SOLICITATION NOTICE
R -- Higher Education Project Course Development
- Notice Date
- 6/26/2006
- Notice Type
- Solicitation Notice
- NAICS
- 611430
— Professional and Management Development Training
- Contracting Office
- Department of Homeland Security, Federal Emergency Management Agency, NETC Acquisition Section, 16825 South Seton Avenue, Emmitsburg, MD, 21727
- ZIP Code
- 21727
- Solicitation Number
- Reference-Number-W441960Y
- Response Due
- 8/1/2006
- Point of Contact
- Teresa Dingle, Contract Specialist, Phone (301) 447-1077, Fax (301) 447-1092, - Kimberly Logue, Contract Specialist, Phone (301) 447-1266, Fax (301) 447-1092,
- E-Mail Address
-
teresa.dingle@dhs.gov, kim.logue@dhs.gov
- Small Business Set-Aside
- Total Small Business
- Description
- The U.S. Department of Homeland Security (DHS), Emergency Management Institute (EMI), National Emergency Training Center (NETC) has an Emergency Management Higher Education Project, which seeks to develop a stand-alone, 3 credit hour 45 contact hour, semester length, classroom-based, upper division undergraduate/graduate-level college course on Catastrophe Readiness and Response. This requirement will be set aside 100% to small business. The NAICS code is 611430, Professional and Management Development Training, and the small business size standard is $6.5 million [average annual revenue for three preceding fiscal years]. Award of a firm-fixed-price purchase order, using simplified acquisition procedures is anticipated. The award will be made based on Best Value to the Government, in accordance with the evaluation factors set forth herein and in the Request for Quotation (RFQ) package. Potential offerors must request the Request for Quotation (RFQ) package in writing, no later than July 14, 2006, by sending their request to ATTN: Teresa Dingle, Contract Specialist, via email to teresa.dingle@dhs.gov. RFQ packages will be sent to potential offerors via email only; therefore, offerors shall include a point of contact name and email address with their request for the RFQ package. The goal of this requirement is to encourage and support the expansion of hazard, disaster and emergency management related education in colleges and universities across the United States so that in the future more emergency management and related personnel in government and the private sector will come to the job not only with a college education, but with a course of study, if not a degree, in emergency management as well. Because emergency management is a multidisciplinary field of study, this helps contribute to the professionalization of emergency management and the expansion of emergency management knowledge and principles into other professions and disciplines as well-all of which contributes to building disaster resistant and resilient communities of tomorrow. Toward that end, EMI, located at the NETC in Emmitsburg, Maryland, developed the Higher Education Project, the primary purpose of which is to encourage and support the development of hazard, disaster and emergency management bachelor and graduate degree programs within the United States colleges and universities. Each Emergency Management Higher Education Project course shall be developed within the philosophical context of (1) building disaster resistant and resilient communities, and (2) seeking balance between the technocratic and the social vulnerability reduction approaches to emergency management. Please refer to the Higher Education Project Slide Presentation at the following website address: http://training.fema.gov/EMIweb/edu/highedbrief_course2.ppt. A listing of the completed Emergency Management Higher Education Project courses can be found at the following website: http://training.fema.gov/EMIWeb/edu/highedbief_course2ppt. Additional information concerning the Emergency Management Higher Education Project can be accessed at: http://training.fema.gov/EMIWeb/edu/aem_courses.htm. Course developers shall be able to provide evidence of holding a doctoral degree from an accredited college or university, demonstrate experience teaching hazard, disaster and/or emergency management related courses at the upper division or graduate college level at an accredited university within the past five (5) years (provide course titles, dates and copies of most relevant course syllabi), demonstrate knowledge of and background in the subject matter of “comprehensive emergency management,” demonstrate familiarity with emergency management-related literature, demonstrate background, credentials and expertise in the subject matter of catastrophe readiness and response-preferable demonstrated by the provision of a copy of a college course syllabus for an emergency management course taught by the offeror, or, by one of the proposed course development team members that relates to catastrophe readiness and response, or catastrophe-related publications, demonstrate experience with inter-disciplinary development team, and demonstrate experience of inter-collegiate development team representing more than a single college. Catastrophes are different from disasters in kind, and not just in degree, and thinking about Katrina-like catastrophes requires a different kind of thinking, planning, and preparing than that for disasters. After a few hundred years of disaster experience in the United States, there is still a lack of consensus on the core factors or conditions for successful catastrophe preparedness and response. Dozens of events have each taken many hundreds of lives-accidents, earthquakes, explosions, fires, floods, hurricanes, pandemics, terrorism, and wildfires. Hundreds more have cost lives and economic loss. The United States is becoming more vulnerable to disasters and catastrophes, which are guaranteed to be part of our future; therefore, there needs to be more consensus. Amongst the topics that could conceivably be covered in a college course on Catastrophe Readiness and Response are: Definitions and Discussion of Disaster and Catastrophe; Distinctions to be made between disaster readiness and response as compared with catastrophe readiness and response; Acceptance of Catastrophe Potential as a Precondition to Serious Planning for Catastrophe; Acting on Risk Determinations-Catastrophe Worse Case Scenarios versus Unrealistic Fear and Unlikely Scenarios; Case Studies of Catastrophes-Here and Abroad; Importance of Highly Trained and Professional Emergency Management Cadre in Adequate Number; Importance of State-Level Funding Mechanisms to Develop Staff and Capabilities-Florida Example; All-Hazards versus Terrorism-Specific Approaches to Catastrophe Readiness: Boils down to which is the truer statement: The better prepared a community is for the full range of potential hazards facing a community (all hazards), the better the community will be for a terrorist event, OR, The better prepared a community is for a Weapons of Mass Destruction terrorist attack (terrorism-specific focus and dual-use funding philosophy), the better prepared the community will be for all other hazards; which is the highest priority Prevention, Reduction and Mitigation Measures or, Readiness, Preparedness and Response Measures; Horizontal and Vertical Integration-Creating a Culture of Catastrophe Readiness in a Jurisdiction or Organization; Applicability of Social Vulnerability Approach to Emergency Management Concept to Catastrophe Readiness and Response; Coordination and Cooperation versus Command and Control Modules; Risk Assessment and Risk Management-How best should scarce resources be devoted, tradeoffs between preparing for most likely versus most costly; The Emergency Management Assistance Compact-Structure, Operations, Capabilities; Regional Approaches to Readiness Capability Building as Essential; Military (Active Duty and National Guard) Roles in Catastrophe Readiness and Response-Military Support to Civil Authority; Communications Systems; Catastrophe Planning versus Disaster Planning; Catastrophe Operations and Resource Management; Leadership in Disasters/Catastrophes-Developing Leadership in Students; and Improvisation, Flexibility, Resourcefulness and Decentralized Decision Making. The Contractor will be required to develop a work plan for this development effort, attend and participate in a course development/focus group meeting, develop a course outline/syllabus, develop draft course materials, attend a draft course review comments meeting at EMI/NETC in Emmitsburg, Maryland, develop final course materials, and attend and conduct a presentation at the Annual Higher Education Project Summer Conference at EMI/NETC, Emmitsburg, Maryland. NOTE: THIS NOTICE MAY HAVE POSTED ON FEDBIZOPPS ON THE DATE INDICATED IN THE NOTICE ITSELF (26-JUN-2006). IT ACTUALLY APPEARED OR REAPPEARED ON THE FEDBIZOPPS SYSTEM ON 11-APR-2007, BUT REAPPEARED IN THE FTP FEED FOR THIS POSTING DATE. PLEASE CONTACT fbo.support@gsa.gov REGARDING THIS ISSUE.
- Web Link
-
Link to FedBizOpps document.
(http://www.fbo.gov/spg/DHS/FEMA/NETC/Reference-Number-W441960Y/listing.html)
- Record
- SN01271592-F 20070413/070411223602 (fbodaily.com)
- Source
-
FedBizOpps Link to This Notice
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