government, represented by the U.S. Agency for International Development (USAID), is seeking offers from qualified persons to provide personal services under contract as described in this solicitation.

Offers must be in accordance with Attachment 1 of this solicitation. Incomplete or unsigned offers will not be considered. Offerors should retain copies of all offer materials for their records.

This solicitation in no way obligates USAID to award a PSC contract, nor does it commit USAID to pay any cost incurred in the preparation and submission of the offer.

Any questions must be directed in writing to the Point of Contact specified in the Attachment 1.

Sincerely, /S/

Samuel Matthews Contracting Officer

I. GENERAL INFORMATION

1. SOLICITATION NO.: 72066022R00006

2. ISSUANCE DATE: February 28, 2022

3. CLOSING DATE ANDTIME FOR RECEIPT OF OFFERS: March 28, 2022 before and/or on 5:00 PM (Kinshasa local time)

4. POINT OF CONTACT: Christiane Lemba at usaidhrkinshasa@usaid.gov.

5. POSITION TITLE: Senior Education Technical Advisor

6. MARKET VALUE: $95,973 – $124,764 equivalent to GS-14. Final compensation will be negotiated within the listed market value.

7. PERIOD OF PERFORMANCE: One (1) year, estimated to start o/a June 2022.

8. PLACE OF PERFORMANCE: Kinshasa, Democratic Republic of the Congo (DRC), with possible regional and international travel.

9. ELIGIBLE OFFERORS: U.S. Citizens, Resident Aliens (USNs) and Third Country Nationals

(TCN). USAID policy specifies that U.S. citizens or resident aliens (USNs) are preferred over third country nationals (TCNs). Therefore, USN and TCN offers will not be evaluated together. USAID will evaluate USN offers first and if the Contracting Officer determines that there are no qualified USNs, only then will USAID evaluate TCN offers.

10. SECURITY LEVEL REQUIRED: The final selected candidate must obtain both the appropriate security (HSPD-12/Facility Access authorization) and medical clearances within a reasonable period of time (USAID will provide details regarding these clearances to the selected candidate). If such clearance is not obtained within a reasonable time or negative suitability issues are involved, any offer made may be rescinded.

11. STATEMENT OF DUTIES

A. PURPOSE OF THE POSITION

Background:

DRC is a strategic priority country in Africa for U.S. foreign policy and assistance. With 18 USPSC, 135 FSN, and 6 third-country personnel and 45 FSO, the Mission programs an annual development and humanitarian assistance budget of approximately $500 million across three operating units:

DRC, Central African Republic, and Central Africa Regional.

DRC humanitarian context is characterized by recurrent patterns of conflict and displacement, exacerbated by epidemic outbreaks and natural disasters. Prolonged conflict in certain parts of DRC is complex, with ethnic, international, and financial interests at play at all geographic administrative levels. These interests, compounded by poor governance, often leave local populations subject to the tyranny of warlords and armed groups that have taken advantage of the opportunity presented by the lack of rule of law.

USAID/DRC is currently focusing many of its development efforts in the East of the country, and/or in zones highly susceptible to insecurity or instability. Education in the East is complicated by geography and accessibility challenges, volatility and upsurges of violence, active fighting amongst militia groups (some from outside the country), intra-community traditional feuds and outbreaks of aggression, food insecurity, competitions for local power and governance legitimacy (chiefdoms of the Bantu are recognized by the Congolese State, but Indigenous populations tribal leaders are not), a small or non-existent official government footprint, and poor and insufficient social service delivery. Not surprisingly, then, reading and learning outcomes are extremely low; a child in rural areas of the Eastern provinces is much less likely to acquire foundational reading & literacy skills than his/her counterpart from more urban areas in the Western side of the country.

Although few children in the eastern provinces have opportunities for high-quality reading and social & emotional skill building, among the most marginalized in this zone are the children of the indigenous communities, or Indigenous populations (Pygmies). No matter what area of the country is in focus, some trends repeat across localities. Pervasive extreme poverty and the high actual and opportunity costs associated with school stifle regular enrollment and participation.

Children that are enrolled in school usually suffer from inadequately trained teachers, lack of quality teaching and learning materials, and inferior education systems and facilities. Over 30 percent of teachers lack the high school degree necessary to be certified to teach at the primary level and those with a high school degree have little to no classroom experience. Once on the job, teachers receive insufficient ongoing support and training in active and participatory teaching methods, especially in rural areas. Teacher and learning materials are often non-existent or out-of-date and reflect harmful stereotypes about marginalized groups i.e.: negative norms on gender, disability, indigenous peoples, and other groups.

Despite the fact that 84% of Congolese primary-age children have a school within two kilometers of their home, 44% of new first grade entrants are older than six years old. This late school entry slows academic progress and greatly raises the risk of the “in fast, out early syndrome” that characterizes high initial enrollments at the start of academic years followed by precipitous rates of drop-out. Of drop-outs, a significant number leave between the 1st and 2nd grade; 30% of all primary grade dropouts nationwide occur during the first two years of school. Failure to master foundational skills drive this primary drop-out cycle, which is particularly severe for girls; 40% of girls, as opposed to 20% of boys who begin primary school, will not complete the 6th grade. Girls of rural and uneducated parents are the least likely to ever receive a primary school education;

33% of this demographic group will never attend a school. DRCDRCUSAID-sponsored reading assessments indicate that 68 percent of grade 3 and 4 students couldn’t read a single word of simple text, in any language. The widespread failure of schooling to accomplish its fundamental purpose fuels a cycle wherein families and communities become distrustful of available schooling options, youth find their ability to progress in education curtailed, and resentment and alienation grow. This, in turn, poses a risk to the resilience of each individual as well as stability.

There are some opportunities for improvement; in 2019, the Congolese President repeatedly made public declarations, followed by actions and financial commitments, affirming its intent to fee-free primary school for all. The government began by integrating upwards of four million out-of-school children, including those from marginalized groups, into the national system. Congolese parents place enormous emphasis on education in all its forms, and when resources and opportunities are available, communities and families prioritize education for their children, both girls and boys. There also exist, in some places, community-based structures and increasingly capable cadres of civil society organizations that can support the provision of safe, equitable, affordable, high-quality foundational skills instruction USAID’s two new reading programs provide an opportunity to combine instructional options that offer strong learning foundations for all 6–9-year-olds, with the hope that this places those students on the road to continued academic success in the upper primary years.

USAID/DRC Overview:

The USAID Education Office manages “Elimu ni Jibu” (Education is the Response) a $38 million cooperative agreement that supports children and youth living in crisis- and conflict-affected communities to deliver rapid education services. USAID also manages the $22 million Integrated Youth Development Activity (2018-2022) in eastern DRC. In August 2021, the Education Office awarded two new reading projects with a socio-emotional learning focus. These cooperative agreements ensure that children ages 6-9 in select marginalized and underserved zones gain foundational literacy and social & emotional skills that enable them to function in school at a grade 2 level or above. The primary focus of the Senior Education Technical Advisor’s work will be to provide advanced expertise in the areas of education quality. and ensure that USAID’s investments are evidence-based and structured to ensure a measurable impact on students’ levels of reading fluency and comprehension.

USAID’s Education Office includes a staff of seven U.S. and FSN professionals, who directly manage an annual Basic Education budget of approximately $29 million. The incumbent will be expected to play an important mentoring and empowerment role among the Education Team to enhance overall performance.

1. General Statement of Purpose of Contract

Under the supervision of the Education Office Director or his/her designee, the role of the Senior Education Technical Advisor will be to provide technical expertise on education emerging trends and reforms in the sector to USAID/DRC’s Mission leadership and Education Office, and other development partners, and USAID’s implementing partners, with a particular focus on quality education for literacy acquisition and youth engagement.

The position will provide policy advice and technical assistance to GDRC and USAID partners to support the implementation of ongoing reforms and interventions. S/he will advance the quality of basic education in DRC.

S/he will provide technical and management oversight to USAID’s investments in education quality and foundational literacy skills. This position will liaise with key stakeholders to identify areas of collaboration and provide strategic guidance and substantive input that ensures education sector reform and the coordination of efforts to improve education quality.

The Senior Education Technical Advisor will support education investments by providing technical oversight of activities to improve education quality. S/he will review strategic planning, work plans and project deliverables, and conduct monitoring and evaluation of programs.

The Senior Education Technical Advisor will be responsible for ensuring that USAID/DRC’s investments reflect global evidence and Agency guidance on effective approaches to early grade reading. The nature of the position requires that the individual be highly knowledgeable of USAID’s development assistance programs, policies, and budget, particularly in the field of education, in order to effectively represent the Agency among various entities. S/he will direct and support the efforts of staff and partners in the pursuit of development objectives. S/he will promote effective engagement with the international community and other USAID technical offices, USAID/Washington Bureaus, and other development partners working to advance education quality in DRC, to ensure that education investments advance Agency-level education goals.

2. Statement of Duties to be Performed

The Senior Education Technical Advisor’s major duties and responsibilities include:

Education Program Management 50%

● Provide technical and management oversight to USAID’s education programs, with focus on USAID’s investments in education quality and reading;

● In collaboration with partners, USAID’s Contracting Officer/Agreement Officer (CO/AO) and Agreement Officer’s Representative (AOR) and Contracting Officer’s Representative (COR), provide technical direction and oversight of USAID efforts to improve the quality of education in crisis/conflict, early grade reading, and youth engagement in DRC;

● Review project strategic approaches, work plans, and project deliverables; conduct monitoring, evaluation and reporting; and liaise with COR’s/AORs’ and CO/AO to monitor project outcomes and deliverables, and address challenges as they arise;

● Maintain alignment of USAID/DRC’s programming with Agency strategy and guidance;

● Ensure that USAID/DRC supports high-quality, evidence-based policy reform, early grade reading curriculum and teaching/learning materials (TLM) development, reading and writing instruction, teacher training and coaching, and student assessment;

● Promote well-coordinated, experience-based continuous professional development and coaching/support for teachers, as well as related support for Ministry counterparts and staff at national, sub-national, and school levels;

● Lead USAID’s review and quality assurance processes for the development of instructional materials in national languages (L1 and L2) for Grades 1-3 for teachers;

● Conduct field visits to monitor approaches and activities for data quality assurance quality and verification of project deliverables; and

● Contribute to the Education Office and USAID/DRC reporting of education results.

Education Office Management and Sector Development 20%

● Support Elimu Ni Jibu and our two new reading activities (Apprendre Tous Ensemble! and Sasa Tunasoma!) through new partnerships and anchors/institutions of stability;

● Draft, review, and edit documents for internal and external review, including, but not limited to the USAID and Embassy Front Offices, USAID/Washington, and the GDRC;

● Advise on program management-related issues and concerns related to Education Office portfolio;

● Report regularly to Office Director on Education Office topics, including, but not limited to personnel, activity progress, and project expenditures;

● Accompany Education Office and Mission personnel on trips for project monitoring and review;

● Undertake other required tasks, which are consistent with the advisory, managerial, and reporting requirements of this position.

● Participate in Ministry-led coordination structures and working groups, including Joint Education Sector reviews and other opportunities to review sector performance;

● Support effective coordination with Global Partnership for Education (GPE) and other donor and development partner initiatives to support improved education quality and literacy acquisition; and

● Promote activities to disseminate information and evidence on student learning to the provincial ministries of education and other education stakeholders, including civil society.

Technical Analysis, Application, and Evidence-Building 15%

● Review and summarize relevant research, experience, and evidence on effective approaches to improving teaching and learning in Sub-Saharan Africa and DRC;

● Serve as a technical advisor on different approaches for foundational skills in literacy acquisition, and ensure that USAID’s education programs reflect global evidence on teachers’ pedagogy and professional development, instructional materials design, and student assessment;

● Support the development of strong research, data collection and analysis, evidence building and integration/application of education investments;

● Facilitate the design and implementation of performance and impact evaluations; and

● Coordinate and shares information with implementing partners across all technical sectors.

Education Office and Portfolio Management 15%

● Contribute to the overall workload of USAID/DRC’s Education Office: strategic planning, portfolio/program/project design, management, M&E, and reporting;

● Promote staff development with a focus on building education technical knowledge and skills, including but not limited to education quality and early grade reading;

● Mentoring and empower the Education Team to enhance overall performance;

● Advance USAID/DRC’s CDCS cross-cutting Development/Transition Objectives by engaging in structures and opportunities to promote coordination across sectors;

● Respond to tasks and queries from USAID/Washington and/or at the Mission level;

● Provide periodic presentations and/or written reports on education issues; and

● Periodically serve as Acting Education Office Director or Deputy.

3. Supervisory Relationship

The Senior Education Technical Advisor will work under the supervision and policy guidance of the Education Office Director, who will review and approve the Senior Education Technical Advisor’s performance measures.

4. Supervisory Controls

The Senior Education Technical Advisor is expected to work independently with limited guidance, to oversee project technical components. In the absence of the Education Office Director, the Senior Education Technical Advisor may serve as Acting Office Director or Deputy, overseeing a staff of up to seven education professionals.

If a third country national (TCN) is selected for award, during the period of this contract, the TCN personal services contractor must provide at least 10 hours/week of training to a cooperating country national (CCN) designated by USAID. The PSC Supervisor will establish a training plan with benchmarks to measure the TCNPSC's progress toward achieving this training deliverable.

12. PHYSICAL DEMANDS

The work requested does not involve undue physical demands.

II. MINIMUM QUALIFICATIONS REQUIRED FOR THIS POSITION

The education and work experience factors below determine basic qualifications for the position.

Applicants who do not meet all of education, prior experience and language requirements are considered NOT qualified for the position.

1. Education: Master’s degree or foreign equivalent in education, preferably with specialization in education policy or curriculum reform; pedagogy or teacher professional development; or a related field. A Master’s degree in a non-education degree may be considered if the individual has at least six years of relevant professional experience supporting education programs. .

2. Prior Work Experience: Minimum of 5 years of professional experience in the education sector.

Relevant professional experience with education sector programs in Africa and with French-speaking education systems or comparable experience.

2. Prior Work Experience: Must be fluent in English and/or basic French.

III. EVALUATION AND SELECTION FACTORS

The Government may award a contract without discussions with offerors in accordance with FAR 52.215-1. The CO reserves the right at any point in the evaluation process to establish a competitive range of offerors with whom negotiations will be conducted pursuant to FAR 15.306(c). In accordance with FAR 52.215-1, if the CO determines that the number of offers that would otherwise be in the competitive range exceeds the number at which an efficient competition can be conducted, the CO may limit the number of offerors in the competitive range to the greatest number that will permit an efficient competition among the most highly rated offers. The FAR provisions referenced above are available at https://www.acquisition.gov/browse/index/far.

QUALITY RANKING FACTORS (QRFs)

Applicants who meet the Education and Work Experience requirements will be further evaluated based on the two (2) Quality Ranking Factors listed below. The applicant will address each factor on a separate sheet describing specifically and accurately the experience, training, and/or education they have that is relevant to each factor. Please provide a word count after each response.

1. Prior Work Experience (40 points)

• Three years’ experience in at least one of the following areas: reading, youth development, and/or education in conflict/crisis. Experience in education planning, program design, research, monitoring, and evaluation preferred.

• Experience working with an international donor organization, university, non-governmental organization, and/or foundation with programs fostering education reform preferred.

• Demonstrated successful collaboration with government and other education stakeholders required.

2. Knowledge, Skills and Abilities (60 points)

The successful candidate must possess the following knowledge, skills, and abilities:

● Advanced technical expertise in education sector policy reform: Education policy;

curriculum reform; teacher training, coaching/support, and professional development systems; Instructional materials design; student learning/assessment.

● Analytical skills: Expertise in analysis of education sector strategies, policies, and reforms. Ability to apply use of current research and data to present and navigate complex internal and external education discussions. Ability to make independent judgments and evidence-based decisions to achieve improvements in student learning.

https://www.acquisition.gov/browse/index/far

● Program management skills: Ability to develop education strategies and work plans.

Familiarity with program design and management from inception to completion. Ability to plan, coordinate, supervise, monitor, and report on project outcomes related to education quality.

● Communication and representation skills: Ability to diplomatically navigate complex discussions amongst government Ministries, donors, education experts, implementing organizations, and civil society organizations in French & English. Strong presentation skills. Ability to write high-quality reports, analysis, and other papers of university or peer-reviewed quality. Provide specific examples of your oral communication skills and style; and describe your experience facilitating meetings, and group decision-making processes.

● Cross-cultural knowledge and skills: Cross-cultural knowledge and experience, including aligning programs to host country environments. Ability to navigate cultural differences in order to work collaboratively and achieve goals. Experience working in a diverse work environment.

● Interpersonal and Management Skills: Demonstrated strong management and organizational skills; demonstrated ability to interact respectfully with a broad range of internal and external partners; and ability to work effectively in a multidisciplinary and multicultural team environment.

Satisfactory Professional Reference Checks-Pass/Fail (no points assigned)

Total Possible Points: 100

SELECTION PROCESS:

After the closing date for receipt of applications, a committee will convene to review applications that meet the minimum requirements and evaluate them in accordance with the evaluation criteria. Applications from candidates who do not meet the minimum requirements will not be evaluated and scored. Only shortlisted applicants will be contacted.

As part of the selection process, the most qualified candidates may be requested to complete a writing test and be interviewed either in person, by telephone or videoconference at USAID’s discretion. USAID will not pay for any expenses associated with the interviews.

Reference checks will be made only for applicants considered for selection. The applicant’s references must be able to provide substantive information about his/her past performance and abilities. Note: Please be advised that references may be obtained independently from other sources in addition to the ones provided by an offeror. Any offeror not receiving satisfactory reference checks will no longer be considered for the position.

The security clearance and medical clearance are required for the top-ranking candidate, after conducting and receiving the positive reference checks at the conclusion of evaluations.

USAID policy specifies that U.S. citizens or resident aliens (USNs) are preferred over third country nationals (TCNs). Therefore, USN and TCN offers will not be evaluated together. USAID will evaluate USN offers first and if the CO determines that there are no qualified USNs, only then will USAID evaluate TCN offers.

IV. SUBMITTING AN OFFER

1. Eligible offerors are required to complete and submit the offer form AID 309-2, “Offeror Information for Personal Services Contracts with Individuals,” available at http://www.usaid.gov/forms

2. Offers must be received by the closing date and time specified in Section I, item 3, and submitted to the Point of Contact in Section I.

3. Offeror submissions must clearly reference the Solicitation number on all offeror submitted documents.

4. Letter of application/cover letter.

5. Current resume/CV.

6. Supplemental document specifically addressing the two QRFs (Work Experience and

Knowledge, Skills and Abilities).

7. List of minimum three (3) professional references with contact information (telephone numbers and e-mail addresses). The applicant’s references must be able to provide substantive information about his/her past performance and abilities.

8. Application must be submitted ONLY via usaidhrkinshasa@usaid.gov and the email subject must say –: 72066022R00006 Senior Education Technical Advisor.

9. Late and incomplete applications will not be considered; the application must be submitted before or on the closing date.

10. Ensuring Adequate COVID-19 Safety Protocols for Federal Contractors - The Offeror will be required to show proof that the Offeror is fully vaccinated against COVID-19 on or before the first date of onboarding, or submit an approved reasonable accommodation to the CO.

If the contractor does not meet this requirement the contract may be terminated.

http://www.usaid.gov/forms

V. LIST OF REQUIRED FORMS PRIOR TO AWARD

The CO will provide instructions about how to complete and submit the following forms after an offeror is selected for the contract award:

● Security Eligibility/Facility Access

● Medical Clearances and Certifications

VI. BENEFITS/ALLOWANCES

As a matter of policy, and as appropriate, a PSC is normally authorized the following benefits and allowances: (NOTE: An individual defined as a Resident Hire employee may only be eligible for those benefits listed under item 1. below.)

1. BENEFITS (if applicable):

(a) Employer's FICA Contribution

(b) Contribution toward Health & Life Insurance

(c) Pay Comparability Adjustment

(d) Annual Increase (pending a satisfactory performance evaluation)

(e) Eligibility for Worker's Compensation

(f) Annual and Sick Leave

2. ALLOWANCES (if applicable):

Section numbers refer to rules from the Department of State Standardized Regulations (Government Civilians Foreign Areas), available at https://aoprals.state.gov/content.asp?content_id=282&menu_id=101

(a) Temporary Quarter Subsistence Allowance (Section 120)

(b) Living Quarters Allowance (Section 130)

(c) Cost-of-Living Allowance (Chapter 210)

(d) Post Allowance (Section 220)

(e) Separate Maintenance Allowance (Section 260)

(f) Education Allowance (Section 270)

(g) Education Travel (Section 280)

(h) Post Differential (Chapter 500)

(i) Payments during Evacuation/Authorized Departure (Section 600), and

(j) Danger Pay Allowance (Section 650).

VII. TAXES

USPSCs are required to pay Federal income taxes, FICA, Medicare and applicable State Income taxes.

https://aoprals.state.gov/content.asp?content_id=282&menu_id=101

VIII. USAID REGULATIONS, POLICIES AND CONTRACT CLAUSES PERTAINING TO PSCs

USAID regulations and policies governing USPSC awards are available at these sources:

1.USAID Acquisition Regulation (AIDAR), Appendix D, “Direct USAID Contracts with a U.S.

Citizen or a U.S. Resident Alien for Personal Services Abroad,” including contract clause “General Provisions,” available at https://www.usaid.gov/sites/default/files/documents/1868/aidar_0.pdf.

2. ENSURING ADEQUATE COVID-19 SAFETY PROTOCOLS FOR FEDERAL CONTRACTORS (OCT

2021)-Alternate 70 (OCT 2021) (M/OAA-DEV-FAR-22-01c)

(a) Definition. As used in this clause –

United States or its outlying areas means—

(1) The fifty States;

(2) The District of Columbia;

(3) The commonwealths of Puerto Rico and the Northern Mariana Islands;

(4) The territories of American Samoa, Guam, and the United States Virgin Islands; and

(5) The minor outlying islands of Baker Island, Howland Island, Jarvis Island, Johnston Atoll, Kingman Reef, Midway Islands, Navassa Island, Palmyra Atoll, and Wake Atoll.

(b) Authority. This clause implements Executive Order 14042, Ensuring Adequate COVID Safety Protocols for Federal Contractors, dated September 9, 2021 (published in the Federal Register on September 14, 2021, 86 FR 50985).

(c) Personal Services Contracts with individuals. As a matter of policy, the contractor must comply with the USAID’s guidance applicable to direct-hire federal employees.

Notice Regarding Any Court Order Affecting the Implementation of E.O. 14042

USAID will take no action to enforce the clause (FAR 52.223-99) implementing the requirements of Executive Order 14042, absent further written notice from USAID, where the place of performance identified in the contract is in a U.S. state or outlying area subject to a court order prohibiting the application of requirements pursuant to the Executive Order (hereinafter, “Excluded State or Outlying Area”). In all other circumstances, USAID will enforce the clause, except for contractor employees who perform substantial work on or in connection with a covered contract in an Excluded State or Outlying Area, or in a covered contractor workplace located in an Excluded State or Outlying Area. A current list of such Excluded States and Outlying Areas is maintained at https://www.saferfederalworkforce.gov/contractors/.

https://www.usaid.gov/sites/default/files/documents/1868/aidar_0.pdf

3. Contract Cover Page form AID 309-1 available at https://www.usaid.gov/forms. Pricing by line item is to be determined upon contract award as described below:

LINE ITEMS

ITEM NO

(A)

SUPPLIES/SERVICES (DESCRIPTION)

(B)

QUANTITY

(C)

UNIT

(D)

UNIT PRICE

(E)

AMOUNT

(F)

0001 Base Period - Compensation, Fringe Benefits and Other Direct Costs (ODCs)

- Award Type: Cost

- Product Service Code: [e.g. R497]

- Accounting Info: [insert one or more citation(s) from Phoenix/GLAAS]

1 LOT $ _TBD__ $_TBD at Award after negotiations with Contractor_

4. Acquisition and Assistance Policy Directives/Contract Information Bulletins (AAPDs/CIBs) for Personal Services Contracts with Individuals available at http://www.usaid.gov/work-usaid/aapds-cibs.

5. Ethical Conduct. By the acceptance of a USAID personal services contract as an individual, the contractor will be acknowledging receipt of the “Standards of Ethical Conduct for Employees of the Executive Branch,” available from the U.S. Office of Government Ethics, in accordance with General Provision 2 and 5 CFR 2635. See https://www.oge.gov/web/oge.nsf/OGE%20Regulations

6. PSC Ombudsman

The PSC Ombudsman serves as a resource for any Personal Services Contractor who has entered into a contract with the United States Agency for International Development and is available to provide clarity on their specific contract with the agency. Please visit our page for additional information: https://www.usaid.gov/work-usaid/personal-service-contracts-ombudsman

The PSC Ombudsman may be contacted via: PSCOmbudsman@usaid.gov.

END OF SOLICITATION

https://www.usaid.gov/work-usaid/personal-service-contracts-ombudsman