USAID IMPROVED LEARNING OUTCOMES IN PRIMARY EDUCATION (USAID SABER)” | RFI 72065620

FAQs: USAID/Mozambique Planning Notice (RFI) for "USAID Improved Learning Outcomes in Primary Education (USAID SABER)"

1) What is this announcement?

This is a USAID/Mozambique planning notice issuing a Request for Information (RFI) related to an anticipated education activity tentatively titled "USAID Improved Learning Outcomes in Primary Education (USAID SABER)." It is intended to gather feedback and practical comments on a draft Statement of Objectives (SOO) to help USAID refine the project design.

2) Is this a grant competition or a request for proposals (RFP)?

No. USAID explicitly states this is not a grant competition and not a request for proposals. It is only an RFI for planning and market research purposes.

3) Will USAID fund anything based on responses to this RFI?

No. USAID states it does not intend to fund anything based on this RFI, and it will treat all submissions as informational only.

4) Will USAID pay respondents for preparing or submitting information?

No. USAID states it will not pay for the information provided in response to this RFI.

5) How will USAID use the information that organizations submit?

USAID intends to use submissions internally to strengthen and refine the draft SOO and the eventual solicitation package. USAID is seeking feedback on what approaches are feasible, cost-effective, and context-appropriate in Mozambique, especially related to early grade literacy and bilingual education.

6) Is USAID going to answer questions submitted in response to the RFI?

USAID notes that this is not a formal Q&A period and the government does not plan to issue direct responses to submitted questions. Instead, input will be used internally for design refinement.

7) Who is eligible to respond?

The RFI is open to both U.S. and non-U.S. organizations. Eligibility is unrestricted at this stage because USAID is only requesting comments and market feedback, not proposals for funding.

8) What kinds of input is USAID looking for?

USAID is seeking insights on current trends, lessons learned, implementation opportunities and pitfalls, and practical ideas for what might or might not work in the Mozambican primary education context. USAID encourages feedback on technical approaches and also on design choices that can shape a future procurement.

9) What procurement and market considerations does USAID want feedback on?

Respondents are encouraged to comment on factors that shape procurement later on, including whether the eventual mechanism should be acquisition or assistance, which geographic areas are likely to have the greatest need, possible NAICS code alignment, and other market considerations.

10) What is the technical focus of the anticipated activity?

The draft concept centers on improving primary education outcomes in Mozambique, with strong emphasis on early grade reading and bilingual instruction.

11) What specific classroom instruction issues does USAID highlight?

USAID asks what has proven cost-effective in low-resource environments for boosting early grade reading, particularly where bilingual programs are being rolled out, and requests workable, cost-conscious solutions grounded in evidence and field experience.

12) What does the RFI say about absenteeism, and what input is requested?

USAID cites 2019 midline EGRA findings that link high rates of school director and teacher absenteeism to student absenteeism and chronic tardiness, which disrupt lesson implementation. USAID asks respondents to suggest strategies to reduce absenteeism among teachers and school leaders and to recommend remediation approaches that help students recover learning time after missing school days.

13) What gender and inclusion gaps does USAID identify?

USAID notes gaps in translating gender and inclusion policies into day-to-day teaching practice. It observes that guidance often stops at basic participation parity (such as seating arrangements or calling equally on boys and girls) and does not fully address broader gender equality and inclusion. USAID also identifies the low proportion of female teachers as a structural barrier.

14) What does USAID want regarding gender and bilingual education training and monitoring?

USAID asks for ideas on how bilingual education training and monitoring can better operationalize gender approaches in practical terms (what teachers should do and how they should do it) and how supervisors can observe and support those behaviors consistently.

15) Why does USAID emphasize home and community factors affecting reading outcomes?

USAID references EGRA findings indicating that much of the variation in reading performance is explained by factors outside school, and it highlights that many children do not see written forms of their first language until they arrive at school for the first time.

16) What types of out-of-school literacy support ideas is USAID seeking?

USAID asks for intervention designs that help children learn to read in their own language by leveraging what they already know from home, even when print exposure is minimal. USAID also requests concrete suggestions for home and community support, including ways to help parents and caregivers engage children in reading-related activities at home.

17) What teacher professional development challenges does USAID call out?

USAID highlights the need to strengthen teacher professional development for bilingual literacy instruction. It references EGRA findings that many teachers have very low oral reading fluency in students' first languages, with reported fluency around 40 to 50 words per minute when 90 words per minute would be considered strong.

18) What kinds of coaching and support models is USAID requesting input on?

USAID is seeking innovative, cost-effective coaching and ongoing professional support models, including approaches that can work where coaches or supervisors may not share the same language as the teacher or the learners.

19) Does the RFI address multigrade classrooms?

Yes. USAID raises the prevalence of multigrade classrooms and asks what bilingual pedagogical approaches and instructional materials are necessary for teachers managing multiple grades, ages, and ability levels simultaneously.

20) What is the issue of language mismatch between teachers and students, and what input does USAID want?

USAID notes that language mismatch affects achievement and asks for creative approaches and incentive structures that could help students learn to read and write despite these constraints, even while noting a cited conclusion that a teacher not being a native speaker of students' first language may not be the dominant factor given overall low results.

21) When is the submission deadline?

Submissions must be emailed by the stated closing date of October 6, 2020.

22) How do respondents submit information (email, mail, or both)?

Responses must be submitted by email only. USAID states no hard copies.

23) Who should receive submissions?

Submissions must be emailed to the listed USAID contacts: Mr. Jean-Jacques Badiane (jbadiane@usaid.gov) and Ms. Judite Caetano (jcaetano@usaid.gov).

24) What language must the submission be written in?

Responses must be written in English.

25) What are the required components of the submission package?

Each submission must include: (1) a one-page cover sheet with basic organizational and contact information plus self-certification of business size and socio-economic status; (2) up to four pages of comments and questions responding to the draft SOO and USAID's design questions; and (3) a capability statement section that applies only to U.S. small businesses.

26) What is the total page limit?

The total page limit is five pages including any attachments.

27) What formatting rules apply (spacing, paper size, font, file type)?

Submissions must use single spacing on 8.5 x 11 inch pages, with Times New Roman 11-point font (or similar). Submissions must be provided in MS Word or PDF format.

28) Does every respondent need to include a capability statement?

No. The capability statement section applies only to U.S. small businesses, per the RFI instructions.

29) What is the governing treatment of submissions under federal acquisition rules?

USAID states it will treat all submissions as informational only under FAR 52.215-3.

30) What is the overall direction USAID signals for a future activity?

The notice signals a future primary education activity that combines practical classroom-level improvement, stronger teacher capacity and coaching, gender and inclusion that goes beyond policy statements, and intentional engagement of families and communities to support literacy development, with particular emphasis on early grade literacy and bilingual education in Mozambique.