SOLICITATION NOTICE
R -- EDUCATION OFFICER
- Notice Date
- 4/9/2009
- Notice Type
- Combined Synopsis/Solicitation
- NAICS
- 541611
— Administrative Management and General Management Consulting Services
- Contracting Office
- Agency for International Development, Overseas Missions, Liberia USAID-Monrovia, USAID/Monrovia, Department of State, Washington, District of Columbia, 20521
- ZIP Code
- 20521
- Solicitation Number
- Hr-669-09-017
- Archive Date
- 5/16/2009
- Point of Contact
- Sylvester s. Browne, Phone: 23177766402
- E-Mail Address
-
sbrowne@usaid.gov
- Small Business Set-Aside
- N/A
- Description
- April 6, 2009 SOLICITATION NUMBER: 669-09-17 ISSUANCE DATE: 06 April 2009 CLOSING DATE/TIME: May 1, 2009, 4.00PM in Monrovia, Liberia Ladies /Gentlemen Subject: Solicitation for Personal Services Contractor (USPSC/TCN) ¬Education Officer and Team Leader, USAID/LIBERIA The United States Government, represented by the U.S. Agency for International Development (USAID), is seeking applications from qualified U.S. Citizens or Third Country Nationals interested in providing PSC services as described in the attached solicitation. Submittals shall be in accordance with the attached information at the place and time specified. Interested applicants must submit: (i) his/her most current curriculum vitae or resume; (ii) signed form SF 171 or OF 612; and (iii) three (3) to five(5) references, who are not family members or relatives, with telephone and email contacts. The CV /resume must contain sufficient relevant information to evaluate the application in accordance with the stated evaluation criteria. Broad general statements that are vague or lacking specificity will not be considered as effectively addressing particular selection criteria. The Applicant's references must be able to provide substantive information about his/her past performance and abilities. USAID/Liberia reserves the right to obtain from previous employers relevant information concerning the applicant's past performance and may consider such information in its evaluation. Form SF 171 or OF 612 must be signed and those submitted unsigned will be rejected. Applicants are requested to provide their full mailing address with telephone, facsimile numbers and e-mail address. Applicants should retain for their record copies of all enclosures that accompany their submissions. USAID/Liberia anticipates awarding one (1) Personal Services Contract as a result of this solicitation. This solicitation in no way obligates USAID to award a PSC contract, nor does it commit USAID to pay any costs incurred in the preparation and submission of the application. If you are selected for this position you must be available to start work o/a July 2009. This availability shall be indicated in your cover letter. Please submit your application by e-mail, Sylvester Browne at: sbrowne@usaid.gov by the closing date and time. Sincerely Don Brady Don Brady Contracting Officer I.GENERAL 1.Solicitation Number: 669-09-17. 2.Issuance Date:April 6, 2009. 3.Closing Date and time for receipt of applications:May 1, 2009 4.Position Title:Education Officer and Team Leader. 5.Market Value:Position is classified as GS 14 Equivalent With an annual salary range $ 83,445 to $108,483 Salary is not negotiable beyond this range. 6.Period of performance:A base of 1 Year with a possibility option of one year extension up to a maximum of 2 years. Exercise of option will depend on continuing need of services, availability of funds and satisfactory or better performance. 7.Start Date:Immediate. 8. Place of performance:USAID/Liberia, Monrovia, Liberia. 9.Clearances:The selected applicant must be able to obtain USAID Security and Medical clearances. 10.Area of consideration:U.S. Citizens/Third Country Nationals. II. Statement of Work for a USPSC/TCN Personal Services Contractor (PSC) Education Officer and Team Leader, USAID/LIBERIA A. Background Liberia’s human development indicators reflect impoverished conditions caused by the fourteen year armed conflict and the collapse of governance institutions. Over 80% of Liberia’s population lives below the poverty line; unemployment exceeds 70%; approximately 35% are chronically malnourished; 72% are not fully immunized; 75% do not have access to safe drinking water; and 64% do not have access to sanitation facilities. The education sector is particularly challenged as almost an entire generation has missed formal primary education and honed their survival instincts without the socialization skills that come from living in a peaceful society. Over 80 percent of the education system - along with the national economy structure throughout Liberia - was destroyed and disrupted by the civil war that ended in 2003. Not only has the physical infrastructure been battered, but the human support structure has been decimated through death or displacement. The large reduction in the numbers of qualified teachers and administrators, coupled with the breakdown of information, supply and payment systems has left the education system poorly positioned to rebuild itself. Fortunately, education is high on the list of what Liberians want --for themselves, for their children, for economic, social, and democratic growth. Many of the early post-civil war responses provided education through emergency programming by partners or by private, including religious, schools. While some of these schools accept all students, many are only affordable to those very few that have some income; those who are economically disadvantaged remain further deprived. Hundreds of today’s youth have had little or no schooling due to the violence and are too mature (in terms of physical and mental development) to enroll in traditional formal education programs. Many have other life responsibilities, such as providing economically for self and families and caring for the infirmed, that preclude them spending the time in school. Many were child soldiers, all were affected by the war, and some have been orphaned by the war and HIV/AIDS and other diseases. Special programs have been directed at those that can pay, while those with special needs or missed opportunities, the returnees, and the rest of the population have received little attention. Currently 25% of the schools are classified as run by community, mission or other groups; 34% are privately run; and only 41% are run by the Government. In 2003 it was estimated that only about 50 percent of the school-aged population of boys was enrolled, and 24 percent of girls, but less than 35 percent of either reaching fifth grade. (IRC Report 2005) Where secondary schools are open and functioning, enrollment of boys is twice that for girls. Overall illiteracy rate is estimated at 63 percent, with 60 percent of the women and 42 percent of the men in 2000 never completing a year of school. Marriages and family responsibilities also contribute to the low levels of girls’ enrollments, with an estimated 30 percent of urban girls being married or in union before 18 years of age, and 58 percent of those in rural areas. (State of the World’s Children, 2005). Teacher salaries are not only in arrears by many months, but their wages (at approximately $70 US per month,) are not adequate to support their families. As comparison, a bag of rice costs $35 US. There was insufficient money in the national budget to pay teachers. Rural teachers use almost their entire salary to reach Monrovia to collect their pay. Lack of transportation and a road network in total disrepair or impassable during the rainy season means they are often away from school for several days. Though statistics are neither reliable nor valid, an estimated 62 percent of the teachers are unqualified and have no training, many are volunteers. Most school and system administrators have had little education since their initial training which did not prepare them for the situation as it exists today. Few know the pedagogy that will allow them to address the psychosocial and academic needs of students. International donors began addressing the education system during the period of government transition. UNICEF funded a ten-week crash course that provided a “C Certificate” for the over 60% of the primary teachers who had not received any training. The certificate is based on the needs for teaching a revised curriculum for the Accelerated Learning Program (ALP), or packaging six years of primary education into three years for over-aged students. ALP was established in 1999 so as to provide access to education to a wider range of those uneducated. The curriculum taught is an abbreviated version of the national primary curriculum which was fully revised in the 1980s. Neither the curriculum nor the pedagogy adequately addresses the needs of students today. Teaching materials and textbooks are few, as are supplies for the students. While school uniforms provide for equity and decent clothes, their cost frequently puts school attendance beyond reach for the average household or learner. For those who are enrolled in school or training programs, Save the Children-UK estimated that funds frequently were generated by the students themselves through small or petty trade. Unfortunately, “girls are commonly engaged in transactional sex” to pay for their education. (Save 2005) The actual full cost of education per household is not known, but is estimated between $3,000 and $4,100. However, it is clear that the majority, the poorest, are being excluded because of costs of schooling. These issues are supposedly being addressed under the Free and Compulsory Primary Education in Liberia (FACPEL) initiative which started in November, 2005. According to the Liberian Education for All National Action Plan of 2004, the Government has the responsibility for providing education for all. To meet this requirement will require significant resources at all levels, and a commitment to address the underlying causes and issues that keep children out of school. USAID/Liberia Overview: As Liberia begins the transition from a fragile state to a rebuilding country, USAID has sought to enhance public trust in the government through improvements in the provision of essential services. The Liberian Ministry of Education (MOE) continues to demonstrate a strong commitment to improving management of the sector and addressing weaknesses in service delivery. In collaboration with the development partners including USAID, UNICEF, European Commission, UNESCO and the Open Society Institute, the MOE has taken a leadership role in addressing the goals outlined in the Government of Liberia’s National Poverty Reduction Strategy and prioritized the development of an Education Sector Plan. The Ministry has increased donor coordination efforts to ensure progress on the current Liberia Primary Education Reform Program (LPERP), and accessed a pooled fund to fill resource gaps emerging from the formulation of a more accurate annual budget aligned with the sector plan and established donor projects. USAID/Liberia’s Education program supports activities that contribute to increasing access to quality basic education, addressing gaps in Higher Education and enhancing the technical/managerial capacity of the Liberian workforce. Interventions for increasing access school and furniture rehabilitation and repair; the provision of scholarships to primary school children covering tuition costs, school materials, uniforms, and transportation to and from school. Conversely, interventions targeting quality included the introduction of innovative learner-centered teacher training methods, such as interactive radio instruction programs; training teachers and education officials; and the provision of teaching and learning materials. The Education Team Leader (ETL) is directly responsible for the strategic, conceptual and managerial leadership of all USAID/Liberia Basic Education, Higher Education and Participant Training activities in support of the Investing in People (IIP) Objective within USAID’s Foreign Policy Operational Framework. Moreover, his/her efforts contribute to results achieved under the Mission’s current Strategic Objective (SO)8 for the FY2005 – 2009 strategy period: Increased Access to Essential Services Provided by National and Local Organizations. The Education portfolio contributes to this SO by addressing the Intermediate Result of “Improved capacity for delivery of social services (health, basic education, vocational education) to underserved populations”. He/she will also oversee the transition into the new FY2010 - 2014 strategy, which includes a newly formulated portfolio of Basic/Higher Education, Participant Training and workforce development-related activities implemented under the IIP objective. Activities such as Participant Training are funded by multiple technical programs - coupled with the Basic Education and Higher Education which represents a significant portion of the Mission’s operating year budget. The ETL directly supervises a staff of five which includes one Development Leadership Initiative (DLI) US Direct Hire, three FSN professionals, and one PSC/EFM Basic Education Advisor. He/she also manages the work of multiple resident contract teams and their sub-grantees, as well as several USAID cooperating agencies providing periodic technical assistance through EGAT/Education mechanisms, Africa Bureau technical support and other contracting instruments. The ETL works closely with representatives of other Mission offices, especially the Financial Management Unit and Program Office, in the implementation of managed activities. He/she reports to the Mission Director. The ETL advises, collaborates and consults with senior representatives of the Ministry of Education, Ministry of Planning (specifically for Participant Training), Higher Education institutions as well as other bilateral and international donors in the planning, formulation, implementation, monitoring and evaluation of the Mission’s Education activities. These include the Accelerated Learning Project PLUS, the Liberia Teacher Training Project, Early Grade Reading Assessment: Liberia, Participant Training, Ambassador’s Girls Scholarship Program, ALFALIT Adult Literacy and Books for Africa. The ETL position will become vacant in June 2009, leading USAID/Liberia to seek applications for filling this position B. SUMMARY OF DUTIES The role of the ETL will include ensuring a smooth closeout and/or extension of current contracts and cooperative agreements, strategic planning for implementation of USAID’s next phase of education activities and managing the budgetary process in support of these programs. He/she will serve in a back-up role to Education CTOs when necessary, and play a lead role in ensuring Education program compliance with all the required Mission processes and procedures. C. MAJOR DUTIES AND RESPONSIBILITIES: The Education Team Leader’s major duties and responsibilities include: 1. Program Management 25% Managing, on a day-to-day basis, the Mission Education portfolio, including determination of work priorities, making decisions on activity implementation matters, identifying and resolving program issues, assuring that all activities are carried out in a technically sound and cost-effective manner, assigning responsibility for program management and implementation matters to subordinates, and assuring that activities are carried out in accordance with all applicable Mission and Agency directives and requirements. The incumbent may also be called upon, from time to time, to manage other activities within the Education portfolio, such as responding to inquiries for information from individuals interested in education programs in Liberia, or requests for support from educational institutions. In addition, the ETL may represent the USAID Mission and the USG strategy in the general area of Education, particularly for improving the quality of primary education, and serve as the primary interlocutor with outside organizations on all matters under his/her review; Planning, implementing, participating in, commenting upon, or preparing Mission views on evaluations, assessments or audits relating to programs within his/her portfolio. 2. Strategy Development 25% Providing analysis, advice and recommendations to senior Mission management and staff regarding the formulation of Mission strategy on programs within his/her portfolio as well as on the management and implementation of related programs within the Mission’s overall portfolio. Participating, as required, in the development of Mission strategic plans, results analysis and resource requests and other strategic planning and reporting documentation. Determining what additional analyses, assessments, or reviews are required for the development of Mission strategy or activities in the area of educational development; designing and overseeing the implementation of such analyses or assessments; and following-up as necessary. Representing the Mission during donor and host-country joint sessions for designing the Education Sector Policy and Plan for Liberia; and playing an advisory role for a smooth integration of the Mission’s Country Assistance Strategy. 3. Activity Design and Management 25% Leading the design of all acquisition and assistance activities to be funded under the Education Strategic Objective. Managing (serving as CTO) or directing the management and/or closeout of on-going and other future Education activities. Activity management shall include: routine activity monitoring, results monitoring, liaison with AID/W technical officers, maintaining close contact with contractors and grantees, attending sectoral meetings, providing guidance and direction to implementing partners within the confines of the CTO authorities, resolving implementation problems, preparation of documentation for annual Activity Implementation Reviews, preparing quarterly accruals, providing country clearance as required. Supervising the work of three Foreign Service Nationals and one US Personal Services Contractor; and mentoring the work of one DLI employee. Carrying out such other tasks related to Mission capacity building activities as might be assigned from time-to-time by the Mission Director or his/her designee. 4. Conduct / Travel / Reporting / Liaison 25% The ETL will handle all assigned work either independently or, as required, as part of the teams identified above, according to established Mission policies, practices and programmatic guidance, as in effect from time-to-time; and in accordance with all applicable USAID regulations and guidance as provided in the USAID ADS and elsewhere. The ETL is expected to make independent judgments that can be defended as necessary. As a highly qualified professional, substantial reliance is placed on the employee to independently plan and carry out the specific activities entailed in fulfilling major duties and responsibilities. The employee will resolve problems that arise by determining the approaches to be taken and methodologies to be used; developing, coordinating, and clearing proposed solutions with all necessary parties; and then taking appropriate actions necessary to resolve the problem. Travel within and outside of Liberia may be required. The ETL will be required to prepare and provide reports to effectively carry out the duties and responsibilities described above. The ETL will also provide, orally or in writing, such reports on work progress or advice on education issues as may be required from time-to-time by Senior Mission Management or other senior USAID officials. The ETL will also submit trip reports on all travel performed within and outside of Liberia during the contract period. All work will be carried out under the general guidance of the Mission Director or his/her designee, who will supervise the ETL. The ETL will maintain contact and interact technically and professionally in a highly collaborative manner with a wide range of parties, including high level Liberian government officials, and other international organizations; senior officials of Liberian government ministries; and experts provided under assistance programs sponsored by non-governmental organizations and foreign government donors. The ETL will also be required to interact with officials of other USG agencies involved in education endeavors. The ETL will also closely coordinate with the Mission’s other technical offices and Program Office on all matters of mutual programmatic interest. D. POSITION ELEMENTS a.Supervision Received /Exercised: The ETL will work under the general supervision and policy guidance of the Mission Director or his/her designee, USAID/Liberia. The Director or his/her designee will review and approve the ETL’s work plan and performance measures. Supervision will be generally confined to weekly staff meetings and scheduled monthly consultations. In carrying out specific assignments, the ETL will consult and work closely with the Government of Liberia, and international donors and their implementing partners. The ETL will also work closely with senior USG officials of USAID, Department of State, and the other SO teams within USAID/Liberia. The ETL is expected to work independently with limited guidance, to take initiative, to supervise and direct four professional FSN/PSC staff as required, and to mentor the DLI position. As ETL, he/she will work closely with members of other technical and support offices in the Mission, as well as other USG agencies and implementing partners who will implement the full range of USAID/Liberia’s programs over a strategy period. b. Available Guidelines: The incumbent is required to understand and analyze Mission and Agency specific policies and procedures which govern implementation of educational development activities, in addition to the USAID/Liberia established administrative operating procedures, policies and formats. The incumbent will be required to be proactive in keeping abreast of evolving guidelines and policies which affect overall support to educational reform within the Liberia Mission, including but not limited to the Automated Directives System (ADS), Mission Orders, Mission Notices, USG Procurement regulations, and USAID and State Program Strategy and Policy Documents. c.Decision Making / Exercise in Judgment: At the full performance level, it is expected that the incumbent will exercise considerable independence and decision making authority in carrying out duties, subject to final review by the Mission Director. d. Authority to Make Commitments: The incumbent will have no independent authority to commit U.S. Government (USG) Mission funds. e.Nature, Level and Purpose of Contacts: Contacts are with senior management-type persons within and outside USAID, which may include Congressional staff, other U.S. government officials, and government officials from other countries as appropriate, consultants, contractors, grantees, or business executives. f.Complexity: Analyzes inter-related issues of effectiveness, efficiency, and productivity of individual contracts, grants and cooperative agreements. Develops detailed plans, goals, and objectives for the long-range implementation and administration of the education program, and/or develops criteria for evaluating the effectiveness of the program. Decisions concerning design, planning, organizing, implementing and evaluating individual educational development activities are complicated by the difficulty of operating in a politically sensitive country. Coordination of several grantees and contractors requires in-depth knowledge of the educational background, capabilities and interests of the Government of Liberia. E. PERIOD OF PERFORMANCE: A base of one year with the possibility/option of an extension up to a maximum of two years. Exercising the options to extend will depend on continuing need of services, availability of funds, and satisfactory or better performance. F. REQUIRED QUALIFICATIONS AND SELECTION CRITERIA: 1.Education (15 points): a)A graduate degree in international education, international relations, African regional studies, or a related field required; b)A doctorate degree in one of the above-mentioned fields preferred. 2. Experience (40 points): a)A minimum of five to seven years work experience in educational development, training, African development, international affairs or a related area, preferably working for an international donor organization with programs fostering development of education, is required. b)Experience working in dynamic, highly collegial and collaborative working relationships, requiring close consultation, management, and coordination. c)Experience in strategic planning and education program design, program planning and budgeting, and monitoring and evaluation of education and training activities is preferred. d)Experience resolving problems in a team context, while maintaining an aggressive work pace, in order to produce results under intense scrutiny is strongly preferred. e)Experience living and working under harsh, difficult and/or dangerous conflict or post-conflict conditions preferred. f)Experience and familiarity with Africa, particularly Liberia, and sensitivity to socio- cultural aspects bearing on education within an African context is desirable. g)Knowledge of USAID management and monitoring systems would be a plus. 3. Knowledge and Abilities (45 points): a.Program Oversight: Demonstrated ability to provide oversight of large complex activities that are implemented under challenging social and political conditions. b.Demonstrated ability to function with minimal supervision to address complex and challenging interagency and political dynamics is required. c.Program Design and Implementation: Experience-based knowledge of educational design, monitoring and evaluation, knowledge of USG budgetary and procurement processes and property management principles in a developing country context, preferably with an international donor organization. d.Analytical Skills: Demonstrated analytical and independent decision-making skills in heavy workload/high stress work environments. e.Communication and Interpersonal Skills: Ability to engage in discussions with government officials, other donors, international implementers, non-governmental organizations, U.S. Embassy and USAID officials. f.Excellent verbal and written communication skills, including word processing proficiency, demonstrated ability to prepare required reports in proper format and language, and the ability to work within a team, supervising complex projects in a large geographic area are required. g.Computer and Administrative Skills: A demonstrated ability to perform with minimal administrative or secretarial support is required. The successful candidate must be computer literate. h.Cultural Environment: Knowledge of African history and its cultural/work environment is desirable. Knowledge of the history and culture of Liberia is a plus. i.Language Abilities: Must be fluent in English. Maximum Points Available: 100. G.APPLYING: Qualified individuals are requested to submit: 1.A U.S. Government Standard Form 171 or Optional Form 612 (available at the USAID website, http://www.usaid.gov/procurement- bus - opp/procurement/forms or internet http://fillform.gsa.gov, or at Federal offices) 2.All applicants must submit a cover letter (3 pages maximum) addressing how they meet the required qualifications for this position (see Qualification section of this Solicitation). Each of the expected qualifications should be addressed in the cover letter. Applications must be received by the closing date and time at the address specified in the cover letter. To ensure consideration of applications for the intended position, please reference the solicitation number on your application, and as the subject line in any cover letter. The highest ranking applicants may be selected for an interview. USAID will not pay for any expenses that may be associated with the interviews. H.COMPENSATION This position is classified at a U.S. Government GS-14 level [$83,445 - $108,483 range]. The actual salary of the successful candidate will be negotiated within the GS-14 salary range depending on qualifications and previous salary history. Salary is not negotiable beyond this range. In addition, USAID/Liberia mission is a post with a 30% differential and currently has a class 20% COLA. I.MEDICAL AND SECURITY CLEARANCE REQUIREMENTS 1.The successful applicant must receive medical clearance for serving in the Republic of Liberia. Details of how to obtain US Department of State Medical Unit medical clearance will be provided once a job offer is made and accepted. 2.The successful applicant must be able to receive USAID security clearance that involves applicant's comprehensive background investigation performed by a US Government Agency. The successful applicant must be able to report to post in Monrovia, Liberia, to assume duties promptly upon medical and security clearances being granted.
- Web Link
-
FedBizOpps Complete View
(https://www.fbo.gov/?s=opportunity&mode=form&id=dd92b09ae3e912eb44e5303d3d491a37&tab=core&_cview=1)
- Place of Performance
- Address: USAID Liberia, c/ US Embassy Compound, Mamba Point, Monrovia, Non-U.S., Liberia
- Record
- SN01789695-W 20090411/090409220552-dd92b09ae3e912eb44e5303d3d491a37 (fbodaily.com)
- Source
-
FedBizOpps Link to This Notice
(may not be valid after Archive Date)
| FSG Index | This Issue's Index | Today's FBO Daily Index Page |