Issuance Date: January 25, 2007

Deadline for Receipt of Questions: February 14, 2007

Closing Date for Submission of Applications: March 12, 2007

Closing Time for Submission of Applications: 4:00 pm (16:00) Cotonou,
Benin local time

Subject: USAID/BENIN Request for Applications (RFA) Number 680-07-004

"Girls' Education and Community Participation" (GECP)

The United States Agency for International Development (USAID) is
seeking applications from organizations for a cooperative agreement to
fund a program entitled "Girls' Education and Community Participation."
The authority for the RFA is found in the Foreign Assistance Act of
1961, as amended.

The Recipient will be responsible for ensuring achievement of the
program objectives. Please refer to the Program Description for a
complete statement of goals and expected results.

Pursuant to 22 CFR 226.81, it is USAID policy not to award profit under
assistance instruments. However, all reasonable, allocable, and
allowable expenses, both direct and indirect, which are related to the
agreement program and are in accordance with applicable cost standards
(22 CFR 226, OMB Circular A-122 for non-profit organization, OMB
Circular A-21 for universities, the Federal Acquisition Regulation (FAR)
Part 31 for-profit organizations, and the Mandatory Standard Provision
"Allowable Costs (DEC 2003) for public international organizations), may
be paid under the grant.

Subject to the availability of funds, USAID intends to provide
approximately \$5,750,000 in total USAID funding to be allocated over a
five (5) year period. USAID reserves the right to fund any or none of
the applications submitted. Please note remark on page 25 regarding
evolving financial situation.

For the purposes of this program, this RFA is being issued and consists
of this cover letter and the following:

1\. Section A - Cooperative Agreement Application Format;

2\. Section B - Selection Criteria;

3\. Section C - Program Description;

4\. Section D - Certifications, Assurances, and Other Statements of
Applicant/Grantee;

5\. Section E - Annexes

For the purposes of this RFA, the term \"Grant\" is synonymous with
\"Cooperative Agreement\"; \"Grantee\" is synonymous with \"Recipient\";
and \"Grant Officer\" is synonymous with \"Agreement Officer\".

The preferred method of distribution of USAID assistance solicitation
information is internet at [www.grants.gov](http://www.grants.gov/).
This RFA and any future amendments can be downloaded from
[http://www.grants.gov](http://www.grants.gov/). Click on "Search for
Grant Opportunity," then click on "Browse by Agency" and choose U.S.
Agency for International Development, then click on the Opportunity
titled "Girls' Education and Community Participation (GECP)". If you
have difficulty registering or accessing the RFA, please contact the
Grants.gov Helpdesk at 1-800-518-4726 or via email at
<support@usaid.gov> for technical assistance. Receipt of this RFA
through grants.gov must be confirmed by written notification to the
contact person noted below. It is the responsibility of the recipient of
the solicitation document to ensure that it has been received from
Grants.gov in its entirety and USAID bears no responsibility for data
errors resulting from transmission or conversion processes.

Any questions concerning this RFA should be submitted in writing to
Cosmas Apedo, via email to <capedo@usaid.gov> with copy to Rosalind Sika
at <rsika@usaid.gov>. The deadline for submission of questions on this
RFA is February 14, 2007. If you decide to submit an application, it
must be received by the closing date and time indicated at the top of
this cover letter at the place designated below for receipt of
applications.

Applicants are requested to submit their applications by e-mail
attachment, followed by the hard copies. See Section A: Submission of
Applications by Email for instructions. In addition to the submission of
applications via email, applicants shall submit an original and four (4)
hard copies of the technical application and an original and one (1)
hard copy of the cost/business application to the address specified
below. Provided that the e-mail submissions have been successfully
received by the due date, the hard copy submissions need not arrive by
the due date. However, they must be received no later than two week
after receipt of the email submission. It is recommended that applicants
use courier service instead of international mail for submission of the
hard copies.

[By Air Courier or Hand Delivery:]{.underline}

Cosmas Apedo

Acquisition and Assistance Specialist

USAID/Benin

Rue Caporal Anani Bernard

Cotonou, BENIN

Tel. 229-21-30-05-00 ext. 2112

<capedo@usaid.gov>

Applicants are requested to submit both technical and cost portions of
their applications in separate volumes so they may be reviewed
separately. To be eligible for award, the applicant must provide all
required information in its application, including the requirements
found in any attachments to the solicitation in Grants.gov. Applicants
should retain for their records one copy of all enclosures which
accompany their applications. Award will be made to the responsible
applicant(s) whose application(s) offers the greatest value.

Issuance of this RFA does not constitute an award commitment on the part
of the Government, nor does it commit the Government to pay for costs
incurred in the preparation and submission of an application. In
addition, final award of any resultant cooperative agreement(s) cannot
be made until funds have been fully appropriated, allocated, and
committed through internal USAID procedures. While it is anticipated
that these procedures will be successfully completed, potential
applicants are hereby notified of these requirements and conditions for
award. Applications are submitted at the risk of the applicant; should
circumstances prevent award of a cooperative agreement, all preparation
and submission costs are at the applicant\'s expense.

In the event of an inconsistency between the documents comprising this
RFA, it shall be resolved by the following descending order of
precedence:

\(a\) Section B - Selection Criteria;

\(b\) Section A -- Cooperative Agreement Application Format;

\(c\) Section C - The Program Description;

\(d\) This Cover Letter.

Sincerely,

Rosalind Sika

Agreement Officer

TABLE OF CONTENTS PAGE

SECTION A -- COOPERATIVE AGREEMENT APPLICATION FORMAT
[4](#CL_URFASEAHD_PH000001)

1\. PREPARATION AND SUBMISSION GUIDELINES [5](#CL_URFASEA_PH000002)

2\. TECHNICAL APPLICATION FORMAT 7

3\. COST/BUSINESS APPLICATION FORMAT 9

4\. COOPERATIVE AGREEMENT AWARD 11

5\. AUTHORITY TO OBLIGATE THE GOVERNMENT 11

SECTION B - SELECTION CRITERIA 12

SECTION C - PROGRAM DESCRIPTION 14

PART A -- BACKGROUND 14

A.1 ABBREVIATIONS AND ACRONYMS 14

A.2 INTRODUCTION AND OVERVIEW 15

A.3 BACKGROUND 15

PART B -- USAID PROGRAM OVERVIEW 19

B.1 USAID/BENIN EDUCATION
STRATEGY...................................................\...19

B.2 USAID/BENIN EDUCATION
PROGRAM......................................................23

PART C -- TECHNICAL APPROACH AND PROGRAM INTERVENTIONS 24

C.1. PURPOSE AND RATIONALE 24

C.2 GEOGRAPHIC FOCUS AND SCOPE 25

C.3 COMPLEMENTARITY AND COLABORATION 25

C.4 MAJOR PROGRAM
CONSIDERATIONS........................................................27

C.5 TECHNICAL
APPROACH........................................................................\...29

PART D -- PERFORMANCE MANAGEMENT PLAN, INDICATORS AND DATA
COLLECTION.................................................................................................31

PART E -- REPORTING AND EVALUATION 31

E.1 FINANCIAL REPORTING 31

E.2 PROGRAM REPORTING 32

E.3 NOTIFICATION 33

E.4 RESEARCH, STUDIES AND SURVEY DOCUMENTS 33

E.5 ANNUAL IMPLEMENTATION PLAN 34

E.6 PERFORMANCE MANAGEMENT PLAN 34

E.7 PARTICIPANT TRAINING REPORTS 34

E.8 REPORT SUBMISSION ADDRESSES 34

E.9 MID TERM AND FINAL EVALUATIONS 35

PART F -- CONDITIONS 35

F.1 SUBSTANTIAL INVOLVEMENT 35

F.2 DESIGNATION OF KEY POSITIONS AND PERSONNEL 35

F.3 PERIOD OF PERFORMANCE 36

F.4 PROPOSED FUNDING SOURCES AND FUNDING
LEVELS...........................\... 36

SECTION D- CERTIFICATIONS, ASSURANCES, AND OTHER STATEMENTS OF THE
RECIPIENT [36](#CL_URFASEDHD_PH000001)

PART I - CERTIFICATIONS AND ASSURANCES [37](#CL_URFASED1)

PART II - FORMS 37

KEY INDIVIDUAL CERTIFICATION NARCOTICS OFFENSES

AND DRUG TRAFFICKING [38](#CL_URFACERT100_PH000002)

PARTICIPANT CERTIFICATION NARCOTICS OFFENSES AND DRUG TRAFFICKING 39

CERTIFICATION REGARDING MATERIAL SUPPORT AND
RESOURCES.....................\...40

CERTIFICATION REGARDING USE OF FY2004-FY2008 HIV/AIDS FUNDS 41

SURVEY ENSURING EQUAL OPPORTUNITY FOR
APPLICANTS..................................43

SECTION E - ANNEXES [45](#CL_URFASEEHD_PH000001)

ANNEX 1 -- LIST OF REFERENCE DOCUMENTS AVAILABLE 46

ANNEX 2 -- PAST PERFORMANCE QUESTIONNAIRE 47

ANNEX 3 -- BRANDING STRATEGY AND MARKING PLAN 51

ANNEX 4 -- OTHER
PROVISIONS..........................................................................\...59

# 

# SECTION A -- COOPERATIVE AGREEMENT APPLICATION FORMAT

[]{#CL_URFASEAHD_PH000001 .anchor}

## 1. PREPARATION AND SUBMISSION GUIDELINES 

[]{#CL_URFASEA_PH000002 .anchor}

All applications received by the deadline will be reviewed for
responsiveness and programmatic merit in accordance with the
specifications outlined in these guidelines and the application format.
Section B addresses the selection criteria and procedures for the
applications.

Applications are to be submitted electronically via e-mail attachments
formatted in Microsoft Word and/or Excel (version 2000), or PDF format
with a 3MB limit per email. Because of our system restrictions, if you
send zipped files do [no]{.underline}t use a "zip" extension as part of
the file name. Also, specify in the body of the email that the
attachment contains zipped files.

Applications shall be submitted in two separate parts: (a) technical and
(b) cost/business application. In addition to the email submission,
applicants shall submit an original and two (2) copies of the technical
portion of the application and an original and one (1) copy of the
cost/business portion of application to the address specified in the
cover letter. Due to phone system limitations, faxed applications will
not be considered.

The hard copies of applications and modifications thereof shall be
submitted in sealed envelopes or packages addressed to the office
specified in the cover letter of this RFA, with the RFA number, the name
and address of the applicant, and whether the contents contain technical
and/or cost applications noted on the outside of the envelopes/packages.

The application should be prepared according to the structural format
set forth below in (2) Technical Application Format and (3)
Cost/Business Application Format. Applications must be submitted no
later than the date and time indicated on the cover page of this RFA, to
the location indicated in the cover letter accompanying this RFA.
Applications which are received late or are incomplete run the risk of
not being considered in the review process. Late applications will be
considered for award only if the Agreement Officer determines it is in
the Government's interest.

Applicants should retain for their records one copy of the application
and all enclosures which accompany their application. Erasures or other
changes must be initialed by the person signing the application. To
facilitate the competitive review of the applications, USAID will
consider only applications conforming to the format prescribed below.

Any prospective applicant desiring an explanation or interpretation of
this RFA must request it in writing by the questions due date indicated
on the cover page of this RFA, to the email address set forth in the RFA
cover letter, to allow a reply to reach all prospective applicants
before the submission of their applications. Oral explanations or
instructions given before award of a Cooperative Agreement will not be
binding. Any information given to a prospective recipient concerning
this RFA will also be furnished to all other prospective recipients as
an amendment to this RFA, if that information is necessary in submitting
applications or if the lack of it would be prejudicial to any other
prospective recipients.

Following are the procedures for **Submission of Applications by
Email**:

1.  Before sending your documents to USAID as email attachments, convert
    them into Microsoft Word (for narrative text), Excel (for tables),
    or PDF format. Documents requiring signature may be sent as scanned
    documents.

2.  Once sent, check your own emails to confirm that your attachments
    were indeed sent. If you discover an error in your transmission,
    re-send the material again and **note in the subject line of the
    email that it is a \"corrected\" submission**. Do not send the same
    email more than one time unless there has been a change, and if so,
    note that it is a corrected email. Do not wait for USAID to advise
    you that certain documents intended to be sent were not sent, or
    that certain documents contained errors in formatting, missing
    sections, etc. Each applicant is responsible for its submissions.

3.  To avoid confusion, duplication, and congestion problems with our
    email system, only one authorized person from your organization
    should send in the email submissions.

4.  If you send your application by multiple emails, indicate **in the
    subject line of the email** whether the email relates to the
    technical or cost proposal, and the desired sequence of multiple
    emails (if more than one is sent) and sequence of attachments (e.g.
    Organization X, Cost Proposal, Part 1 of 4, etc.). However, you are
    requested to consolidate, as much as possible, the various parts of
    your technical application into one technical application document
    and the various parts of your cost application into one cost
    application document.

5.  The attachments should be formatted in Microsoft Word and/or Excel
    (version 2000) or PDF format, with a 3MB limit per email. Because of
    our system restrictions, if you send zipped files do
    [no]{.underline}t use a "zip" extension as part of the file name.
    Also, specify in the body of the email that the attachment contains
    zipped files. See Section A "Grant Application Format" for detailed
    instructions regarding submission of applications via email.
    Applications and modifications thereof shall be submitted with the
    name and address of the applicant and the RFA number (referenced
    above) inscribed thereon, via email, to <capedo@usaid.gov> with copy
    to <rsika@usaid.gov>. Due to phone system limitations, faxed
    applications will not be considered. Applicants must confirm with
    Mr. Apedo that their e-mail submissions were successfully received
    by the required due date.

Applicants are expected to review, understand, and comply with all
aspects of this RFA. Failure to do so will be at the applicant\'s risk.
Each applicant shall furnish the information required by this RFA. On
the hard copies of applications, the applicant shall sign the
application and the certifications, and print or type its name on the
Cover Page of the technical and cost applications. Erasures or other
changes must be initialed by the person signing the application.
Applications signed by an agent shall be accompanied by evidence of that
agent\'s authority, unless that evidence has been previously furnished
to the issuing office.

Applicants who include data that they do not want disclosed to the
public for any purpose or used by the U.S. Government except for
evaluation purposes should:

\(a\) Mark the title page with the following legend:

> \"This application includes data that shall not be disclosed outside
> the U.S. Government and shall not be duplicated, used, or disclosed -
> in whole or in part - for any purpose other than to evaluate this
> application. If, however, a grant is awarded to this applicant as a
> result of - or in connection with - the submission of this data, the
> U.S. Government shall have the right to duplicate, use, or disclose
> the data to the extent provided in the resulting grant. This
> restriction does not limit the U.S. Government\'s right to use
> information contained in this data if it is obtained from another
> source without restriction. The data subject to this restriction are
> contained in pages\_\_\_.\"; and

\(b\) Mark each sheet of data it wishes to restrict with the following
legend:

> \"Use or disclosure of data contained on this sheet is subject to the
> restriction on the title page of this application.\"

Unnecessarily elaborate applications that include brochures or other
presentations beyond those sufficient to present a complete and
effective application in response to this RFA are not desired and may be
construed as an indication of the applicant\'s lack of cost
consciousness. Elaborate art work, expensive paper and bindings, and
expensive visual and other presentation aids are neither necessary nor
wanted.

Applicants shall confirm receipt of the RFA by written email
notification to the contact person specified in the RFA cover letter.
Applicants shall also acknowledge receipt of any amendment to this RFA
by signing and returning the amendment. The Government must receive the
acknowledgement by the time specified for receipt of applications.

## 2. TECHNICAL APPLICATION FORMAT 

## 

The technical application will be the most important item of
consideration in selection for award of the proposed activity. It should
demonstrate the applicant\'s capabilities and expertise with respect to
achieving the goals of this program. Therefore it should be specific,
complete and presented concisely. It should take into account and be
arranged in the order of the technical evaluation criteria specified in
Section B.

**Application Contents**: The technical application shall contain both a
technical approach section and a management section, as more fully
explained below: The *[Technical Approach section]{.underline}* should
present the applicant's proposed strategy to attain the BET strategic
objective and intermediate results; a strategy for policy development; a
proposed collaboration plan, provide strategies to address the gender
and anticorruption program considerations, provide a comprehensive
monitoring and evaluation plan, an implementation plan including a first
year annual workplan, and a plan for sustainability. The *[Management
section]{.underline}* should provide information regarding the
applicant's institutional capacity and proposed staffing, with indexes
of Curriculum Vitae/Résumés, Past Performance References, and Letters of
Commitment from any implementing partners. The technical application
**may not exceed 50 pages in length**, exclusive of the three annexes.
Following are more detailed instructions on the two technical
application sections:

***[Technical Approach section]{.underline}**:*

1.  [Cover Page]{.underline}: [A single page]{.underline} with the
    program title and RFA number, the names of the
    organizations/institutions involved, and the lead or primary
    Applicant clearly identified. Any proposed sub grantees (or
    implementing partners) should be listed separately. In addition, the
    Cover Page should provide a contact person for the prime Applicant,
    including this individual's name (both typed and his/her signature),
    title or position with the organization/institution, address,
    telephone and fax numbers and e-mail address. State whether the
    contact person is the person with authority to contract for the
    Applicant, and if not, that person should also be listed with
    contact information. If applicable, the TIN and DUNS numbers of the
    Applicant should also be listed on the cover page.

2.  [Table of Contents]{.underline}: Listing all parts of the technical
    application, with page numbers and attachments.

3.  [Executive Summary]{.underline} (not to exceed 3 pages): Briefly
    describe the proposed goal, purposes, key activities and anticipated
    results. Briefly describe technical and managerial resources of the
    Applicant. Describe how the overall program will be managed.

4.  [Program Description]{.underline}: Applicants should focus on
    describing how they propose to achieve the program objective(s). In
    addition to presenting how the program will make a significant
    contribution towards achieving the Basic Education strategic
    objective and areas for action identified in the program
    description, the description should present the Applicant's
    innovative ideas, approaches and strategies to achieve the results
    of the program. This section also needs to include strategies for
    policy development, and to address the anti-corruption, and with
    particular emphasis on the gender program considerations. Applicants
    are requested not to merely repeat what is already described in this
    RFA. The applications should take into account the technical
    evaluation criteria found in Section B.

5.  [Illustrative Implementation Plan and First Year Annual Work
    Plan]{.underline}: The applicant is encouraged to design innovative
    implementation approaches to reach the desired results and to
    develop an aggressive, but realistic schedule of performance
    milestones as steps towards producing results.  The illustrative
    implementation plan should correlate with the USAID results
    framework (Section C Program Description) and include information on
    the critical activities towards achieving the Mission Intermediate
    Results (IRs); as well as a timeline, and the partners and resources
    (including human resources) required for carrying out the activity.
    The proposed implementation plan should cover the life of the
    activity and include a more detailed illustrative first-year annual
    workplan.

6.  [Monitoring and Evaluation Plan]{.underline}: The applicant should
    propose an illustrative monitoring and evaluation plan that would
    permit tracking, evaluating, and reporting on progress and
    achievement of the results sought. Two specific types of data will
    be required: i) those that report on progress toward the milestones
    and targets proposed by the applicant, and ii) those that contribute
    to USAID/Benin's Basic Education Program Performance Management Plan
    indicators and USAID/Washington's Program Component Indicators as
    discussed in the Section C Program Description. The applicant is
    strongly encouraged to describe how it will collaborate with the GOB
    and other donor/partner colleagues in data collection to ensure that
    monitoring and evaluation systems are as cost-effective as possible.

7.  [Sustainability Plan]{.underline}: The applicant is expected to
    build upon and strengthen local capacity for sustainable program
    management and implementation. Applicants are required to develop
    partnerships with organizations that employ local personnel and
    facilities to the maximum extent possible to improve the likelihood
    of attaining quality results, achieve program sustainability and
    minimize recurrent costs. USAID/Benin strongly encourages applicants
    to fully integrate the skills, capabilities and expertise of local
    organizations in a substantive way.

The ***[Management section]{.underline}*** should provide information
regarding the applicant's institutional capacity and proposed staffing.
This section must include a **Management and Staffing Plan** that
specifies the composition and organizational structure of the program
team, including home office support and implementing partners, if any
for the entire program. It should describe how the various proposed
program components will be managed. "Implementing partners" are
organizations that will have substantial implementation
responsibilities. The plan should identify potential implementing
partners and clearly state the responsibilities of each proposed
implementing partner in achieving the various program results and the
unique capacities/skills they bring to the program. Letters of
commitment from all proposed implementing partners should be included
(in the Annex). The plan should also describe each staff member's role,
technical qualifications and expertise and the estimated amount of time
each will devote to the program. It is expected that each critical area
of the program focus will be represented by relevant technical
expertise. There should also be discussion on how the proposed Key
Personnel and other relevant technical staff will effectively contribute
to the implementing team. The plan should also indicate the names,
positions, titles and provide full resumes (in the Annex) of important
managerial and technical personnel who will be involved in the program
activities.

[Annexes]{.underline}: The technical application should contain the
following three annexes:

*(1) [Curriculum vitae/résumés]{.underline}* should be provided for each
key technical and home office personnel. They should be limited to a
maximum of two pages per person.

*(2) [Past performance references]{.underline}* should present all
contracts, grants and cooperative agreements which the primary Applicant
(as well as any partners substantially involved in implementation) has
implemented of similar or related programs over the past three years.
Include the following for each award listed: name and address of the
organization for which the work was performed; current telephone number
and e-mail address of responsible representative of the organization for
which the work was performed; contract/grant name and number (if any);
annual amount received for each of the last three years; term of award,
i.e., beginning and ending dates; and a brief description of the
program.

*(3) [Letters of commitment]{.underline}* should be provided from all
proposed implementing partners. Such letters do not have to be exclusive
to one applicant.

**Past Performance Questionnaires:** In addition to the past performance
references mentioned above, applicants shall send the [Past Performance
Questionnaire]{.underline} (in Section E -- ANNEXES) to all
organizations provided as past performance references. Applicants shall
request that such organizations complete the questionnaire and return it
directly to the address indicated on the Questionnaire no later than the
closing date specified in the RFA cover letter.

**Sub-agreements**: Applicants shall identify and describe potential
sub-recipients and/or sub-contractors, where possible, indicating the
extent of utilization intended, and the tasks/functions they will
perform. Describe how organizations were or will be selected and how
they will effectively contribute to the activities under this
cooperative agreement. Technical application information for proposed
sub-recipients and/or subcontractors should follow the same format as
that submitted by the applicant. Applicants must clearly identify which
inputs (especially staff) will be provided by sub-grantees or
contractors. Applicants shall describe their plans, systems, resources
and prior experience in coordinating and managing sub-agreements.

## 3. COST/BUSINESS APPLICATION FORMAT

The Cost or Business Application is to be submitted under separate cover
from the technical application. Certain documents are required to be
submitted by an applicant in order for the Agreement Officer to make a
determination of responsibility. However, it is USAID policy not to
burden applicants with undue reporting requirements if that information
is readily available through other sources.

The following sections describe the documentation that applicants for an
Assistance award must submit to USAID prior to award. While there is no
page limit for this portion, applicants are encouraged to be as concise
as possible, but still provide the necessary detail to address the
following:

A. Include a [budget with an accompanying budget narrative]{.underline}
which provides in detail the total costs for implementation of the
program your organization is proposing. The budget should be structured
according to Part F.4: Proposed Funding Sources and Funding Levels under
Section C, Part F: Conditions, and have a breakdown by objective, IRs
and sub-activity. The **budget narrative** must provide detailed budget
notes and supporting justification of all proposed budget line items. It
must clearly identify the basis of all costs, such as market surveys,
price quotations, current salaries, historical experience, etc. A
summary of the budget must be submitted using Standard Form 424, 424A
and 424B, which are attached in Section E Annexes of this RFA. The full
budget must include:

-   the breakdown of all costs associated with the program according to
    costs of, if applicable, headquarters, regional and/or country
    offices;

-   the breakdown of all costs according to each partner organization
    involved in the program;

-   the costs associated with external, expatriate technical assistance
    and those associated with local in-country technical assistance;

-   the breakdown of the financial and in-kind contributions of all
    organizations involved in implementing this Cooperative Agreement;

-   potential contributions of non-USAID or private commercial donors to
    the expected Cooperative Agreement;

-   the name, annual salary, and expected level of effort of each person
    charged to the activity. Provide resumes showing work experience and
    annual salary history for at least the three most recent years for
    major personnel.

-   if not included in an indirect cost rate agreement negotiated with
    the U.S. Government, the applicable fringe benefit rates for each
    category of employees, and an explanation of the benefits included
    in the rate.

-   the same individual information for consultants must be provided as
    for regular personnel.

-   a breakdown of allowances by specific type and by person, and they
    must be in accordance with the applicant\'s policies.

-   travel, per diem and other transportation expenses detailed to
    include number of international trips, expected itineraries, number
    of per diem days and per diem rates.

-   all equipment proposed to be purchased and the expected geographic
    source. Note that A 4-wheel drive vehicle (TOYOTA purchased in 2002
    -- Type LJ95L/PRADO) in good shape will be furnished. Applicants
    must take this into consideration prior to proposing the same or
    similar vehicle in the cost application budget.

-   financial plans for all proposed sub-grants and subcontracts, and
    they must have the same format and level of detail as those of the
    applicant.

-   separate cost line items for other direct costs such as supplies,
    communication costs, photocopying, visas, passports and other
    general costs.

B. A current [Negotiated Indirect Cost Rate Agreement
(NICRA)]{.underline};

C. Required [Certifications and Representations]{.underline}, included
in Section D Certifications, Assurances and Other Statements;

D. Details regarding the level of [cost share]{.underline} your
organization is proposing for this activity. USAID encourages applicants
to contribute cost sharing. Cost sharing may be proposed from any
available and interested local and international funding sources,
including but not limited to, government and public institutions,
individuals, corporations, NGOs, and foundations. While there is no
stated minimum required cost share amount, applicants are encouraged to
give serious consideration to the amount they propose as a signal of the
applicant\'s commitment to the activity. See also Section B Selection
Criteria, under costs.

E. Applicants who do not currently have a Negotiated Indirect Cost Rate
Agreement (NICRA) from their cognizant government agency shall also
submit the following information:

-   copies of the applicant\'s financial reports for the previous 3-year
    period, which have been audited by a certified public accountant or
    other auditor satisfactory to USAID;

-   projected budget, cash flow and organizational chart;

-   A copy of the organization\'s accounting manual.

F. Applicants should submit any [additional evidence of
responsibility]{.underline} deemed necessary for the Agreement Officer
to make a determination of responsibility. The information submitted
should substantiate that the Applicant:

1.  Have adequate financial, management and personnel resources and
    systems, or the ability to obtain such resources as required during
    the performance of the award.

2.  Has the ability to comply with the award conditions, taking into
    account all existing and currently prospective commitments of the
    applicant, nongovernmental and governmental.

3.  Has a satisfactory record of performance. Past relevant
    unsatisfactory performance is ordinarily sufficient to justify a
    finding of non-responsibility, unless there is clear evidence of
    subsequent satisfactory performance.

4.  Has a satisfactory record of integrity and business ethics; and

5.  Is otherwise qualified and eligible to receive an award under
    applicable laws and regulations (e.g., EEO).

An award shall be made only when the Agreement Officer makes a positive
determination that the applicant possesses, or has the ability to
obtain, the necessary management competence in planning and carrying out
assistance programs and that it will practice mutually agreed upon
methods of accountability for funds and other assets provided by USAID.
For the organizations that are new to USAID, or organizations with
outstanding audit findings, it may be necessary to perform a pre-award
survey.

G. Applicants that have never received a grant, cooperative agreement,
or contract from the U.S. Government are required to submit a copy of
their [accounting manual]{.underline}. If a copy has already been
submitted to the U.S. Government, the applicant should advise which
Federal Office has a copy.

H. Certificate of Compliance: Submit a copy of your Certificate of
Compliance if your organization\'s systems have been certified by the
USAID/Washington\'s Office of Acquisition and Assistance (M/OAA).

**4. COOPERATIVE AGREEMENT AWARD**

The Government may award one or more cooperative agreements resulting
from this RFA to the responsible applicant(s) whose application(s)
conforming to this RFA offers the greatest value (see Section B of this
RFA). The Government may (a) reject any or all applications, (b) accept
other than the lowest cost application, (c) accept more than one
application, (d) accept alternate applications, and (e) waive
informalities and minor irregularities in applications received.

The Government may award one or more cooperative agreements on the basis
of initial applications received, without discussions or negotiations.
Therefore, each initial application should contain the applicant\'s best
terms from a cost and technical standpoint. As part of its evaluation
process, however, USAID may elect to discuss technical, cost or other
pre-award issues with one or more applicants. Alternatively, USAID may
proceed with award selection based on its evaluation of initial
applications received and/or commence negotiations solely with one
applicant.

A written award mailed or otherwise furnished to the successful
applicant(s) within the time for acceptance specified either in the
application(s) or in this RFA (whichever is later) shall result in a
binding cooperative agreement without further action by either party.
Before the application\'s specified expiration time, if any, the
Government may accept an application, whether or not there are
negotiations after its receipt, unless a written notice of withdrawal is
received before award. Negotiations or discussions conducted after
receipt of an application do not constitute a rejection or counteroffer
by the Government.

Neither financial data submitted with an application nor representations
concerning facilities or financing, will form a part of the resulting
cooperative agreement unless explicitly stated otherwise in the
agreement.

To be eligible for award of a cooperative agreement, in addition to
other conditions of this RFA, organizations must have a politically
neutral humanitarian mandate, a commitment to non-discrimination with
respect to beneficiaries and adherence to equal opportunity employment
practices. Non-discrimination includes equal treatment without regard to
race, religion, ethnicity, gender, and political affiliation.

Applicants are reminded that U.S. Executive Orders and U.S. law
prohibits transactions with, and the provision of resources and support
to, individuals and organizations associated with terrorism. It is the
legal responsibility of the recipient to ensure compliance with these
Executive Orders and laws. This provision must be included in all
subcontracts/sub-awards issued under the cooperative agreement.

Foreign Government Delegations to International Conferences: Funds in
the cooperative agreement may not be used to finance the travel, per
diem, hotel expenses, meals, conference fees or other conference costs
for any member of a foreign government\'s delegation to an international
conference sponsored by a public international organization, except as
provided in ADS Mandatory Reference \"Guidance on Funding Foreign
Government Delegations to International Conferences
<http://www.info.usaid.gov/pubs/ads/300/refindx3.htm> or as approved by
the Agreement Officer.

**5. AUTHORITY TO OBLIGATE THE GOVERNMENT**

The USAID Agreement Officer is the only individual who may legally
commit the Government to the expenditure of public funds. No costs
chargeable to the proposed agreement may be incurred before receipt of
either a fully executed Agreement or a specific written authorization
from the Agreement Officer.

# SECTION B - SELECTION CRITERIA

The criteria presented below have been tailored to the requirements of
this particular RFA. Applicants should note that these criteria serve
to: (a) identify the significant matters which applicants should address
in their applications and (b) set the standard against which all
applications will be evaluated. To facilitate the review of
applications, applicants should organize the narrative sections of their
applications in the same order as the selection criteria. Applications
will be evaluated in accordance with the selection criteria identified
below. USAID reserves the right to determine the resulting level of
funding for the agreement(s) award.

The technical applications will be evaluated in accordance with the
Technical Evaluation Criteria set forth below. The cost/business
applications of all applicants submitting a technically acceptable
application will be evaluated by the Agreement Officer for general
reasonableness, cost realism, allowability and allocability. To the
extent that they are necessary (if award is made based on initial
applications), negotiations will then be conducted with all applicants
whose applications, after technical review and evaluation, have a
reasonable chance of being selected for award. Awards will be made to
responsible applicants whose applications offer the greatest value, cost
and other factors considered. Applicants are specifically advised that
until a grant document is received and duly signed by a Grant or
Agreement Officer, no program expenditures will be paid by USAID/Benin.

To the extent necessary, if awards are not made on the initial
applications, USAID may request clarification and supplemental materials
from applicants whose applications have a reasonable chance of being
selected for award. The entry into discussion is to be viewed as part of
the evaluation process and shall not be deemed by USAID or the
applications as indicative of a decision or commitment upon the part of
USAID to make an award to the applications with whom discussions are
being held.

Technical evaluation of applications will be based on the extent and
appropriateness of proposed approaches and feasibility of achieving the
strategic objectives, in accordance with the following criteria.

**TECHNICAL EVALUATION CRITERIA (100 POINTS)**

**[Technical]{.underline}**

**Program Description:**

Viability of the proposed technical approach, i.e., the proposed
technical approach can reasonably be expected to produce the stated
results. Applicants should focus on describing how they propose to
achieve the program objective(s). The application should describe the
Applicant's innovative ideas, approaches and strategies to achieve the
results of the program. The implementation plan should correlate with
the USAID results framework and provide key activities towards achieving
the Mission IRs. The extent to which the technical approach responds to
the gender barriers that will constrain the achievement of project
results if left unaddressed. Also, the extent to which policy
development and anticorruption considerations are addressed. The
soundness of the monitoring and evaluation plan and proposed indicators
to track progress and impact, as well as a valid data collection system.
The soundness of the Sustainability Plan, and the likelihood that the
activity will continue beyond USAID funding. \-- **30 Points**

**Strategic Fit:**

The likelihood that the program for which funding is sought will make a
significant contribution towards achieving the Basic Education strategic
objective and areas for action identified in the program description in
Section C. Specifically, this includes a demonstrated understanding of
the relationship between achieving project results and addressing gender
inequalities and differences in improving: a) teaching and learning; b)
access and performance of girls; c) community contribution to the
management of the education system; d) response to HIV/AIDS and e) the
status of women. --

**15 Points**

**Gender Considerations**:

Demonstration that gender issues are well understood and extent to which
they are addressed. Participation and benefits to each gender. \-- **10
Points**

**[Management]{.underline}**

**Institutional Capacity:**

Technical and managerial capacity. i.e., the demonstrated effectiveness
of the organization, in terms of internal structure and technical
capacity, to implement the program as indicated in the program
description in Section C by using state-of-the-art approaches, including
gender-sensitive strategies responsive to girls and boys.  In broader
terms, the ability of the organization to positively affect the quality
of education in Benin through the delivery of its proposed educational
services.\-- **15 Points**;

**Staffing:**

Qualification of proposed key personnel to manage and to implement
strategies and activities. Ability of key staff to implement activities
that respond to identified gender constraints and opportunities and
contribute to achievement of results.\-- **20 Points**;

**Past Performance:**

Experience and performance of the primary Applicant (as well as any
partners substantially involved in implementation) in managing and
implementing similar or related programs. This includes relevant past
experience of proposed staff, as presented in their curriculum vitas, as
well as the organization's past performance in both financial management
and in reporting (i.e., that reports are of a high quality and were
submitted in a timely fashion).\-- **10 Points.**

**COST EVALUATION CRITERIA**

Cost has not been assigned a weight but will be evaluated for realism,
reasonableness, allowability, allocability, and cost effectiveness.
Applications that have more efficient operational systems that reduce
operation costs will be more favorably considered. Cost sharing will be
evaluated on the level of financial participation proposed and the added
value it represents to the program. As technical scores converge,
applications that maximize direct activity costs including cost sharing
and that minimize administrative costs will be more favorably
considered. Other considerations are the completeness of the application
adequacy of budget detail and consistency with elements of the technical
application. In addition, the organization must demonstrate adequate
financial management capability, to be measured by a responsibility
determination.

[]{.mark}

# Notes on [Cost Sharing]{.underline}:

# 

# Cost share is defined by USAID as "contributions, both cash and in-kind, which are necessary and reasonable to achieve program objectives and which are verifiable from the recipient's records." Please take note of the provision on cost-sharing in 22 CFR 226.23.

# Although there is no requirement that applicants propose a specific cost share, USAID policy is that cost sharing is an important element of the USAID-recipient relationship. USAID requires applicants to demonstrate their commitment to program success by addressing the issue of cost-sharing. 

**SECTION C -- PROGRAM DESCRIPTION**

**PART A - BACKGROUND**

**A.1 ABBREVIATIONS AND ACRONYMS**

  ---------- ------------------------------------------------------------
  AME        Association des Mères d'Elèves (Mothers' Associations)

  APE        Association des Parents d'Elèves (Parents' Association)

  CAGE       Community Action for Girls' Education

  CASE       Civic Action in School Environment

  CI         Cours d'Initiation (First Grade)

  CLEF       Children's Learning and Equity Foundations

  CM2        Cours Moyen 2 (Sixth Grade)

  CNLS       Comité National de Lutte contre le SIDA (National AIDS
             Control Committee)

  CSOs       Civil Society Organizations

  CTO        Cognizant Technical Officer

  DIVI       Direction de l'Inspection et de la Vérification Interne
             (Inspection and Verification Directorate)

  EFA        Education For All

  EGE        Etats Généraux de l'Education

  GECP       Girls' Education and Community Participation

  GOB        Government of Benin

  HIPC       Highly Indebted Poor Countries

  IR         Intermediate Result

  MEPS       Ministère des Enseignement Primaire et Secondaire (Minstry
             of Primary and Secondary Education)

  NGOs       Non-Governmental Organization

  PESEPE     Pedagogical Support for Effectiveness of Primary Education

  PMP        Performance Management Plan

  PROBASE    Promoting Communities Participation in Basic Education

  RAP        Teacher Training Network (French acronym)

  RFA        Request for Applications

  SO         Strategic Objective

  STI        Sexually Transmitted Infection

  TTN        Teacher Training Network

  UFLS       Unité Focale pour la Lutte contre le SIDA (Focal Unit for
             AIDS Control)

  WJEI       Women's Justice and Empowerment Initiative
  ---------- ------------------------------------------------------------

**A.2 INTRODUCTION AND OVERVIEW**

The United States Agency for International Development in Benin
(USAID/Benin) is seeking applications from qualified applicants to
implement a program to provide support to improving girls' access to and
retention in primary education and to increase community participation
in the management and oversight of the primary education system and
local schools. USAID anticipates awarding a 5-year cooperative agreement
as a result of this request for application (RFA).

Applicants are requested to develop innovative approaches to produce the
following results:

-   Increased access to and improved performance of girls in school (in
    targeted areas)

-   Improved community contribution to transparent management of
    education system

-   Improved response to HIV/AIDS in basic education sector

Attainment of these intermediate results contribute to USAID/Benin's
basic education strategic objective of *Ensuring that a quality basic
education is more widely available on an equitable and sustainable
basis.* Implementation activities will be conducted at the community
level but the recipient will develop a mechanism that allows for
successful strategies and approaches implemented under this activity be
translated into national policies and practices adopted by the Ministry
of Primary and Secondary Education (MEPS). The innovative approaches
developed by the applicants will be supported by a robust performance
monitoring plan including results-oriented indicators which measure
program performance and impact.

**A.3 BACKGROUND**

**A.3.1 Political and Economic Setting**

Benin, formerly known as Dahomey, was a French colony from 1902 until
its independence in 1960. A military coup in 1972 led to a
"Marxist-Leninist" state and a change in the country's name. Benin's
experiment with Marxist-Leninism ended in 1989 when Benin was facing
acute economic problems. The president was ousted in 1990 following a
peaceful revolution and a National Conference that approved a transition
to a multiparty democracy. Since then, Benin has held four peaceful
presidential elections, electing three different Presidents. The recent
presidential elections, held in March 2006, mark a watershed in Benin's
political evolution. A constitutionally-mandated age limit which
prevented previous presidents from running left the political field
open. The new president, Dr. Thomas Boni Yayi, was sworn in on April 6,
2006.

During the past 15 years Benin has established a fundamental consensus
on the key elements of democratic liberties and practices and put in
place the major institutions for a democratic government. Municipal
elections in 2002 were an important step in advancing the
decentralization process which enables greater local participation in
the nation's governance and development. Benin is a leader among African
countries in freedom of expression. The active media in Benin
disseminates a wide range of opinions and views in print and broadcast
media.

Benin's success in establishing a strong democratic foundation has been
accompanied by generally sound economic policies over much of the past
decade. These policies are a key factor in annual GDP growth rates
averaging about 5% over much of the 1990s, a growth performance which is
significantly superior to most African countries. A successful record in
implementing sound macroeconomic and structural reforms enabled Benin to
qualify for US \$460 million in debt relief under the Heavily Indebted
Poor Countries Initiative (HIPC) in 2003, thus making available
significant resources to pursue growth policies aimed at benefiting the
poor. Benin was also one of 18 countries declared eligible for
additional debt relief as part of agreements reached during a conference
of G7 countries in February 2005. Benin qualified for funding under the
Millennium Challenge Corporation in 2004 and signed a compact with the
Corporation in February 2006.

Benin continues to face formidable development challenges. It is a young
country with a growing urban population. Nearly 45% of its 6.9 million
inhabitants are under the age of 15. Over 44% of the population lives in
urban areas, a rate that is nearly double that of twenty years ago. With
a population growth rate of 3.2%, Benin's population is projected to be
about 9.4 million by 2015, about half of whom will be living in urban
areas. Benin's health and education status is among the lowest in the
world. Life expectancy is 54. Adult literacy for age 15 and above is
33.6%. Per capita income is \$530 annually. An estimated 29% of the
population lives below the national poverty line. Benin is placed at 161
out of 177 countries on the UNDP worldwide Human development index for
2005.

Benin also faces significant challenges to maintaining strong economic
growth and ensuring that all of its people benefit. Encouraging private
sector growth and investment is critical. Benin's economic base must
become more diversified and less tied to the "twin engines" of services
and agriculture which together account for 85% of economic activity.
Cotton production is a mainstay of the economy. Cotton harvesting and
processing contribute about 13% of GDP, and accounts for 40% of total
export earnings. The livelihood of approximately 2 million people is
tied to cotton production. In order to adequately meet the education and
health needs of a growing population, Benin must also increase and
diversify its sources of revenues. Currently government revenue is
highly dependent on earnings from cotton exports and customs, especially
for goods received in the port of Cotonou and re-exported to Nigeria by
land. Benin must encourage the growth of the formal private sector and
reduce the predominance of economic activity in the informal sector
which currently employs about 95% of the workforce.

In the past 2-3 years the outlook for Benin has become less optimistic.
Low world prices for cotton, poor harvests (except for 2004) and the
slow pace of implementing much needed reforms, particularly
privatization of state-owned ginneries, have severely disrupted the
cotton sector. Benin has experienced difficulties recently in meeting
targets for revenues and public spending. Its fiscal deficit for 2005 is
estimated at 5.6% of GDP and is forecast to increase slightly during
2006. These economic constraints, budget cuts and deficits have enormous
implications for Benin's ability to provide public services, especially
in the areas of health and education.

**A.3.2 USAID Education Program Accomplishments**

USAID's education program has focused on improving the quality of basic
education and access to primary education, particularly for girls.
Program activities to date have promoted quality teaching and learning;
increased girls\' enrollment, retention, and completion of primary
education; increased participation of communities in the management of
the primary education system; increased awareness of students, parents,
teachers, and education officials of HIV/AIDS; and strengthened
effective planning and management practices within the Ministry of
Primary and Secondary Education. USAID/Benin assistance has helped
produce the following results:

-   Increased enrollment in primary school. The gross enrollment rate
    progressed from 73% in 1997 to 97% in 2005. The girls\' gross
    enrollment rate increased from 56 percent in 1997 to 86% in 2005.

-   Improved performance of teachers using the new competency-based
    teaching approach developed with USAID assistance: over 10,000
    teachers were trained in 2004.

-   The opening, after 17 years of closure, of three teacher training
    colleges that will train 900 teachers annually;

-   Improved teacher supervision and coaching of supervisors and
    inspectors in 54 school districts. As a result, supervisors and
    inspectors in the USAID intervention zones planned their activities
    to conduct school and classroom visits to provide assistance to
    teachers and identify relevant training. In non-concentration areas
    only 25% of the bi-weekly training meetings are considered to be
    efficient compared with 89% in the concentration areas.

-   Increased number of girls who are staying in school and performing
    better as a result of a peer-tutoring activities and awareness of
    the communities on the importance of girls' education. In the two
    target areas, the dropout rate for girls diminished by 76%.

-   Improved management capacity to obtain, process, and analyze
    accurate and timely data.

-   Enhanced community involvement in local management of schools
    through i) the training of 1,300 (of total estimated 4,500) parents'
    associations to increase the number of structured and
    democratically-elected boards of parents' associations. As a result,
    a high proportion of parents' associations score well on indices
    measuring Good Governance (70%) and Sound Management (64%), and ii)
    increased involvement of women in education: 36 pilot mothers'
    associations were established to give mothers the opportunity to
    voice their opinions on the management of the education system,
    policies, and practices.

-   Development of the Benin Education for All Plan through the
    provision of technical assistance to the Ministry of Primary and
    Secondary Education.

-   Increased awareness about HIV/AIDS prevention among students,
    parents and education officials

The investments in primary education have yielded significant benefits
for Benin's 1.3 million primary school children. Under the education
reform program, the number of children that attend school has increased
from 418,000 in 1990 to more than 1.3 million in 2005.  For the same
period, the number of girls attending school increased from 141,000 to
560,000. Although the reduction in the gender gap in primary school
enrollment and completion experienced over the past decade is
encouraging, significant gender inequality in education persists.

**A.3.3 Challenges in the Education Sector**

-   Persistent enrollment gap between boys and girls

Increasing levels of community awareness and participation in promoting
girls education has led to significant gains in girls' enrollment.
However, there continues to be a large gap between enrollment for boys
and girls, especially in northern rural areas, with the gross enrollment
rate for girls being 86% while that of boys is 108%. The family's
opportunity costs of girls' education are higher because of the
contributions girls make in managing the household. Also there are no
economic benefits to the family when girls are married and leave their
parents. In addition to work that is being done to sensitize
communities, the Ministry of Primary and Secondary Education has also
introduced measures aimed at recruiting and retaining female teachers,
especially in rural areas. These initiatives have yet to yield the
expected results. More work needs to be done to raise awareness and
create a girl-friendly school environment.

-   Low status of women

The gender gap in education is closely tied to traditions which relegate
women to a low status in Beninese society. More needs to be done to
raise awareness about the contributions that women can make to
development and about the importance of ensuring that women benefit
fully from the legal rights accorded under the formal legal system.

Abundant research indicates that the social and economic status of women
is a key factor in poverty reduction. Yet in Benin the universal
oppression of women is a persistent and difficult problem. Women
especially have been denied the benefits of economic and political
progress during the past decade. Women's illiteracy rates are high.
Their participation in public life is inhibited by harmful beliefs about
the appropriate roles and limited talents accorded to women. They do not
have the necessary economic means or sufficient institutional support to
ensure their right to make their own decisions and use their time and
resources as they wish. Women do not have strong involvement in making
significant household decisions.

-   Cultural practices inhibit ability of children to attend/stay in
    school, including child trafficking, early marriage, sexual
    harassment of girls

Poverty, practices of child exploitation, use of child labor, child
trafficking, and forced marriage continue to prevail in the country.
Many children are sent to other West and Central African countries or to
urban centers within Benin to serve as house help or farm workers. Often
girls will be kept at home to assist with housework and child care.
Girls are also forced into marriage at an early age. These situations
prevent many girls from attending primary school. The Government of
Benin has adopted a number of laws and has taken measures, with the
support of the US Government and other donors, to eliminate forced child
labor. However, efforts must continue to reduce human rights violations
among children. As well, research findings and workshop discussions
suggest that gender-based violence in schools is a growing problem in
Benin that must be addressed as part of efforts to promote girls'
education. During a workshop held in 2002, a third of the participating
primary school students reported that teachers harass students.
Gender-based violence (including sexual, physical and psychological
abuse), and sexual harassment in particular, negatively impact the
performance and retention of those girls who do enroll while dissuading
some parents from sending their daughters to school.

-   High school-related costs that deter enrollment and attendance

In 2000, the Government eliminated school fees and began providing
subsidies to schools to cover the recruitment of local teachers, the
purchase of school supplies and the repair of equipment and buildings.
However, parents are frequently called upon to make additional
contributions when the government subsidies are insufficient to cover
the salaries of local teachers and the construction of classrooms and
teachers' houses. Other school-related contributions that may be
required of parents include the funds for learning materials, equipment
(lanterns, blackboards, tables and chairs), uniforms, school canteens,
and birth certificates and identity cards for grade 6 students scheduled
to take the primary school leaving exam. Because of their limited
purchasing power, parents find that these contributions represent major
constraints that prevent and discourage them from sending their children
to school.

-   Lack of transparency in school management

In most schools, lack of transparency in school funds management, school
equipment inventory lists and student attendance are sources of
corruption. While discussions with parents show that they are frustrated
about being kept uninformed, school directors maintain that they are the
sole persons responsible for school statistics, student attendance and
performance, school property and equipment, and the management and
control of the school's budget. For example, parents are not aware of
the number of textbooks distributed freely to the schools in their
villages and how these are managed. Moreover, most of the schools
parents are not involved in the development, vote and control of the
school budget, yet school directors continue to require various fees for
additional school expenses, further burdening parents. Finally, parents
are not aware of what roles they can play in the oversight of the work
carried out by the various actors at the school level. This arises even
in schools where parents are paying the salaries of locally-recruited
teachers.

-   Weak community involvement in schools and the education reform
    process

Community involvement in schools is still weak despite efforts to
increase participation of parents and other community members. Mothers
are at a disadvantage as parents' associations are dominated by males.
Parental, and in particular maternal, involvement is essential to
encouraging children to do well and stay in school. Despite the fact
that Benin's basic education reform program was introduced in 1991 and
gradually extended to all the primary school grades by 1999, parents
know very little about the rationale and objectives of the reform
program. More needs to be done to foster communication from MEPS to the
public about the education reform program. Also, more needs to be done
to prepare parents to follow-up and support students' learning at home
and contribute to the sound management of school resources. This is a
major challenge, especially in an environment where only 33% of the
adult population over 15 is literate.

-   Lack of knowledge among students, teachers and parents about
    HIV/AIDS/STI and the dangers of unprotected sex

More needs to be done to address the spread of HIV/AIDS and to mitigate
the effects this could have within the education system. Benin's 2%
prevalence rate is low compared to neighboring countries and has
contributed to general complacency. HIV/AIDS is not perceived by the
general population as an urgent threat, a development problem, or a
workplace issue. At the national level, Benin\'s National AIDS Control
Committee (CNLS) provides the institutional framework for the fight
against AIDS. The Committee is headed by the Head of State, adopts a
multi-sectoral approach, and is supported by a national secretariat.
Decentralized HIV/AIDS committees have been established at the regional,
community and village levels. Coordination among the various government
ministries and within the education sector itself is not strong. Benin
has little data specifically related to HIV/AIDS and education. The
government created a Focal Unit for AIDS Control (UFLS) in April 2004
within the MEPS. Its responsibilities include developing a strategic
plan to control sexually transmitted infection (STI) and HIV/AIDS within
schools and raising awareness on STI and HIV/AIDS. Many useful
initiatives have been developed in the education sector to respond to
HIV/AIDS, some of which are supported by USAID, including the
development of a draft policy on HIV/AIDS in the primary and secondary
education system. However, many USAID projects which integrated HIV/AIDS
with other themes such as equity and gender and life skills are ending.
The Ministry of Primary and Secondary Education must become a stronger
participant and collaborate more closely with the Ministry of Health.
The primary and secondary education system affords an excellent
opportunity to address knowledge and attitudes surrounding HIV/AIDS,
including abstinence, unprotected sex, relationships between men and
women, gender norms, and gender based-violence, among others.

[USAID program overview]{.underline}

**PART B. USAID PROGRAM OVERVIEW**

**B.1 USAID/BENIN EDUCATION STRATEGY**

Benin's new Strategy Statement, covering the period 2006-2010, includes
the Basic Education Strategic Objective (SO): *Ensure that a quality
basic education is more widely available on an equitable and sustainable
basis.* This objective will be achieved through improving teaching and
learning (IR1), increasing access to and improving performance of girls
in school (IR2), improving the community contribution to the management
of the education system (IR3), improving the response to HIV/AIDS in the
basic education sector (IR4), and improving the status and perception of
women (IR5). The strategy was developed in consultation with basic
education sector partners and reflects priority areas identified by the
GOB and MEPS in the law on the "Orientation de l'Education" in Benin,
the Draft Ten-year Education Sector Plan (2006-2015) and the draft
policy on HIV/AIDS in Primary and Secondary Education. USAID/Benin's
basic education program contributes to USAID's Investing in People
objective through the Equitable Access to Quality Basic Education
program element. The complete draft results framework with illustrative
indicators is shown on the next page.[^1]

USAID/Benin's education program works in synergy with other sectors,
contributing to Agency objectives in the health, and democracy and
governance sectors. For example, in the area of health, USAID-supported
activities strengthen the management and coordination of the fight
against HIV/AIDS, and by targeting youth and adolescents with HIV/AIDS
messages, will also support and reinforce the HIV/AIDS work being
carried out by the Ministry of Primary and Secondary Education as well
as in the schools. Similarly, the HIV/AIDS work within MEPS will
contribute to the achievement of the objectives of the national HIV/AIDS
strategy. The Mission's civil society program strengthens grassroots
civil society organizations' (such as local non-governmental
organizations (NGOs), community-based organizations and women's groups)
capacity to identify priority education issues and seek appropriate
solutions and demand accountability. Anti-corruption activities in the
education sector include community and parental oversight of budgets,
school inventories and recruitment of community teachers to ensure that
these resources are being effectively used to improve children's
education.

**Strategic Objective: [Ensure that a quality basic education is more
widely available on an equitable and sustainable basis]{.underline}**

Performance Measures: (disaggregated by urban/rural, sex (i.e., male or
female where applicable) :

Education Indicators:

> Share of public expenditures devoted to education, total and share of
> education funding
>
> Gross enrollment rate for primary, secondary, and tertiary school
>
> Net enrollment rate for primary school
>
> Promotion rate
>
> Primary completion rate
>
> Percentage of a cohort of pupils expected to achieve grade 5
>
> Students' success assessment rates
>
> Number of children enrolled annually in USG-supported primary
> education programs
>
> Drop out rate, disaggregated by grade and sex
>
> Ratio of male to female teachers in USG assisted primary schools

Community Participation/Anti-corruption Indicators:

Number of Parent-Teacher Association or similar 'school' governance
structures supported

Number of People affiliated with non-Governmental Organizations
receiving USG supported Anti-corruption Training, by sex

Number of Mechanisms for External Oversight of Public Resource Use
supported by USG Assistance

> Number of USG-Supported Anti-corruption Measures Implemented

HIV/AIDS prevention:

> Number of individuals (senior primary school students) reached through
> community outreach that promotes HIV/AIDS prevention through
> abstinence, or delayed sexual activity, by sex
>
> Number of individuals reached through community outreach that promotes
> HIV/AIDS prevention through abstinence and/or being faithful, by sex
>
> Number of individuals trained to promote HIV/AIDS prevention programs
> through abstinence and/or being faithful
>
> Number of individuals reached through community outreach that promotes
> HIV/AIDS prevention through other behavior change beyond abstinence
> and/or being faithful, by sex
>
> Number of individuals trained to promote HIV/AIDS prevention through
> other behavior change beyond abstinence and/or being faithful

+-----------+------------------+-----------+-------------+----------+
| **IR 1:   | **IR 2:          | **IR 3:   | **IR 4:     | **IR 5:  |
| Improved  | Increased access | Improved  | Improved    | Improved |
| teaching  | to and improved  | community | response to | s        |
| and       | performance of   | con       | HIV/AIDS in | tatus/pe |
| l         | girls in school  | tribution | the basic   | rception |
| earning** | (in target       | to        | education   | of       |
|           | areas)**         | tr        | sector**    | women**  |
|           |                  | ansparent |             |          |
|           |                  | m         |             |          |
|           |                  | anagement |             |          |
|           |                  | of the    |             |          |
|           |                  | education |             |          |
|           |                  | system**  |             |          |
+===========+==================+===========+=============+==========+
| Ill       | Illustrative     | Ill       | I           | Illu     |
| ustrative | Measures:        | ustrative | llustrative | strative |
| Measures: |                  | Measures: | Measures:   | M        |
|           | -   \# of peer   |           |             | easures: |
| -   Ava   |     tutoring     | -   Pe    | -           |          |
| ilability |     groups       | rformance |    Selected | -        |
|     of    |     organized    |     on    |             | Selected |
|           |     for girls    |     index |    policies |          |
|    timely |                  |     for   |     written | policies |
|     and   | -   \# of        |           |     and     |          |
|           |     teachers     | assessing |             |  written |
|  reliable |     trained on   |     part  | promulgated |     and  |
|     data  |     equity in    | icipation |             |     pro  |
|     that  |     the          |     in    | -           | mulgated |
|     is    |     classroom    |           |   Awareness |          |
|     used  |     methods      |  planning |     among   | -   \#   |
|     for   |                  |     and   |             |     of   |
|           |   (disaggregated |           |    students |          |
|    decisi |     by sex)      |  managing |     and     |   actors |
| on-making |                  |           |             |     of   |
|           | -   \% of        |    school |    teachers |     i    |
| -         |     teachers     |           |     of      | nfluence |
|  Progress |     applying     | resources |     correct |          |
|     in    |     equity in    |           |     ways to |   within |
|           |     classroom    | -   A     |     avoid   |     the  |
|  drafting |     methods      | ctiveness |             |          |
|     and   |                  |     in    |   infection |    legal |
|     diss  | -   \# of        |     en    |     with    |     and  |
| eminating |     stakeholders | couraging |     HIV     |     c    |
|     imp   |     receiving    |           |             | ommunity |
| rovements |     training of  |  children |             |          |
|     in    |     3 days or 15 |     to    |             |   system |
|     c     |     hours on     |           |             |     who  |
| urriculum |     ways to      |    attend |             |          |
|           |     encourage    |           |             |  receive |
| -   \% of |     girls'       |    school |             |          |
|           |     education    |           |             | training |
|  teachers |                  | -   In    |             |          |
|           |   (disaggregated | volvement |             | -   \#   |
|  observed |     by sex,      |     in    |             |     of   |
|           |     urban/rural) |     v     |             |     part |
| correctly |                  | alidating |             | icipants |
|     using | -   Progress in  |           |             |     at   |
|           |     drafting     |    school |             |     a    |
|   learned |     legislation  |     s     |             | wareness |
|           |     or policy    | tatistics |             |          |
|   methods |     aimed at     |           |             |  raising |
|           |     promoting    | -         |             |          |
| -   \% of |     girls'       | Community |             |   events |
|           |     enrollment   |     sat   |             |          |
|  teachers |     and          | isfaction |             | -   \#   |
|           |     completion   |     with  |             |     of   |
| receiving |     of school    |     the   |             |     a    |
|           |                  |     way   |             | wareness |
| scheduled | -   Progress in  |           |             |          |
|     su    |     promulgating |    school |             |  raising |
| pervisory |     legislation  |           |             |          |
|           |     and          | resources |             |   events |
|    visits |                  |     are   |             |          |
|           |   administrative |           |             |          |
| -   \# of |     decrees to   |   managed |             |          |
|           |     discourage   |           |             |          |
|   trained |     child        | -   \# of |             |          |
|           |     trafficking  |     sta   |             |          |
|  teachers |                  | keholders |             |          |
|     (disa | -   Progress in  |           |             |          |
| ggregated |     developing a | receiving |             |          |
|     by    |     system to    |           |             |          |
|     sex)  |     generate     |  training |             |          |
|           |     timely and   |     of 3  |             |          |
|           |     reliable     |     days  |             |          |
|           |     data on      |     or 15 |             |          |
|           |     child        |     hours |             |          |
|           |     trafficking  |     to    |             |          |
|           |                  |           |             |          |
|           | -   \# of        |   oversee |             |          |
|           |     persons      |           |             |          |
|           |     trained on   | education |             |          |
|           |     measures to  |           |             |          |
|           |     address      |  services |             |          |
|           |     child        |     (disa |             |          |
|           |     trafficking  | ggregated |             |          |
|           |                  |     by    |             |          |
|           |                  |     sex,  |             |          |
|           |                  |     urb   |             |          |
|           |                  | an/rural, |             |          |
|           |                  |     type  |             |          |
|           |                  |     of    |             |          |
|           |                  |           |             |          |
|           |                  |    group) |             |          |
+-----------+------------------+-----------+-------------+----------+
| Sub IR 1: | Sub IR 1:        | Sub IR 1: | Sub IR 1:   | Sub IR   |
| Improved  | Improved support | Improved  | Improved    | 1:       |
| m         | for girls        | capacity  | knowledge   | Improved |
| anagement | education at     | among     | and         | policies |
| within    | home and in the  | community | attitudes   | to       |
| basic     | community        | groups to | in schools  | address  |
| education |                  | advocate  | of HIV/AIDS | women's  |
| system    | (RFA)            | for       | t           | legal    |
| (ABELI    |                  | imp       | ransmission | status   |
| NK-BENIN) |                  | rovements | and         | (WJEI)   |
|           |                  | in school | prevention  |          |
|           |                  | en        |             |          |
|           |                  | vironment | (RFA)       |          |
|           |                  |           |             |          |
|           |                  | (RFA)     |             |          |
+-----------+------------------+-----------+-------------+----------+
| Sub IR 2: | Sub IR 2:        | Sub IR 2: | Sub IR 2:   | Sub IR   |
| Improved  | Improved         | Improved  | Improved    | 2:       |
| system    | policies to      | capacity  | policies to | Improved |
| for       | promote girls'   | of        | address     | a        |
| a         | enrollment and   | parents'  | HIV/AIDS in | wareness |
| ssessment | completion of    | ass       | the basic   | of       |
| of        | primary school   | ociations | education   | women's  |
| student   |                  | to be     | sector      | rights   |
| pe        | (ABELINK-BENIN,  | involved  |             | and      |
| rformance | RFA)             | in        | (ABE        | cont     |
| (ABELI    |                  | education | LINK-BENIN, | ribution |
| NK-BENIN) |                  | affairs   | RFA)        | to       |
|           |                  | at        |             | dev      |
|           |                  | schoo     |             | elopment |
|           |                  | l/commune |             | (WJEI)   |
|           |                  | level     |             |          |
|           |                  |           |             |          |
|           |                  | (RF       |             |          |
|           |                  | A/anti-co |             |          |
|           |                  | rruption) |             |          |
+-----------+------------------+-----------+-------------+----------+
| Sub IR 3: | Sub IR 3: More   |           |             |          |
| Improved  | effective        |           |             |          |
| c         | measures to      |           |             |          |
| urriculum | reduce financial |           |             |          |
|           | barriers to      |           |             |          |
| (ABELI    | schooling (RFA)  |           |             |          |
| NK-BENIN) |                  |           |             |          |
+-----------+------------------+-----------+-------------+----------+
| Sub IR 4: | Sub IR 4: More   |           |             |          |
| Improved  | effective        |           |             |          |
| capacity  | measures to      |           |             |          |
| to train  | address cultural |           |             |          |
| teachers  | barriers to      |           |             |          |
|           | school           |           |             |          |
| (ABELI    | attendance       |           |             |          |
| NK-BENIN, | (including child |           |             |          |
| PESEPE)   | trafficking)     |           |             |          |
|           |                  |           |             |          |
|           | (UNICEF, RFA)    |           |             |          |
+-----------+------------------+-----------+-------------+----------+

**B.2 USAID/BENIN EDUCATION PROGRAM**

By the end of the 1980s, the quality of education in Benin was seriously
eroded and the education system was in a state of collapse. A key event
in the reform of the education sector in Benin was the national
Conference on Education (Etats Généraux de l\'Education-EGE) held in
1990 at the behest of the National Conference. The EGE adopted a
national policy and strategy to improve the state of the education
sector. Beginning in 1991, the Government of Benin (GOB) introduced
significant changes within the Beninese education system. These changes
were introduced as a result of the restoration of democracy and the
decisions made at the EGE to reform the primary education system. The
goal of the reform program was to produce autonomous, technically, and
physically competent citizens that are able to take care of themselves,
initiate projects, conduct research, learn on a continuous basis, and be
respectful of democracy. USAID/Benin was among the first donors to
support Benin's primary education reform program through its Children's
Learning and Equity Foundations Program (CLEF). Since that time,
USAID/Benin has continued to support the reform program in Benin,
focusing on systems strengthening and institutional support, curriculum
reform, teacher training, community involvement in school management and
girls' education.

**B.2.1 Current Intervention Areas**

USAID/Benin currently implements its program through two major bilateral
instruments: one, ABELINK-Benin, focuses on improving pre-service
teacher training, supervision of teachers and assessing students'
progress; the second, Pedagogical Support for Effectiveness of Primary
Education (PESEPE), targets improvements in in-service training of
teachers and supervisors and encourages networking among teachers. These
two activities are described in more detail below. A third bilateral
activity, the subject of this RFA, will focus on girls' education and
community participation.

*Assistance to Basic Education-Linkages in Basic Education and Health
Benin (ABELINK-Benin)*

As follow-on to a previous activity, the 14-month ABELINK-Benin project
began in April 2006. Under this activity, MEPS receives technical
assistance to: i) develop and produce teacher training guides and
student assessment tools for teacher training schools and ii) develop
and implement a monitoring and evaluation system of pedagogical
activities at the primary school and school district levels. Student
learning assessments for the third to sixth grades will also be
conducted. MEPS will also receive assistance to finalize the HIV/AIDS &
STI draft policy for the education sector and develop and implement a
sectoral response to the pandemic.

*Pedagogical Support for Effectiveness of Primary Education (PESEPE)
project*

This program began on October 1, 2005 and will end in September 2008.
Its main purposes are to contribute to a sustainable Teacher Training
Network (TTN) by consolidating pedagogical skills at the local level,
and to increase the quality and effectiveness of Benin's primary schools
and to ensure that the improvements are sustainable in the future.
Training and hands-on sessions will be conducted to help inspectors,
supervisors, and teachers improve their skills. Efforts will also be
made to increase the participation of the community at the grassroots
level in the management of schools. In addition, assistance will be
provided to implement special projects that encourage the consolidation
and dissemination of teacher education information.

**B.2.2 Recent Intervention Areas**

Other recently concluded projects that targeted girls' education and
community involvement in school management are described below. The
Girls' Education and Community Participation Activity (the subject of
this RFA), while not being limited to the interventions carried out in
past projects, should build on their successes and capitalize on lessons
learned during their implementation.

*Promoting Community Participation for Basic Education (PROBASE)
2001-2005*

The Promoting Communities Participation in Basic Education (PROBASE)
project targeted 94 primary schools in the two districts of Gogounou and
Kalalé in the northeast regions of Borgou/Alibori. The project's
objective was to give school-age children, specifically girls, access to
a quality primary education in the intervention areas. Emphasis was
placed on parents' awareness of the importance of girls' education and
on teaching practices, as well as on peer tutoring where, under the
supervision of a teacher, the strongest students were paired with those
experiencing some difficulties.

*Community Action for Girls' Education (CAGE) 2001-2005*

The objective of the Community Action for Girls' Education (CAGE) was to
use non-school interventions to address girls\' schooling issues in 91
communities from eight Beninese school districts in the regions of
Atacora, Alibori, Couffo, Mono, and Zou where girls\' enrollment was
very low. Capitalizing on the fact that many communities had already
benefited from awareness raising campaigns and other actions to promote
girls\' schooling, the project invited parents and communities into the
program, helping them become leaders in the drive to enroll more girls
in schools and to reduce the girls\' dropout rate. Essentially,
communities became proactive partners in analyzing the obstacles to
their daughters\' school completion, and in articulating and
implementing solutions to overcome these obstacles.

*Civic Action in School Environment (CASE) 2003-2006*

The objective of the Civic Action in School Environment (CASE) activity
was to improve community participation, mostly of women, in school
management, and promoting girls\' education and gender equity. The
intervention areas included the school districts of Kandi, Pèrèrè and
Nikki (Bourgou/Aligori region) and Houéyogbé, Djakotomé, and Aplahoué
(Mono/Couffo region). The project specifically targeted "Mothers of
Students Associations" (AME) to expand their involvement in primary
school management, and addressed obstacles that hindered girls'
enrollment and retention.

[]{.mark}

[]{.mark}

**PART C -- TECHNICAL APPROACH AND PROGRAM INTERVENTIONS**

**C.1 PURPOSE AND RATIONALE**

The Girls' Education and Community Participation (GECP) activity will
contribute to the GOB's aim of improving access to and quality of
education in Benin, particularly for girls, and expand the communities'
awareness of and participation in the education sector, by building on
the successes of the CAGE, PROBASE and CASE projects. Through the
implementation of activities that address the challenges in the
education system enumerated in section II.C above, the GECP activity
will contribute to the attainment of following BET intermediate
results[^2]:

IR 2: Increased access to and improved performance of girls in school
(in targeted areas)

IR 3: Improved community contribution to transparent management of
education system

IR 4: Improved response to HIV/AIDS in the basic education sector

  ------------------------------------------------------------------------
  IR 2: Increased access IR 3: Improved community  IR 4: Improved response
  to and improved        contribution to           to HIV/AIDS in the
  performance of girls   transparent management of basic education sector
  in school (in targeted education system          
  areas)                                           
  ---------------------- ------------------------- -----------------------
  Sub IR 1: Improved     Sub IR 1: Improved        Sub IR 1: Improved
  support for girls      capacity among community  knowledge and attitudes
  education at home and  groups to advocate for    in schools of HIV/AIDS
  in the community       improvements in school    transmission and
                         environment               prevention

  Sub IR 2: Improved     Sub IR 2: Improved        Sub IR 2: Improved
  policies to promote    capacity of parents'      policies to address
  girls' enrollment and  associations to be        HIV/AIDS in the basic
  completion of primary  involved in education     education sector
  school                 affairs at school/commune 
                         level                     

  Sub IR 3: More                                   
  effective measures to                            
  reduce financial                                 
  barriers to schooling                            

  Sub IR 4: More                                   
  effective measures to                            
  address cultural                                 
  barriers to school                               
  attendance (including                            
  child trafficking)                               
  ------------------------------------------------------------------------

**C.2 GEOGRAPHIC FOCUS AND SCOPE**

Activities will be concentrated at the commune and local levels and be
implemented in those school districts where girls' enrollment rates are
particularly low. The geographic area for this program will encompass
the following school districts: Matéri, Boukoumbé and Cobly in the
Atacora/Donga region; Karimama, Malanville, Kalalé and Gogounou in the
Borgou/Alibori region; and the Zakpota commune in the Zou/Collines
region. These school districts have been selected as they are among the
19 school districts with the lowest primary school enrollment rates for
girls nationwide, with all having under 60 percent, and are also
targeted in the new Development Policy recently adopted by the new
government.

[]{.mark}

In addition to the full array of activities implemented in the above
eight school districts, the applicant should continue strengthening the
capacities of the 36 Associations of Students' Mothers (AMEs) in the
departments of Mono/Couffo (Djakomey, Aplahoué, Houéyogbé) and
Borgou/Alibori (Pèrèrè, Nikki, Kandi) supported by the CASE project.
(Note that it is expected that the creation of and support for AMEs will
also be implemented in the eight school districts listed above.)

**The current level of funding is specified in the solicitation letter.
However, our financial situation is evolving and we may obtain
additional funds for this activity. Should additional resources become
available, the Mission will request that the activity be extended to a
maximum of four (4) additional school districts. The applicants,
therefore, are required to present two scenarios, one taking into
account the possibility of an extension to 4 other school districts and
the other without this expansion. The selection of any new intervention
areas will take place in collaboration with USAID/Benin and MEPS and be
based on the needs of the communities.**

Although implementation activities will be conducted at the local level,
it is expected that the applicant will maintain dialogue with the
central education ministry. The applicant should develop a clear and
effective mechanism that allows for successful strategies and approaches
implemented under this activity to be translated into policies and
practices adopted by the MEPS. Such a strategy will ensure that the
impact of this activity is felt beyond the intervention zones.

**C.3 COMPLEMENTARITY AND COLLABORATION**

**C.3.1 With other BET activities**

USAID/Benin's major interventions in the education sectors include the
GECP, the subject of this RFA, and the ABELINK-Benin and PESEPE projects
described above. These activities, together with the Women's Justice and
Empowerment Initiative, will together produce the intermediate results
that lead to the achievement of the basic education strategic objective.
The pathway through which each activity contributes to the SO is
indicated in the results framework above (See sub IRs). It is therefore
essential that these projects complement and collaborate with each
other. Although the onus of ensuring this coordination and collaboration
will fall to the BET, the applicant should not only ensure that the
proposed activities fit into the overall results framework, but should
also be aware of how proposed activities will complement and be
implemented in collaboration with the activities of other projects
within the BET portfolio.

**C.3.2 With the national education system**

The GECP should be consistent with USAID/Benin's strategies, targets and
goals, which in turn are rooted in, and essentially support Benin's
national education system, as well as the GOB's frameworks, strategies
and policies within which the education system operates:

-   **National Education System**: Primary education in Benin is
    organized into a four tier system:

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-   **The national level** is composed of the Ministry of Primary and
    Secondary Education, which is responsible for designing,
    implementing, and monitoring the overall government policies dealing
    with education, teaching, and training.

-   **The regional level** is composed of six decentralized regional
    directorates that report to the Ministry of Primary and Secondary
    Education, and cover the regions of Atacora/Donga,
    Atlantique/Littoral, Borgou/Alibori, Mono/Couffo, Ouémé/Plateau, and
    Zou/Collines. Each directorate is responsible for implementing the
    national primary education policies at the regional level, preparing
    and organizing exams, collecting and managing school statistics,
    managing the career and posting of teachers, monitoring teaching and
    learning activities, teacher training, and refurbishing and
    maintaining school equipment.

-   **The district level** is composed of 85 school districts that are
    under the responsibility of regional directorates. They are
    responsible for implementing the national primary education
    policies; and overseeing teaching and learning activities in
    kindergarten and public and private primary schools.

-   **The school level** includes some 5,000 public and private schools
    that are within the school districts. They offer education services
    to a total of 1,300,000 students of which nearly 600,000 are girls.

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```
-   **Law on the "Orientation de l'Education" in Benin**: This law sets
    out the overall framework and the objectives of education in Benin.
    It reiterates that education is a priority for Benin and that
    primary education is the top priority in the education sector. The
    law specifies the different education levels and the roles of each
    of the agents in the sector. It also stresses that each person has
    the right to an education, without discrimination and places an
    emphasis on educating girls and on providing education to vulnerable
    groups. The law provides for education to be funded by the
    government and by the local administrative districts (*communes in
    French*). It also acknowledges the possibility of the private sector
    and faith-based groups to offer education services.

-   **Draft Ten-year Education Sector Plan**: The plan is a sector-wide
    strategy document for the development of education in Benin over the
    next 10 years (2006-2015). It covers primary, secondary and higher
    education. It also covers technical and professional training and
    adult literacy. The plan offers an analysis of the system,
    identifying both its strengths and its major weaknesses, and
    delineates strategies to address problems within the sector and to
    achieve quality education. This plan also includes Benin's strategy
    for achieving the objectives of the Education for All (EFA) plan,
    which is to be achieved by 2015. The key aspects of the plan
    include: improving the management of the system; improving the
    quality of teaching and learning; improving the overall quality of
    education offered; improving the management of human resources;
    eliminating the disparities in supply of materials and resources
    that exist throughout the country, and increasing the role of the
    private sector and local communities in the delivery of education
    services. For primary education, the plan intends to improve access
    and retention, and to improve education quality and address issues
    of equity. The key elements of the strategy for achieving these
    objectives include increasing the demand for education, especially
    in favor of girls, establishing a sound pre-service and in-service
    training system for teachers, increasing the number of classrooms,
    establishing more school canteens, and eliminating practices that
    prevent girls from attending school.

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```
-   **Draft Policy Development Letter:** The new government has laid out
    its development priorities within its Policy Development Letter. In
    it, the government acknowledges the achievement of major progress
    with regard to access to basic education and its intent to continue
    improving access and learning as well as the quality of basic
    education. It also wants to strengthen the performance and the
    management of the basic education system. In 2006, the government
    expects that the completion rate in basic education will increase to
    41% compared with 34% in 2002, and that the repetition rate will
    drop to 15% compared with 20% in 2001, and that the textbook (French
    and math) to student ratio target of one textbook per subject per
    student will be reached.

> To achieve these results, the government's effort will focus on: 1)
> strengthening and implementing the girls' education programs,
> targeting the 19 school districts with low girls' enrollment rates,
> and protecting girls through collaboration with NGOs and other groups;
> 2) strengthening the implementation of the pedagogical reform; 3)
> implementing the plan to improve internal quality and efficiency to
> improve retention and to reduce redoubling and drop outs; 4)
> continuing the decentralized recruitment of almost 1,000 teachers and
> ensuring the adequate placement of teachers; and 5) supporting
> communities through subsidies to cover the salary of teachers who have
> been recruited locally.

-   **GOB Draft policy on HIV/AIDS in Primary and Secondary Education:**
    This policy, developed by the Ministry of Primary and Secondary
    Education, creates a framework for the realization of all the
    activities related to HIV/AIDS and STI in primary and secondary
    education and includes both policy elements and an implementation
    plan. The policy is based on prevention, treatment of infected and
    affected persons, coordination of all the activities related to
    HIV/AIDS and STI in the sector, and establishing a management and
    information system. The key aspects of the prevention component
    includes imparting information to all those within the education
    system (teachers, staff and students), testing, and introducing
    HIV/AIDS and STI information into the primary and secondary
    education curricula. The treatment aspect covers the medical
    treatment of infected persons and psychological assistance to
    persons affected by HIV/AIDS. MEPS considers that it is essential to
    identify and monitor all the activities related to HIV/AIDS taking
    place within the education sector, and therefore plans to establish
    a management and information system to collect, process and use data
    on these activities and to monitor and evaluate the implementation
    of the policy.  

    **C.3.3 With other donors**

USAID/Benin is currently the lead donor for the education sector and
plays a prominent role in setting the agenda for policy dialogue between
the education donors and the GOB. USAID/Benin led the donor group in
discussions with the MEPS that recently resulted in the effective
reopening of three teacher training colleges after nearly two decades of
closure. USAID and other donors have played a major role in the
completion of Benin's Ten-year Education Sector Plan and are working
closely with the MEPS to assure that Benin will soon be part of the Fast
Track Initiative.

The GECP activity complements other donors' interventions. Although
USAID does not directly contribute budget support to the education
sector, the project activities that it supports complement and reinforce
the work supported by other donors. Activities under GECP will
complement work in primary education supported by UNICEF (girls'
education, reduction of financial burden in selected districts in Oueme,
Zou, Donga, Borgou, Plateau and Couffo regions), DANIDA (access and
quality, girls' education, access by marginalized groups in selected
districts in the Zou region), and the World Bank (support to girls'
education through NGOs, and teacher recruitment), and UNFPA (girls
education).

**C.4 MAJOR PROGRAM CONSIDERATIONS**

**C.4.1 Gender**[^3]

The Applicant will design innovative strategies and specific activities
to address the issues that hinder girls' access to and full
participation in primary education. These strategies and activities will
focus on achieving both gender parity in education---the equal
enrollment of boys and girls---as well as gender equality in
education---the equality of opportunity and treatment. Strategies should
address the family, school and community environments. Program
activities should fully subscribe to USAID's Gender Policy that requires
that all policies, programs, plans, projects, and national budgets be
"gender-sensitive" in pursuit of sustainable economic growth, job
creation, better household security and poverty reduction. The Applicant
should consider gender issues in the planning of program activities.

In monitoring progress towards achieving results, the applicant must
distinguish between gender parity as a quantitative progress indicator
and gender equality as a qualitative progress indicator. While measuring
gender parity is fairly straightforward, capturing improvements in
gender equality in education is more difficult. Indicators must
therefore be proposed to overcome these difficulties. All indicators,
where appropriate, must be disaggregated by sex. All activities should
take into account the roles of men, women, boys and girls and the
differential effects interventions may have on them.

**C.4.2 Anticorruption**

Corruption is an endemic problem in Benin, but the Beninese people are
beginning to reject corrupt practices as a regular part of doing
business. In 2005, the AfroBarometer public opinion survey found that
71% of Beninese believed that the government was performing badly in
fighting corruption. Furthermore, 47% of Beninese surveyed believed that
teachers and school administrators resorted to corrupt behavior at least
some of the time.

To address the root causes of corruption, USAID/Benin includes a strong
emphasis on decentralization and civil society in its programs.
Involving civil society in local initiatives is a way to increase the
demand for accountable government and also to ensure that community
priorities are addressed in local development activities, and that
planning and implementation is conducted transparently and accountably.
While there may be examples of large-scale corruption within central
education ministries, serious consequences also arise from the petty
corruption that permeates the day-to-day transactions at the classroom,
school, and district levels. Examples of the types of corruption that
may take place at these levels include:

-   Region/district: overlooking school violations on inspector visits
    in return for bribes or favors, diversion of school supplies to
    private market, favoritism in personnel appointments

-   School level: diversion of school fees, inflation of school
    enrollment data, imposition of unauthorized fees, diversion of
    community contributions

-   Classroom/teacher level: siphoning of school supplies and textbooks
    to local market, creating the necessity for private tutoring,
    teachers' persistent absenteeism to accommodate other income
    producing work

To combat these forms of corruption, citizens must be willing to push
for honesty in the operation of the education system and local schools.
However, for community engagement to be effective, it often needs to be
supported by awareness raising and training of civil society,
particularly for organizations such as APEs. Such training should be
aimed at helping community members understand (a) the characteristics of
an effective school, (b) what school director and teacher behaviors
should look like to enable their assessing the effectiveness of those
educators, (c) their own legal rights as parents and community members
to have information about school budgets, expenditures, procedures, and
operational decisions, and (d) the sanctions that they as community
members can bring to bear on under-performing schools and
administrators.

Anticorruption activities through greater involvement of civil society
should be part of the GECP. The Applicant should therefore propose
activities that would equip communities with the necessary tools to
participate more fully in the education sector and management of local
schools.

**C.5 TECHNICAL APPROACH**

**C.5.1 Illustrative Activities**

USAID/Benin has identified the following possible interventions to
achieve BET IRs. Applicants are encouraged to propose interventions they
consider appropriate and innovative to attain the results targeted in
this program. Each applicant should propose a methodology for a
monitoring and evaluation system that captures the contribution of each
component with appropriate and measurable performance and impact
indicators.

**IR 2: Increased access to and improved performance of girls in school
(in target areas)**

Activities will ensure that more children, especially girls, will enroll
and remain in school. Children, in particular girls, are also expected
to improve their performance at school with lower repeating and drop out
rates (resulting in higher completion rates). This component needs to be
multifaceted. Parents should be targeted to ensure that they understand
that the performance of their children at school should not be the sole
responsibility of education authorities: the performance of students is
tied to the support they receive, and the environment at home. Social
norms and practices that hamper full participation of children,
especially girls, in the education process must be assessed and
addressed. These include child trafficking, child labor, early marriage,
and sexual, physical and psychological harassment of girls, among
others. Proposed activities should also address financial barriers to
girls' education, especially reducing the burden at the family level of
fees and costs related to school uniforms and school furnishings,
payment of extra tutoring, school construction, rehabilitation, desks
and other equipment and access to potable water and sanitation.

**Illustrative activities:**

-   Sensitizing parents (especially mothers) on the importance of
    schooling and creating a conducive family and study environment.

-   Establishing Mothers' of Students Associations.

-   Sensitizing local authorities and opinion leaders on the importance
    of girls' schooling.

-   Establishing peer tutoring for students, especially girls, in
    targeted areas. This may consist of organizing study groups where
    students with good academic results at school help low achieving
    students with their homework and review their lessons under the
    supervision of a volunteer teacher.

-   Establishing after school tutoring by teachers, to help students by
    reviewing lessons, and assigning supplemental work to assist low
    performing students.

-   Sensitizing local authorities and opinion leaders on the importance
    of proper hygiene facilities and providing measures to ensure girls'
    safety.

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-   Facilitating frequent communication between parents, school
    directors, and teachers;

-   Helping parents (literate and illiterate) support students' learning
    at home.

-   Assisting parents and tutors to better understand the difference
    between the current competency-based study program and the former
    rote-learning program and how this method is applied in teaching and
    learning.

-   Providing parents and tutors with pedagogical tools and counseling
    that can be used to follow up or reinforce children's learning at
    home.

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-   Educating parents and community leaders on cultural and social
    barriers to education and on overcoming these barriers.

-   Educating community leaders and school officials on the importance
    of the reinsertion of trafficked children into local primary
    schools.

-   Educating parents, community leaders and school officials on the
    existence of laws, regulations and provisions that outlaw or
    prohibit certain social or cultural barriers to school attendance.

-   Educating parents on children's rights.

-   Educating communities on the national policy on girls' safety in
    schools (Arrêté inter-ministériel portant sur la violence sexuelle
    en milieu scolaire).

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-   Providing modest grants for small-scale construction, repair, and
    equipment.

-   Helping parents/communities identify ways to reduce the cost of
    schooling.

-   Providing scholarships for girls and other marginalized students,
    especially those primary school leavers who are entering secondary
    school.

-   Provide incentives to girls who will proceed to secondary school
    following the successful completion of primary school.

**IR 3: Improved community contribution to transparent management of the
education system**

Activities will facilitate increased participation of parents and civil
society organizations (CSOs) in the management of schools to ensure
transparent management of financial, physical and human resources and
reduce corruption.

**Illustrative activities:**

-   Training and sensitization of parents' associations with the
    participation of the school director and authorities. This training
    would focus on:

    -   Collecting, reporting and using school statistics (enrollment
        and pass rates, for example).

    -   Management and monitoring of school property.

    -   Budget design and financial monitoring.

    -   How to obtain resources for the advancement of primary education
        in targeted districts.

    -   Roles and responsibilities in school management (APEs, school
        authorities, Direction de l'Inspection et de la Vérification
        Interne (DIVI), school inspectors).

    -   Rights, roles and responsibilities of parents in the primary
        education sector

    -   Understanding of school audits.

    -   Following up on students' performance.

    -   Advocacy to resolve problems.

-   Establishing a Monitoring and Evaluation system that involves
    parents' associations in school data management that could also be
    used to evaluate program progress of each component of the activity.

-   Assisting parents' associations in implementing the Monitoring and
    Evaluation system, and

-   Supporting parents' efforts to advocate for education governance
    issues.

**IR 4: Improved response to HIV/AIDS in basic education sector**

Within the school environment, students, teachers and parents should
understand the transmission mechanisms of HIV/AIDS, the importance of
personal responsibility in preventing HIV/AIDS transmission (abstinence
and safer sexual practices where appropriate), and the importance of
gender aspects in a successful approach to prevention (i.e.,
acknowledging and responding to gender roles that make girls and boys
more at risk to HIV/AIDS. Also addressing the need for a greater
acceptance of people living with HIV/AIDS. All HIV/AIDS activities must
comply with the guidance issued on implementing the ABC approach to
HIV/AIDS prevention (<http://www.state.gov/s/gac/partners/guide/abc/>).

**Illustrative activities:**

-   Educating parents, teachers, students on HIV/AIDS transmission,
    prevention and the dangers of unprotected sex.

-   Increasing the understanding of the relationship between gender
    roles and increased risk of HIV/AIDS transmission.

-   Educating parents, teachers and students on male and female
    biological functions and hygiene.

-   Educating parents, teachers and students on STIs and pregnancy,
    including prevention.

-   Increasing the understanding and perception of parents, teacher and
    students on the severity of STI and HIV/AIDS, and its broader
    consequences on society.

-   Educating parents, teachers and students on a greater understanding
    and acceptance of people living with HIV/AIDS.

-   Explaining MEPS policy on HIV/AIDS.

    **C.5.2 Approach and implementation mechanisms**

It will be critical for the applicant to describe the approach that will
be used to ensure close collaboration with stakeholders (teachers,
students, communities, parents' associations, AMEs and other CSOs)
including non-traditional partners in the private sector, faith based
organizations, other community based organizations; qualified local NGOs
to provide the assistance required for achieving expected results; and
to benefit from opportunities to build on USAID/Benin interventions in
other sectors in the program portfolio.

It is imperative that the applicant propose a mechanism that allows for
successful strategies and approaches implemented under this activity at
the local level to be translated into national policies and practices
adopted by the Ministry of Primary and Secondary Education (MEPS) thus
leveraging the impact of USAID's investment.

It is anticipated that the successful applicant, in order to effectively
implement the program, will support one main office in Benin. USAID does
not assume that the main office will be in Cotonou. Other configurations
may be to establish a main office in Bohicon, Abomey/Zou or
Parakou/Borgou which have a reliable communication network and to allow
easy communication with and access to remote districts involved in the
program.

**PART D -- PERFORMANCE MANAGEMENT PLAN, INDICATORS AND DATA
COLLECTION**

 

The program will be characterized by robust monitoring and evaluation,
using strategic information for decision making, analysis, and
programming. The program should continuously gather and analyze data and
information to refine and improve its activities and should be
results-oriented, producing measurable positive outcomes and impact.
Applications should include detailed plans to monitor and evaluate
program performance. Upon award, the selected recipient will work with
USAID/Benin's Cognizant Technical Officer (CTO) to ensure that
indicators are aligned with the Mission's Results Framework and the
indicators USAID/Benin will be using to manage and document its
performance. Although the new BET Performance Management Plan (PMP)
under the new strategy has yet to be finalized, indicators relating to
access, retention, completion, student learning, community
participation, and transparent management will be used to measure the
attainment of the IRs and SO. Please note that due to funding sources,
the selected applicant is expected to report on the specific
anti-corruption impacts of activities carried out under IR.3, Improved
community contribution to transparent management.

A list of required and illustrative indicators is included in the BET
draft results framework above. Applicants are welcome to propose an
additional limited number of indicators to measure progress and impact,
clearly stating how proposed activities and indicators relate to the
program objectives and how data will be collected, tracked, verified,
and reported.

**PART E - REPORTING AND EVALUATION**

**E.1 FINANCIAL REPORTING**

Financial Reports shall be in keeping with 22 CFR 226.52. In accordance
with 22 CFR 226.52 the SF 269 "Financial Status Report" will be required
on a quarterly basis, to coincide with USAID's fiscal year calendar.
**The first quarterly report will cover the period of TBD (award date
through June 30, 2007). Subsequent reports will cover the three month
periods ending in September, December, March, and June.**

1.  The recipient shall submit a signed and electronic copy of the SF
    269A "Financial Status Report (Short Form)" to the Cognizant
    Technical Officer with one copy to the Agreement Officer and one
    copy to the Financial Analyst. In block 12. "Remarks" of the SF 269
    "Financial Status Report" (or as an attachment to the SF 269
    Report), the recipient shall provide, in tabular format, block 10
    "Transactions" information (blocks 10.c through 10.i.) [by Fund
    Source for each of the three Results]{.underline}. Quarterly
    financial SF 269 reports are due 30 calendar days, after the
    reporting period.

2.  In accordance with 22 CFR 226.70-72, the Recipient shall submit the
    original of the final financial report to USAID/W M/FM, one copy to
    the Agreement Officer, one copy to the Cognizant Technical Officer,
    and one copy to the Financial Analyst.

    **E.2 PROGRAM REPORTING**

Reports shall be in keeping with 22 CFR 226.51. Monitoring/Performance
reports will be required on a quarterly basis and on an annual basis to
coincide with USAID's fiscal year calendar. **The first quarterly report
will cover the period of TBD (award date through June 30, 2007), and
subsequent reports will cover the three-month periods ending in
September, December, March, and June. Quarterly Performance Reports are
due 30 calendar days after the reporting period. The first Annual
Performance Report will cover the period TBD (award date through
September 30, 2007), and subsequent reports will cover the twelve-month
periods ending in September.** **Annual Performance Reports are due 90
calendar days after the reporting period.** **The Final Performance
Report will cover the entire period of the award. The Final Performance
Report is due 90 calendar days after the expiration or termination of
the award.**

> **E.2.1 Quarterly Performance Reports**

The Recipient shall submit an original and two copies of the Quarterly
Performance Reports in English and an original and two copies in French
to the Cognizant Technical Officer (CTO), with a diskette or CD of the
report and annexes in Microsoft Word and/or Excel. The Recipient shall
also submit one copy of the quarterly report to the Agreement Officer.
The quarterly reports shall contain information on the following:

-   A summary of actual activities and results by indicator achieved
    during the quarter compared with the plan established for the period
    (may be presented in table format);

-   An explanation of why results and/or indicators were not achieved,
    or were surpassed, and of why activities were delayed or not carried
    out during the quarter, if appropriate;

-   Information on participant training, as specified below in [G.
    Participant Training Reports]{.underline};

-   Success stories, if any, including examples of synergy and
    collaboration with partners;

-   Specific anti-corruption impacts, as noted above;

-   A summary of next period activities planned, indicating expected
    results for activities specified (may be presented in table format);

-   Unit cost information developed by relating financial data to
    performance data whenever practical. The reported information shall
    be an expansion of the details provided in block 12. "Remarks" of
    the SF 269 "Financial Status Report" to include, on an accrual
    basis, a comparison of outlays with budgeted amounts; and

-   Other pertinent information related to program progress.

The CTO will acknowledge receipt of and provide verbal or written
feedback, within 30 days after receipt, on all Quarterly Performance
Reports. If the CTO deems necessary, the CTO will schedule a meeting
with the Recipient to discuss the contents of Quarterly Performance
Reports.

> **E.2.2 Annual Performance Reports**

The Recipient shall submit an original and two copies in English and an
original and two copies in French of the Annual Performance Report to
the Cognizant Technical Officer with a diskette or CD of both versions
of the report and annexes in Microsoft Word and/or Excel. The Recipient
shall also submit one copy of the annual report in English to the
Agreement Officer and one electronic copy in English to the USAID
Development Experience Clearinghouse. Annual Performance Reports replace
the last Quarterly Performance Report of each fiscal year. The annual
reports shall contain the following information:

-   A summary of activities and indicator results achieved during the
    year compared with the activities and results planned for the year
    (may be presented in table format);

-   An explanation of why targets were not achieved or were surpassed
    and of why activities were delayed or not carried out during the
    year.

-   Progress made toward achieving targets for performance and impact
    indicators (based on valid data collection and analysis);

-   Success stories, if any, including examples of synergy and
    collaboration with partners;

-   Specific anti-corruption impacts, as noted above;

-   An Annual Implementation Plan for each upcoming October-September
    period citing major activities and expected results per IR, as
    specified below in [E. Annual Implementation Plans;]{.underline}

-   An annual budget indicating anticipated expenditures, the actual
    funding situation, and required funding for the year ahead;

-   Unit cost information developed by relating financial data to
    performance data whenever practical. The reported information shall
    be an expansion of the details provided in block 12. "Remarks" of
    the SF 269 "Financial Status Report" to include, on an accrual
    basis, a comparison of outlays with budgeted amounts; and

-   Other pertinent information related to program progress and results.

The CTO will acknowledge receipt of and provide written feedback, within
30 days after receipt, on all Annual Performance Reports. In addition,
the CTO will organize a meeting with the Recipient to discuss the
contents of the Annual Performance Report.

> **E.2.3 Final Performance Report**

The Recipient shall submit an original and two copies in English and an
original and two copies in French of the Final Performance Report to the
Cognizant Technical Officer with a diskette or CD of both versions of
the report and annexes in Microsoft Word and/or Excel. The Recipient
shall also submit one copy of the final report in English to the
Agreement Officer and one electronic copy in English to the USAID
Development Experience Clearinghouse. The Final Performance Report
replaces the last Annual Performance Report and shall contain the
following information:

-   A comparison of actual activities and results with the plan
    established for the life of the program (may be presented in table
    format);

-   Reasons why targets were not achieved or surpassed and why
    activities were delayed or not carried out, if appropriate;

-   Success stories, if any, including examples of synergy and
    collaboration with partners;

-   Specific anti-corruption impacts, as noted above;

-   A summary of progress made in achieving indicator targets during the
    program (based on valid data collection and analysis);

-   Unit cost information developed by relating financial data to
    performance data whenever practical. The reported information shall
    be an expansion of the details provided in block 12. "Remarks" of
    the SF 269 "Financial Status Report" to include, on an accrual
    basis, a comparison of outlays with budgeted amounts; and

-   Other pertinent information, including recommendations and lessons
    learned, related to overall program results.

    **E.3 NOTIFICATION**

    The Recipient shall immediately notify USAID of developments that
    have a significant impact on the activities supported under this
    agreement. Also, notification shall be given in case of problems,
    delays or adverse conditions that materially impair the ability to
    meet the objectives of the agreement. This notification shall
    include a statement of the action taken or contemplated, and any
    assistance needed to resolve the situation.

    **E.4. RESEARCH, STUDIES, AND SURVEY DOCUMENTS**

The Recipient shall submit an original and two copies in English of the
terms of reference and of the reports for all research, studies and
survey documents to the Cognizant Technical Officer (CTO). An original
and two copies in French of the same documentation should be submitted
when determined necessary by the CTO. After receiving written acceptance
from the CTO, the Recipient shall also submit one electronic copy of the
reports in English to the USAID Development Experience Clearinghouse.
This should be done within 30 calendar days of receiving written
acceptance from the CTO.

**E.5 ANNUAL IMPLEMENTATION PLANS**

The Recipient shall submit detailed Annual Implementation Plans, with
detailed cost information to the CTO. These plans shall be consistent
with the Basic Education Team's Performance Management Plan. They shall
include activities completed to date, planned activities, pipeline and
expenditures information to date and projected expenditures for the
coming period. **The first Annual Implementation Plan will cover the
period TBD (award date through September 30, 2007) and is due 45
calendar days after award. The subsequent Annual Implementation Plans
will cover the period October 1 -- September 30 and are due by August
31.**

**E.6 PERFORMANCE MANAGEMENT PLAN**

The Recipient shall submit a detailed Performance Management Plan that
contains clear benchmarks and indicators, as well as a timeframe for the
Results to be attained over the life of the award. **The Recipient shall
submit a draft plan within 45 calendar days after award to the CTO.**
The CTO will provide feedback within 15 calendar days. **The Recipient
shall submit the final plan to the CTO within 90 calendar days after
award.** The final approved plan will be incorporated into the award.

**E.7 PARTICIPANT TRAINING REPORTS**

The Recipient shall collect information on all participant training
financed under this award. **This includes training data for any
in-country training program or sub-program of more than 3 consecutive
class days in duration, or more than 15 contact hours scheduled
intermittently.**  This training data must be recorded using the
"TraiNet" software. The training data must be consolidated according to
training program or sub-program and must identify the following:

\(1\) subject area of training;

\(2\) total trainees per participant group, with gender breakdown;

\(3\) total cost of training for each program; and

\(4\) direct training costs (program costs, not overhead/fees).  

The Recipient shall submit the participant training information on a
quarterly basis as part of the Quarterly Performance Report, specified
above in [B.1. Quarterly Performance Report]{.underline}.
Simultaneously, the Recipient shall also submit one copy of the
participant training information on a diskette or CD directly to the
Mission Training Officer. The "TraiNet" software, along with
installation assistance and training, is available free of charge.
Contract the Mission Training Officer for further information.

**E.8 REPORT SUBMISSION ADDRESSES**

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+---+-------------------------+---+--------------------------------------+
|   | USAID/Benin             |   | Attn: Document Acquisitions          |
|   |                         |   |                                      |
|   | Office of Procurement   |   | 8403 Colesville Road, Suite 210      |
|   |                         |   |                                      |
|   | 01 BP 2012              |   | Silver Spring, MD 20910              |
|   |                         |   |                                      |
|   | Cotonou, Benin          |   | Fax: (301) 588-7787                  |
|   |                         |   |                                      |
|   |                         |   | E-mail:                              |
|   |                         |   | [[docsubmit@dec.cdie.org]{.underli   |
|   |                         |   | ne}](mailto:docsubmit@dec.cdie.org)) |
|   |                         |   |                                      |
|   |                         |   | Homepage:                            |
|   |                         |   | [[http://www.dec.or                  |
|   |                         |   | g]{.underline}](http://www.dec.org/) |
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|   | USAID/Benin             |   | USAID/Benin                          |
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|   | Basic Education Team    |   | Financial Management Office          |
|   |                         |   |                                      |
|   | 01 B.P. 2012            |   | 01 BP 2012                           |
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|   | Cotonou, Benin          |   | Cotonou, Benin                       |
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|   | USAID/Benin             |   | USAID/Benin                          |
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|   | Office of Program       |   | Financial Management Office          |
|   | Coordination            |   |                                      |
|   |                         |   | 01 BP 2012                           |
|   | 01 BP 2012              |   |                                      |
|   |                         |   | Cotonou, Benin                       |
|   | Cotonou, Benin          |   |                                      |
+---+-------------------------+---+--------------------------------------+

**E.9 MIDTERM AND FINAL EVALUATIONS**

The midterm evaluation shall be conducted by the recipient at the end of
the second year of the award; the report shall be due at the end of the
second quarter of year three of the award. The terms of reference for
this evaluation shall be discussed with the CTO. The recipient shall
submit an original and two copies in English and an original and two
copies in French of the midterm evaluation to the Cognizant Technical
Officer with a diskette of the report and annexes in Microsoft Word. The
Recipient shall also submit one copy of the midterm evaluation in
English to the Agreement Officer and one electronic copy in English to
the USAID Development Experience Clearinghouse.

USAID shall be responsible for conducting the final evaluation.

**PART F - CONDITIONS**

**F.1 SUBSTANTIAL INVOLVEMENT**

USAID/Benin's involvement during the performance of this Cooperative
Agreement is anticipated in the following areas:

1.  Approval of annual implementation plans by the Cognizant Technical
    Officer (CTO). Significant changes to the approved plan will also
    require additional approval by the CTO.

2.  Designation of key positions and approval of key personnel by the
    Agreement Officer.

3.  Approval by the CTO of the Performance Management Plan and any
    subsequent changes to the Performance Management Plan.

4.  Concurrence from the CTO on selection of sub-awardees and
    concurrence from the Agreement Officer on substantive provisions of
    sub-awards.

**F.2 DESIGNATION OF KEY POSITIONS AND PERSONNEL**

The application should describe technical qualifications and experience
and position descriptions for key personnel and other staff proposed.
The Mission would view favorably applications that reflect diversity in
staffing, drawing upon highly competent professionals from Benin and the
West Africa region, particularly women.

The applicant should propose the staffing pattern most appropriate for
its proposed interventions. Activity staff should include at a minimum a
Chief of Party and a Field Operations Coordinator.

**Chief of Party:** Experienced senior public participation professional
responsible for overall activity management and implementation. This
person should have excellent written and interpersonal communication
skills to facilitate relationships with the MEPS, USAID/Benin, and other
donors. Ability to work professionally and read and write in both French
and English is essential. This person should also be a strong manager in
order to ensure efficiency in the use of resources for maximum impact in
an environment characterized by limited resources. The main roles of the
COP would be overall activity strategic planning and management, policy
dialogue with the MEPS concerning the technical areas defined in this
RFA (in collaboration with the BET).

The Chief of Party should be authorized to represent the recipient in
all matters pertaining to the execution of the activity description with
few exceptions. USAID needs to be able to communicate and resolve
activity issues that may come up in an efficient, timely manner. Also,
some activity implementation issues which may arise will require
dialogue not only with USAID, but also with other partners on the
ground, so the COP needs to have the authority to respond to USAID and
take the necessary decisions to ensure effective and efficient activity
implementation.

**Field operations coordinator:** Local experienced senior training of
trainer professional, responsible for technical project implementation.
This person should have at least five years experience in project
coordination, excellent written and interpersonal communication. The
main role of the field operations coordinator will be building the
capacity of activity stakeholders (communities and local NGOs).

All technical positions proposed will be considered Key Personnel to be
approved by USAID.

**F.3 PERIOD OF PERFORMANCE**

The cooperative agreement will be awarded for a 5 year period.

**F.4 PROPOSED FUNDING SOURCES AND FUNDING LEVELS**

The Mission estimates that the funding for the Girls' Education and
Community Participation (GECP) will total US\$5,750,000 to be allocated
over the program period (5 years). This funding is broken down by
technical areas as follows:

**EDUCATION (**Improved girls' access, retention, and performance in
school**) = 56%**

**ANTI-CORRUPTION (**Greater transparency in school governance**) =
35%**

**HIV/AIDS (**Increased awareness among students, teachers, and parents
of HIV/AIDS transmission**) = 9%**

# 

# SECTION D

[]{#CL_URFASEDHD_PH000001 .anchor}

U.S. AGENCY FOR INTERNATIONAL DEVELOPMENT

CERTIFICATIONS, ASSURANCES, AND OTHER STATEMENTS OF RECIPIENT \[1\]\[2\]

# Please complete the certifications and assurances on the following website: 

PART I - CERTIFICATIONS AND ASSURANCES

Certifications, Assurances, & Other Statements of Recipient:
<http://www.usaid.gov/policy/ads/300/303sad.pdf>

Certification Regarding Terrorist Financing Implementing E.O. 13224:

# <http://www.usaid.gov/business/business_opportunities/cib/pdf/aapd04_14.pdf> 

> Supporting USAID's Disability Policy in Contracts, Grants, and
> Cooperative Agreements, AAPD 04-17:
> **http://www.usaid.gov/business/business_opportunities/cib/pdf/aapd04_17.pdf**

# 

# PART II -- FORMS

# [**http://www.grants.gov/agencies/approved_standard_forms.jsp**](http://www.grants.gov/agencies/approved_standard_forms.jsp) 

# Standard Form 424: [**www.grants.gov/techlib/SF424-V2.0.pdf**](http://www.grants.gov/techlib/SF424-V2.0.pdf) ;

Standard Form 424A:http://www.grants.gov/techlib/SF424A-V1.0.pdf

Standard Form 424B:
<http://www.grants.gov/techlib/SF424B->[V1.0.pdf]{.underline}

## 

[]{#CL_URFASED1 .anchor}**OMB CIRCULAR A-133 OR SIMILAR AUDITS**

If applicable, please provide the date of your most recent A-133 or
similar audit, including findings and results of such audits.

Solicitation No.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Application/Application No.
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date of Application/Application
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name of Recipient
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Typed Name and Title
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Signature
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Attachment A

##  KEY INDIVIDUAL CERTIFICATION NARCOTICS OFFENSES AND DRUG TRAFFICKING

[]{#CL_URFACERT100_PH000002 .anchor}

I hereby certify that within the last ten years:

1\. I have not been convicted of a violation of, or a conspiracy to
violate, any law or regulation of the United States or any other country
concerning narcotic or psychotropic drugs or other controlled
substances.

2\. I am not and have not been an illicit trafficker in any such drug or
controlled substance.

3\. I am not and have not been a knowing assistor, abettor, conspirator,
or colluder with others in the illicit trafficking in any such drug or
substance.

Signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Name:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Title/Position:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Organization:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date of Birth:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

NOTICE:

1\. You are required to sign this Certification under the provisions of
22 CFR Part 140, Prohibition on Assistance to Drug Traffickers. These
regulations were issued by the Department of State and require that
certain key individuals of organizations must sign this Certification.

2\. If you make a false Certification you are subject to U.S. criminal
prosecution under 18 U.S.C. 1001.

##  PARTICIPANT CERTIFICATION NARCOTICS OFFENSES AND DRUG TRAFFICKING

1\. I hereby certify that within the last ten years:

a\. I have not been convicted of a violation of, or a conspiracy to
violate, any law or regulation of the United States or any other country
concerning narcotic or psychotropic drugs or other controlled
substances.

b\. I am not and have not been an illicit trafficker in any such drug or
controlled substance.

c\. I am not or have not been a knowing assistor, abettor, conspirator,
or colluder with others in the illicit trafficking in any such drug or
substance.

2\. I understand that USAID may terminate my training if it is
determined that I engaged in the above conduct during the last ten years
or during my USAID training.

Signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Print Name and Title:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date of Birth:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

NOTICE:

1\. You are required to sign this Certification under the provisions of
22 CFR Part 140,Prohibition on Assistance to Drug Traffickers. These
regulations were issued by the Department of State and require that
certain participants must sign this Certification.

2\. If you make a false Certification you are subject to U.S. criminal
prosecution under 18 U.S.C. 1001.

FORMATS\\GRNTCERT: Rev. 06/16/97 (ADS 303.6, E303.5.6a) When these
Certifications, Assurances, and Other Statements of Recipient are used
for cooperative agreements, the term \"Grant\" means \"Cooperative
Agreement\". The recipient must obtain from each identified subgrantee
and (sub)contractor, and submit with its application/proposal, the
Certification Regarding Debarment, Suspension, Ineligibility and
Voluntary Exclusion \-- Lower Tier Transactions, set forth in Attachment
A hereto. The recipient should reproduce additional copies as necessary.
See ADS Chapter E303.5.6a, 22 CFR 208, Annex1, App A. For USAID, this
clause is entitled \"Debarment, Suspension, Ineligibility, and Voluntary
Exclusion (March 1989)\" and is set forth in the grant standard
provision entitled \"Debarment, Suspension, and Related Matters\" if the
recipient is a U.S. nongovernmental organization, or in the grant
standard provision entitled \"Debarment, Suspension, and Other
Responsibility Matters\" if the recipient is a non-U.S. nongovernmental
organization.

##  CERTIFICATION REGARDING MATERIAL SUPPORT AND RESOURCES

As a condition of entering into the referenced agreement,
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ hereby certifies that it has
not provided and will not provide material support or resources to any
individual or entity that it knows, or has reason to know, is an
individual or entity that advocates, plans, sponsors, engages in, or has
engaged in terrorist activity, including but not limited to the
individuals and entities listed in the Annex to Executive Order 13224
and other such individuals and entities that may be later designated by
the United States under any of the following authorities: § 219 of the
Immigration and Nationality Act, as amended (8 U.S.C. § 1189), the
International Emergency Economic Powers Act (50 U.S.C. § 1701 et seq.),
the National Emergencies Act (50 U.S.C. § 1601 et seq.), or §
212(a)(3)(B) of the Immigration and Nationality Act, as amended by the
USA Patriot Act of 2001, Pub. L. 107-56 (October 26, 2001)(8 U.S.C.
§1182). \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ further certifies
that it will not provide material support or resources to any individual
or entity that it knows, or has reason to know, is acting as an agent
for any individual or entity that advocates, plans, sponsors, engages
in, or has engaged in, terrorist activity, or that has been so
designated, or will immediately cease such support if an entity is so
designated after the date of the referenced agreement.

For purposes of this certification, \"material support and resources\"
includes currency or other financial securities, financial services,
lodging, training, safe houses, false documentation or identification,
communications equipment, facilities, weapons, lethal substances,
explosives, personnel, transportation, and other physical assets, except
medicine or religious materials.

For purposes of this certification, \"engage in terrorist activity\"
shall have the same meaning as in section 212(a)(3)(B)(iv) of the
Immigration and Nationality Act, as amended (8 U.S.C. § 1182(a)(3)(B)
(iv)).

For purposes of this certification, \"entity\" means a partnership,
association, corporation, or other organization, group, or subgroup.

This certification is an express term and condition of the agreement and
any violation of it shall be grounds for unilateral termination of the
agreement by USAID prior to the end of its term.

Signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Print Name and Title:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Address:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

NOTICE:

If you make a false Certification you are subject to U.S. criminal
prosecution under 18 U.S.C. 1001.

##   {#section-6 .unnumbered}

##  CERTIFICATION REGARDING USE OF FY2004-FY2008 HIV/AIDS FUNDS

## [PROHIBITION ON THE USE OF FEDERAL FUNDS TO PROMOTE, SUPPORT, OR ADVOCATE]{.underline} 

## [FOR THE LEGALIZATION OR PRACTICE OF PROSTITUTION -ASSISTANCE (JULY 2004)]{.underline}

\(a\) The U.S. Government is opposed to prostitution and related
activities, which are inherently harmful and dehumanizing, and
contribute to the phenomenon of trafficking in persons. None of the
funds made available under this agreement may be used to promote,
support, or advocate the legalization or practice of prostitution.
Nothing in the preceding sentence shall be construed to preclude
assistance designed to ameliorate the suffering of, or health risks to,
victims while they are being trafficked or after they are out of the
situation that resulted from such victims being trafficked.

\(b\) \[This subsection (b) only applies to foreign non-governmental
organizations and PIOs receiving U.S. Government funds to carry out
programs that target victims of severe forms of trafficking as either
prime awardees or subawardees.\]

\(1\) For programs that target victims of severe forms of trafficking,
as a condition of entering into this agreement or subagreement, the
recipient/subrecipient agrees that in its activities outside of the
United States and its possessions it does not promote, support, or
advocate the legalization or practice of prostitution. The preceding
sentence shall not apply to organizations that provide services to
individuals solely after they are no longer engaged in activities that
resulted from such victims being trafficked.

\(2\) The following definitions apply for purposes of this clause:

FOREIGN NON-GOVERNMENTAL ORGANIZATION -- The term "foreign
non-governmental organization" means an entity that is not organized
under the laws of any State of the United States, the District of
Columbia or the Commonwealth of Puerto Rico.

SEVERE FORMS OF TRAFFICKING IN PERSONS. - The term ''severe forms of
trafficking in persons'' means--- (A) sex trafficking in which a
commercial sex act is induced by force, fraud, or coercion, or in which
the person induced to perform such act has not attained 18 years of age;
or

\(B\) the recruitment, harboring, transportation, provision, or
obtaining of a person for labor or services, through the use of force,
fraud, or coercion for the purpose of subjection to involuntary
servitude, peonage, debt bondage, or slavery.

\(c\) The recipient shall insert this provision in all sub-agreements
under this award.

\(d\) This provision includes express terms and conditions of the
agreement and any violation of it shall be grounds for unilateral
termination, in whole or in part, of the agreement by USAID prior to the
end of its term."

[ORGANIZATIONS ELIGIBLE FOR ASSISTANCE (ASSISTANCE) (JUNE
2005)]{.underline}

An organization that is otherwise eligible to receive funds under this
agreement to prevent, treat, or monitor HIV/AIDS shall not be required
to endorse or utilize a multisectoral approach to combatting HIV/AIDS,
or to endorse, utilize, or participate in a prevention method or
treatment program to which the organization has a religious or moral
objection.

[CONDOMS (ASSISTANCE) (JUNE 2005)]{.underline}

Information provided about the use of condoms as part of projects or
activities that are funded under this agreement shall be medically
accurate and shall include the public health benefits and failure rates
of such use and shall be consistent with USAID's fact sheet entitled,
"USAID: HIV/STI Prevention and Condoms. This fact sheet may be accessed
at:
<http://www.usaid.gov/our_work/global_health/aids/TechAreas/prevention/condomfactsheet.html>"

## 

[PROHIBITION ON THE PROMOTION OR ADVOCACY OF THE LEGALIZATION OR
PRACTICE OF PROSTITUTION OR SEX TRAFFICKING (ASSISTANCE) (JUNE
2005)]{.underline}

\(a\) The U.S. Government is opposed to prostitution and related
activities, which are inherently harmful and dehumanizing, and
contribute to the phenomenon of trafficking in persons. None of the
funds made available under this agreement may be used to promote or
advocate the legalization or practice of prostitution or sex
trafficking. Nothing in the preceding sentence shall be construed to
preclude the provision to individuals of palliative care, treatment, or
post-exposure pharmaceutical prophylaxis, and necessary pharmaceuticals
and commodities, including test kits, condoms, and, when proven
effective, microbicides.

\(b\) Except as noted in the second sentence of this paragraph, as a
condition of entering into this agreement or any subagreement, a
non-governmental organization or public international organization
recipient/subrecipient must have a policy explicitly opposing
prostitution and sex trafficking. The following organizations are exempt
from this paragraph: the Global Fund to Fight AIDS, Tuberculosis and
Malaria; the World Health Organization; the International AIDS Vaccine
Initiative; and any United Nations agency.

\(c\) The following definition applies for purposes of this provision:

Sex trafficking means the recruitment, harboring, transportation,
provision, or obtaining of a person for the purpose of a commercial sex
act. 22 U.S.C. 7102(9).

\(d\) The recipient shall insert this provision, which is a standard
provision, in all subagreements.

\(e\) This provision includes express terms and conditions of the
agreement and any violation of it shall be grounds for unilateral
termination of the agreement by USAID prior to the end of its term.

(End of Provision)"

[Certification]{.underline}

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\[Recipient\'s
name\] certifies compliance as applicable with the standard provisions
entitled "Condoms" and "Prohibition on the Promotion or Advocacy of the
Legalization or Practice of Prostitution or Sex Trafficking" included in
the referenced agreement.

Signature:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Print Name and Title:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Date:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

# SECTION E - ANNEXES

[]{#CL_URFASEEHD_PH000001 .anchor}

**LIST OF ANNEXES**

ANNEX 1. LIST OF REFERENCE DOCUMENTS AVAILABLE

### ANNEX 2. PAST PERFORMANCE QUESTIONNAIRE

ANNEX 3. BRANDING STRATEGY AND MARKING PLAN

ANNEX 4. OTHER PROVISIONS

**ANNEX 1 -- LIST OF REFERENCE DOCUMENTS AVAILABLE**

The reference documents listed below can be accessed at the following
USAID/Benin website:

URL: <http://www.usaid.gov/bj>, then look for "Contracting", under which
you can click on "RFA N˚ 680-07-004: Girls' Education and Community
Participation (GECP)" to view the following links:

1.  [Evaluation and Assessment of program option for USAID/Benin
    education
    portfolio](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5CBenineducationevaluationenglishversionfinale.pdf)
    (English, PDF file, 570kb)

2.  [Project for the Promotion of Community Participation for Basic
    Education for All : Final
    Evaluation](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cevaluationfinaleprobase.doc)
    (French, MS Word file, 774kb)

3.  [Study on the decentralization of the education system in
    Benin](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5CDecentralisationoftheeducationsystem.doc)
    (French, MS Word file, 1.982kb)

4.  [National Action Plan for the implementation of the Education For
    All (EFA)
    program](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Ceptdiagnosisoftheeducationsystem.doc)
    (French, MS Word file, 1.538kb)

5.  [Evaluation of Benin Basic Education Reform Pedagogical
    component](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cevaluationofbeninbasiceducreform.doc)
    (English, MS Word file, 1148kb)

6.  [Education Report on the Focus Group
    Interviews](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cusaidbeninfocusgroupinterviewreport.doc)
    (English, MS Word file, 301kb)

7.  [Technical assistance to support system reform in primary education
    in
    Benin](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cmepsinstitutionalanalysisreport.doc)
    (English, MS Word file, 173kb)

8.  [Final Evaluation of the primary school teachers in-service training
    project](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cpettp2finalreport.doc)
    (French, MS Word file, 293kb)

9.  [HIV/AIDS and STI control
    policy](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cpolitiquedeluttecontrelevihsidaetlesist.doc)
    (French, MS Word file, 567kb)

10. [Study on behaviors and practices relating to sexuality matters and
    HIV/AIDS](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cetudesurlescomportementsetlespratiquessurlevih1.doc)
    (French, MS Word file, 797kb)

11. [USAID/Benin HIV/AIDS
    Strategy](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cusaidbeninnewhivaidsstrategydocument.doc)
    (English, MS Word file, 839kb)

12. [Project Evaluation - Primary Education NGO Project
    (PENGOP)](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cworldeducationprojectevaluation-pengop.doc)
    (English, MS Word file, 539kb)

13. [Bill on Education
    orientation](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5CEducationorientationlaw.pdf)
    (French, PDF file, 727kb)

14. [Final Evaluation for ACMS
    project](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5CDraftrapportevlcasefr.doc)
    (French, MS Word file, 1.012)

15. [Community Action for Girls Education project: mid-term evaluation
    (CAGE)](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cworldlearningmidtermevaluationphase2.doc)
    (English, MS Word file, 4.399kb)

16. [Need assessment for the school districts in
    Benin](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5CneedassessmentstudyfortheschooldisctrictsinBenin.pdf)
    (English, PDF file, 2.300kb)

17. [Criteria and performance indicators scale for the pedagogical
    animation network
    stakeholders](../../../../../../../../C:%5CDocuments%20and%20Settings%5Ccapedo%5CLocal%20Settings%5CTemporary%20Internet%20Files%5COLKD6%5Cperformanceindicatorsandcriteriaforteachersandheadofschooldistricts.doc)
    (French, MS Word file, 803kb)

18. [Making Schools Safe for Girls: Combating Gender-based Violence in
    Benin, Academy for Educational
    Development](http://www.ungei.org/resources/files/aed_g18937english.pdf)
      Link to AED website

### ANNEX 2 - PAST PERFORMANCE QUESTIONNAIRE

##### RFA#680-07-004: GIRLS' EDUCATION AND COMMUNITY PARTICIPATION (GECP)

###### SEND COMPLETED QUESTIONNAIRE TO: 

######  ATTN: Eric Sossouhounto

> **Fax: 229-21-30-12-60**

#  E-mail: esossouhounto@usaid.gov

**1. CONTRACT/GRANT/COOPERATIVE AGREEMENT INFORMATION:**

+----------------------+---+-----------------------+-----------------------+
| A. Name of Company   |   |                       |                       |
| Being Evaluated:     |   |                       |                       |
+----------------------+---+-----------------------+-----------------------+
| B.Address:           |   |                       |                       |
|                      |   |                       |                       |
| > .                  |   |                       |                       |
+----------------------+---+-----------------------+-----------------------+
|                      |   |                       |                       |
+----------------------+---+-----------------------+-----------------------+
| C. Contract/Grant    | E |                       | D. Contract/Grant     |
| Number:              | . |                       | Type:                 |
|                      | C |                       |                       |
|                      | o |                       |                       |
|                      | n |                       |                       |
|                      | t |                       |                       |
|                      | r |                       |                       |
|                      | a |                       |                       |
|                      | c |                       |                       |
|                      | t |                       |                       |
|                      | / |                       |                       |
|                      | G |                       |                       |
|                      | r |                       |                       |
|                      | a |                       |                       |
|                      | n |                       |                       |
|                      | t |                       |                       |
|                      | V |                       |                       |
|                      | a |                       |                       |
|                      | l |                       |                       |
|                      | u |                       |                       |
|                      | e |                       |                       |
|                      | : |                       |                       |
+----------------------+---+-----------------------+-----------------------+
| F. Period of         |   |                       |                       |
| Performance:         |   |                       |                       |
+----------------------+---+-----------------------+-----------------------+

**2. DESCRIPTION OF CONTRACT/GRANT:**

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

> During the contract/grant being evaluated, this firm was the Prime
> Contractor/Grantee;
>
> Significant Subcontractor/Subgrantee; Team Member; Other (Describe)

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

> Does anything other than a customer/supplier relationship exist
> between the firm being evaluated and your organization? If yes, please
> describe the nature of this relationship: No Yes

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  -----------------------------------------------------------------------

**3. EVALUATOR:**

  --------------- ---- -- --------------------- ------ -------- ---------------------
  Name:                                                         

  Title:                                                        

  Organization:                                                 

  Address:                                                      

  Telephone No.:                                       Fax No.: 

  E-Mail Address:                                               
  --------------- ---- -- --------------------- ------ -------- ---------------------

**This form contains Source Selection Information when completed. See
FAR 3.104.**

## 4. PERFORMANCE

O = Outstanding, VG = Very Good, G = Good, F = Fair, P = Poor, N/A = Not
Applicable

A.  Please rate the Contractor/Grantee's [technical
    performance]{.underline} in the following areas:

> 1\. Meeting requirements O VG G F P N/A
>
> 2\. Qualifications of technical staff O VG G F P N/A
>
> 3\. Effectiveness of Key Personnel O VG G F P N/A
>
> 4\. Cooperation with customers O VG G F P N/A
>
> 5\. Timeliness O VG G F P N/A
>
> 6\. Ability to work independently O VG G F P N/A
>
> 7\. Responsiveness to changing
>
> requirements O VG G F P N/A
>
> 8\. Innovation O VG G F P N/A
>
> 9\. Completeness and accuracy O VG G F P N/A

B.  Please rate the Contractor/Grantee's [management]{.underline} in the
    following areas:

> 1\. Utilization of personnel O VG G F P N/A
>
> 2\. Effectiveness of management O VG G F P N/A
>
> 3\. Compliance with contract/grant O VG G F P N/A
>
> 4\. Personnel management O VG G F P N/A

5\. Prompt mobilization of staff and

prompt start-up O VG G F P N/A

6\. Technical Reporting O VG G F P N/A

> 7\. Corporate Support O VG G F P N/A
>
> 8\. Local management autonomy O VG G F P N/A
>
> 9\. Cost Control O VG G F P N/A
>
> 10\. Business Reporting O VG G F P N/A
>
> 11\. Procurement O VG G F P N/A
>
> 12\. Subcontract/Subgrant
>
> Management (if applicable) O VG G F P N/A

13. Success in minimizing turnover O VG G F P N/A

> of key long-term personnel

**5. RELEVANT EXPERIENCE**

> Please indicate whether or not the Contractor/Grantee worked in the
> following activity areas:

+---------------------------------+---------+---------+--------+------+
| **RELEVANT EXPERIENCE**         |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| **ACTIVITY AREA**               | *       | **MOD   | **MIN  | #### |
|                                 | *SIGNIF | ERATE** | IMAL** |  N/A |
|                                 | ICANT** |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Quality Assurance               |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Decentralization                |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Program Sustainability          |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Norms, protocol, standards      |         |         |        |      |
| development                     |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Gender considerations           |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Behavior Change Communication   |         |         |        |      |
| approaches                      |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Girls education project         |         |         |        |      |
| management, with awareness      |         |         |        |      |
| raising components, and school  |         |         |        |      |
| and community based activities  |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Training of teachers, community |         |         |        |      |
| members in girls education,     |         |         |        |      |
| equity                          |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Improving community capacity to |         |         |        |      |
| participate in school           |         |         |        |      |
| management (human, financial    |         |         |        |      |
| and material resource           |         |         |        |      |
| management)                     |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Development and capacity        |         |         |        |      |
| building of women's community   |         |         |        |      |
| organizations or groups         |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Anti-corruption awareness       |         |         |        |      |
| raising, community based good   |         |         |        |      |
| governance activities           |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Training of community members   |         |         |        |      |
| in anti-corruption and school   |         |         |        |      |
| management                      |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Awareness raising and community |         |         |        |      |
| based activities combating      |         |         |        |      |
| barriers to education access    |         |         |        |      |
| such as child trafficking       |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| School and community based      |         |         |        |      |
| awareness raising about         |         |         |        |      |
| HIV/AIDS causes and prevention  |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Policy implementation at the    |         |         |        |      |
| district and community levels   |         |         |        |      |
| focused on girls' education     |         |         |        |      |
| issues                          |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Policy implementation at the    |         |         |        |      |
| district and local levels       |         |         |        |      |
| focused on HIV/AIDS within the  |         |         |        |      |
| education sector                |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Scholarship and/or material     |         |         |        |      |
| distribution management at the  |         |         |        |      |
| local level                     |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| Small projects management at    |         |         |        |      |
| the community group level       |         |         |        |      |
+---------------------------------+---------+---------+--------+------+
| School and village based data   |         |         |        |      |
| collection and project          |         |         |        |      |
| monitoring and evaluation       |         |         |        |      |
+---------------------------------+---------+---------+--------+------+

**6. COMMENTS**

> PLEASE COMMENT ON CONTRACTOR/GRANTEE PERFORMANCE IN THE FOLLOWING
> AREAS:

A. Would you recommend this contractor for another contract/grant?

> YES NO, Why not?

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B. Comment on staffing stability in critical skill areas and supervisory
positions.

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C. Overall cost management

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  -----------------------------------------------------------------------

D. Additional Comments

  -----------------------------------------------------------------------

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**ANNEX 3 -- BRANDING STRATEGY AND MARKING PLAN**

**1. BRANDING STRATEGY -- ASSISTANCE (December 2005)**

\(a\) **Definitions**

***Branding Strategy*** means a strategy that is submitted at the
specific request of a USAID Agreement Officer by an Apparently
Successful Applicant after evaluation of an application for USAID
funding, describing how the program, project, or activity is named and
positioned, and how it is promoted and communicated to beneficiaries and
host country citizens. It identifies all donors and explains how they
will be acknowledged.

***Apparently Successful Applicant(s)*** means the applicant(s) for
USAID funding recommended for an award after evaluation, but who has not
yet been awarded a grant, cooperative agreement or other assistance
award by the Agreement Officer. The Agreement Officer will request that
the Apparently Successful Applicants submit a Branding Strategy and
Marking Plan. Apparently Successful Applicant status confers no right
and constitutes no USAID commitment to an award.

***USAID Identity (Identity)*** means the official marking for the
Agency, comprised of the USAID logo and new brandmark, which clearly
communicates that our assistance is from the American people. The USAID
Identity is available on the USAID website and is provided without
royalty, license, or other fee to recipients of USAID-funded grants or
cooperative agreements or other assistance awards or subawards.

\(b\) **Submission.** The Apparently Successful Applicant, upon request
of the Agreement Officer, will submit and negotiate a Branding Strategy.
The Branding Strategy will be included in and made a part of the
resulting grant or cooperative agreement. The Branding Strategy will be
negotiated within the time that the Agreement Officer specifies. Failure
to submit and negotiate a Branding Strategy will make the

applicant ineligible for award of a grant or cooperative agreement. The
Apparently Successful Applicant must include all estimated costs
associated with branding and marking USAID programs, such as plaques,
stickers, banners, press events and materials, and the like.

\(c\) **Submission Requirements**

At a minimum, the Apparently Successful Applicant's Branding Strategy
will address

the following:

**(1) Positioning**

*What is the intended name of this program, project, or activity?*

Guidelines: USAID prefers to have the USAID Identity included as part of
the program or project name, such as a \"title sponsor,\" if possible
and appropriate. It is acceptable to \"co-brand\" the title with USAID's
and the Apparently Successful Applicant's identities. For example: \"The
USAID and \[Apparently Successful Applicant\] Health Center.\"

If it would be inappropriate or is not possible to \"brand\" the project
this way, such as when rehabilitating a structure that already exists or
if there are multiple donors, please explain and indicate how you intend
to showcase USAID\'s involvement in publicizing the program or project*.
For example: School #123,*

*rehabilitated by USAID and \[Apparently Successful Applicant\]/ \[other
donors\].*

Note: the Agency prefers \"made possible by (or with) the generous
support of the American People\" next to the USAID Identity in
acknowledging our contribution, instead of the phrase \"funded by.\"
USAID prefers local language translations.

*Will a program logo be developed and used consistently to identify this
program? If yes, please attach a copy of the proposed program logo.*

Note: USAID prefers to fund projects that do NOT have a separate logo or
identity that competes with the USAID Identity.

**(2) Program Communications and Publicity**

*Who are the primary and secondary audiences for this project or
program?*

Guidelines: Please include direct beneficiaries and any special target
segments or influencers. *For Example: Primary audience: schoolgirls age
8-12, Secondary audience: teachers and parents -- specifically mothers.*

*What communications or program materials will be used to explain or
market the*

*program to beneficiaries?*

Guidelines: These include training materials, posters, pamphlets, Public
Service Announcements, billboards, websites, and so forth.

*What is the main program message(s)?*

Guidelines: *For example: \"Be tested for HIV-AIDS\" or \"Have your
child inoculated.\"*

Please indicate if you also plan to incorporate USAID's primary message
-- this aid is \"from the American people\" -- into the narrative of
program materials. This is optional; however, marking with the USAID
Identity is required.

*Will the recipient announce and promote publicly this program or
project to host country citizens? If yes, what press and promotional
activities are planned?*

Guidelines: These may include media releases, press conferences, public
events, and so forth.

Note: incorporating the message, "USAID from the American People", and
the USAID Identity is required.

*Please provide any additional ideas about how to increase awareness
that the American people support this project or program.*

Guidelines: One of our goals is to ensure that both beneficiaries and
host-country citizens know that the aid the Agency is providing is
\"from the American people.\" Please provide any initial ideas on how to
further this goal.

**(3) Acknowledgements**

*Will there be any direct involvement from a host-country government
ministry? If yes, please indicate which one or ones. Will the recipient
acknowledge the ministry as an additional co-sponsor*?

Note: it is perfectly acceptable and often encouraged for USAID to
\"co-brand\" programs with government ministries.

*Please indicate if there are any other groups whose logo or identity
the recipient will use on program materials and related communications.*

Guidelines: Please indicate if they are also a donor or why they will be
visibly acknowledged, and if they will receive the same prominence as
USAID.

\(d\) **Award Criteria**. The Agreement Officer will review the Branding
Strategy for adequacy, ensuring that it contains the required
information on naming and positioning the USAID-funded program, project,
or activity, and promoting and communicating it to cooperating country
beneficiaries and citizens. The Agreement Officer also will evaluate
this information to ensure that it is consistent with the stated
objectives of the award; with the Apparently Successful Applicant's cost
data submissions; with the Apparently Successful Applicant's project,
activity, or program performance plan; and with the regulatory
requirements set out in 22 CFR 226.91. The Agreement Officer may obtain
advice and recommendations from technical experts while performing the
evaluation.

**2. MARKING PLAN -- ASSISTANCE (December 2005)**

\(a\) **Definitions**

***Marking Plan*** means a plan that the Apparently Successful Applicant
submits at the specific request of a USAID Agreement Officer after
evaluation of an application for USAID funding, detailing the public
communications, commodities, and program materials and other items that
will visibly bear the USAID Identity. Recipients may request approval of
Presumptive Exceptions to marking requirements in the

Marking Plan.

***Apparently Successful Applicant(s)*** means the applicant(s) for
USAID funding recommended for an award after evaluation, but who has not
yet been awarded a grant, cooperative agreement or other assistance
award by the Agreement Officer. The Agreement Officer will request that
Apparently Successful Applicants submit a Branding Strategy and Marking
Plan. Apparently Successful Applicant status confers no right and
constitutes no USAID commitment to an award, which the Agreement Officer
must still obligate.

***USAID Identity (Identity)*** means the official marking for the
Agency, comprised of the USAID logo and new brandmark, which clearly
communicates that our assistance is from the American people. The USAID
Identity is available on the USAID website and USAID provides it without
royalty, license, or other fee to recipients of USAID funded grants,
cooperative agreements, or other assistance awards or sub-awards.

A ***Presumptive Exception*** exempts the applicant from the general
marking requirements for a *particular* USAID-funded public
communication, commodity, program material or other deliverable, or a
*category* of USAID-funded public communications, commodities, program
materials or other deliverables that would otherwise be required to
visibly bear the USAID Identity. The Presumptive Exceptions are:

Presumptive Exception (i). USAID marking requirements may not apply if
they would compromise the intrinsic independence or neutrality of a
program or materials where independence or neutrality is an inherent
aspect of the program and materials, such as election monitoring or
ballots, and voter information literature; political party support or
public policy advocacy or reform; independent media, such as television
and radio broadcasts, newspaper articles and editorials; and public
service announcements or public opinion polls and surveys (22 C.F.R.
226.91(h)(1)).

Presumptive Exception (ii). USAID marking requirements may not apply if
they would diminish the credibility of audits, reports, analyses,
studies, or policy recommendations whose data or findings must be seen
as independent (22 C.F.R. 226.91(h)(2)).

Presumptive Exception (iii). USAID marking requirements may not apply if
they would undercut host-country government "ownership" of
constitutions, laws, regulations, policies, studies, assessments,
reports, publications, surveys or audits, public service announcements,
or other communications better positioned as "by" or "from" a
cooperating country ministry or government official (22 C.F.R.
226.91(h)(3)).

Presumptive Exception (iv). USAID marking requirements may not apply if
they would impair the functionality of an item, such as sterilized
equipment or spare parts (22 C.F.R. 226.91(h)(4)).

Presumptive Exception (v). USAID marking requirements may not apply if
they would incur substantial costs or be impractical, such as items too
small or otherwise unsuited for individual marking, such as food in bulk
(22 C.F.R. 226.91(h)(5)).

Presumptive Exception (vi). USAID marking requirements may not apply if
they would offend local cultural or social norms, or be considered
inappropriate on such items as condoms, toilets, bed pans, or similar
commodities (22 C.F.R. 226.91(h)(6)).

Presumptive Exception (vii). USAID marking requirements may not apply if
they would conflict with international law (22 C.F.R. 226.91(h)(7)).

\(b\) **Submission.** The Apparently Successful Applicant, upon the
request of the Agreement Officer, will submit and negotiate a Marking
Plan that addresses the details of the public communications,
commodities, program materials that will visibly bear the USAID
Identity. The marking plan will be customized for the particular
program, project, or activity under the resultant grant or cooperative
agreement. The plan will be included in and made a part of the resulting
grant or cooperative agreement. USAID and the Apparently Successful
Applicant will negotiate the Marking Plan within the time specified by
the Agreement Officer. Failure to submit and negotiate a Marking Plan
will make the applicant ineligible for award of a grant or cooperative
agreement. The applicant must include an estimate of all costs
associated with branding and marking USAID programs, such as plaques,
labels, banners, press events, promotional materials, and so forth in
the budget portion of its application. These costs are subject to
revision and negotiation with the Agreement Officer upon submission of
the Marking Plan and will be incorporated into the Total Estimated
Amount of the grant, cooperative agreement or other assistance
instrument.

\(c\) **Submission Requirements**. The Marking Plan will include the
following:

\(1\) A description of the public communications, commodities, and
program materials that the recipient will be produced as a part of the
grant or cooperative agreement and which will visibly bear the USAID
Identity. These include:

\(i\) program, project, or activity sites funded by USAID, including
visible infrastructure projects or other programs, projects, or
activities that are physical in nature;

\(ii\) technical assistance, studies, reports, papers, publications,
audio-visual productions, public service announcements, Web
sites/Internet activities and other promotional, informational, media,
or communications products funded by USAID;

\(iii\) events financed by USAID, such as training courses, conferences,
seminars, exhibitions, fairs, workshops, press conferences, and other
public activities; and

\(iv\) all commodities financed by USAID, including commodities or
equipment provided under humanitarian assistance or disaster relief
programs, and all other equipment, supplies and other materials funded
by USAID, and their export packaging.

\(2\) A table specifying:

\(i\) the program deliverables that the recipient will mark with the
USAID Identity,

\(ii\) the type of marking and what materials the applicant will be used
to mark the program deliverables with the USAID Identity, and

\(iii\) when in the performance period the applicant will mark the
program deliverables, and where the applicant will place the marking.

\(3\) A table specifying:

\(i\) what program deliverables will not be marked with the USAID
Identity, and

\(ii\) the rationale for not marking these program deliverables.

\(d\) **Presumptive Exceptions.**

\(1\) The Apparently Successful Applicant may request a Presumptive
Exception as part of the overall Marking Plan submission. To request a
Presumptive Exception, the Apparently Successful Applicant must identify
which Presumptive Exception applies, and state why, in light of the
Apparently Successful Applicant's technical proposal and in the context
of the program description or program statement in the USAID Request For
Application or Annual Program Statement, marking requirements should not
be required.

\(2\) Specific guidelines for addressing each Presumptive Exception are:

\(i\) For Presumptive Exception (i), identify the USAID Strategic
Objective, Interim Result, or program goal furthered by an appearance of
neutrality, or state why the program, project, activity, commodity, or
communication is 'intrinsically neutral.' Identify, by category or
deliverable item, examples of program materials funded under the award
for which you are seeking exception 1.

\(ii\) For Presumptive Exception (ii), state what data, studies, or
other deliverables will be produced under the USAID funded award, and
explain why the data, studies, or deliverables must be seen as credible.

\(iii\) For Presumptive Exception (iii), identify the item or media
product produced under the USAID funded award, and explain why each item
or product, or category of item and product, is better positioned as an
item or product produced by the cooperating country government.

\(iv\) For Presumptive Exception (iv), identify the item or commodity to
be marked, or categories of items or commodities, and explain how
marking would impair the item's or commodity's functionality.

\(v\) For Presumptive Exception (v), explain why marking would not be
cost-beneficial or practical.

\(vi\) For Presumptive Exception (vi), identify the relevant cultural or
social norm, and explain why marking would violate that norm or
otherwise be inappropriate.

\(vii\) For Presumptive Exception (vii), identify the applicable
international law violated by marking.

\(3\) The Agreement Officer will review the request for adequacy and
reasonableness. In consultation with the Cognizant Technical Officer and
other agency personnel as necessary, the Agreement Officer will approve
or disapprove the requested Presumptive Exception. Approved exceptions
will be made part of the approved Marking Plan, and will apply for the
term of the award, unless provided otherwise.

\(e\) **Award Criteria**: The Agreement Officer will review the Marking
Plan for adequacy and reasonableness, ensuring that it contains
sufficient detail and information concerning public communications,
commodities, and program materials that will visibly bear the USAID
Identity. The Agreement Officer will evaluate the plan to ensure that it
is consistent with the stated objectives of the award; with the
applicant's cost data submissions; with the applicant's actual project,
activity, or program performance plan; and with the regulatory
requirements of 22 C.F.R.226.91. The Agreement Officer will approve or
disapprove any requested Presumptive Exceptions (see paragraph (d)) on
the basis of adequacy and reasonableness. The Agreement Officer may
obtain advice and recommendations from technical experts while
performing the evaluation.

**3. MARKING UNDER USAID-FUNDED ASSISTANCE INSTRUMENTS (December 2005)**

**(a) Definitions**

***Commodities*** mean any material, article, supply, goods or
equipment, excluding recipient offices, vehicles, and non-deliverable
items for recipient's internal use, in administration of the USAID
funded grant, cooperative agreement, or other agreement or subagreement.

***Principal Officer*** means the most senior officer in a USAID
Operating Unit in the field, e.g., USAID Mission Director or USAID
Representative. For global programs managed from Washington but executed
across many countries, such as disaster relief and assistance to
internally displaced persons, humanitarian emergencies or immediate post
conflict and political crisis response, the cognizant Principal Officer
may be an Office Director, for example, the Directors of USAID/W/Office
of Foreign Disaster Assistance and Office of Transition Initiatives. For
non-presence countries, the cognizant Principal Officer is the Senior
USAID officer in a regional USAID Operating Unit responsible for the
non-presence country, or in the

absence of such a responsible operating unit, the Principal U.S
Diplomatic Officer in the non-presence country exercising delegated
authority from USAID.

***Programs*** mean an organized set of activities and allocation of
resources directed toward a common purpose, objective, or goal
undertaken or proposed by an organization to carry out the
responsibilities assigned to it.

***Projects*** include all the marginal costs of inputs (including the
proposed investment) technically required to produce a discrete
marketable output or a desired result (for example, services from a
fully functional water/sewage treatment facility).

***Public communications*** are documents and messages intended for
distribution to audiences external to the recipient's organization. They
include, but are not limited to, correspondence, publications, studies,
reports, audio visual productions, and other informational products;
applications, forms, press and

promotional materials used in connection with USAID funded programs,
projects or activities, including signage and plaques; Web
sites/Internet activities; and events such as training courses,
conferences, seminars, press conferences and so forth.

***Sub-recipient*** means any person or government (including
cooperating country government) department, agency, establishment, or
for profit or nonprofit organization that receives a USAID sub-award, as
defined in 22 C.F.R. 226.2.

***Technical Assistance*** means the provision of funds, goods,
services, or other foreign assistance, such as loan guarantees or food
for work, to developing countries and other USAID recipients, and
through such recipients to sub-recipients, in direct support of a
development objective -- as opposed to the internal management of the
foreign assistance program.

***USAID Identity (Identity)*** means the official marking for the
United States Agency for International Development (USAID), comprised of
the USAID logo or seal and new brandmark, with the tagline that clearly
communicates that our assistance is "from the American people." The
USAID Identity is available on the USAID website at
www.usaid.gov/branding and USAID provides it without royalty, license,
or other fee to recipients of USAID-funded grants, or cooperative
agreements, or other assistance awards.

**(b) Marking of Program Deliverables**

\(1\) All recipients must mark appropriately all overseas programs,
projects, activities, public communications, and commodities partially
or fully funded by a USAID grant or cooperative agreement or other
assistance award or subaward with the USAID Identity, of a size and
prominence equivalent to or greater than the recipient's, other donor's,
or any other third party's identity or logo.

\(2\) The Recipient will mark all program, project, or activity sites
funded by USAID, including visible infrastructure projects (for example,
roads, bridges, buildings) or other programs, projects, or activities
that are physical in nature (for example, agriculture, forestry, water
management) with the USAID Identity. The Recipient should erect
temporary signs or plaques early in the construction or implementation
phase. When construction or implementation is complete, the Recipient
must install a permanent, durable sign, plaque or other marking.

\(3\) The Recipient will mark technical assistance, studies, reports,
papers, publications, audio-visual productions, public service
announcements, Web sites/Internet activities and other promotional,
informational, media, or communications products funded by USAID with
the USAID Identity.

\(4\) The Recipient will appropriately mark events financed by USAID,
such as training courses, conferences, seminars, exhibitions, fairs,
workshops, press conferences and other public activities, with the USAID
Identity. Unless directly prohibited and as appropriate to the
surroundings, recipients should display additional materials, such as
signs and banners, with the USAID Identity. In circumstances in which
the USAID Identity cannot be displayed visually, the recipient is
encouraged otherwise to acknowledge USAID and the American people's
support.

\(5\) The Recipient will mark all commodities financed by USAID,
including commodities or equipment provided under humanitarian
assistance or disaster relief programs, and all other equipment,
supplies, and other materials funded by USAID, and their export
packaging with the USAID Identity.

\(6\) The Agreement Officer may require the USAID Identity to be larger
and more prominent if it is the majority donor, or to require that a
cooperating country government's identity be larger and more prominent
if circumstances warrant, and as appropriate depending on the audience,
program goals, and materials produced.

\(7\) The Agreement Officer may require marking with the USAID Identity
in the event that the recipient does not choose to mark with its own
identity or logo.

\(8\) The Agreement Officer may require a pre-production review of
USAID-funded public communications and program materials for compliance
with the approved Marking Plan.

\(9\) Sub-recipients. To ensure that the marking requirements "flow
down\'\' to sub-recipients of sub-awards, recipients of USAID funded
grants and cooperative agreements or other assistance awards will
include the USAID-approved marking provision in any USAID funded
sub-award, as follows:

*"As a condition of receipt of this sub-award, marking with the USAID
Identity of size and prominence equivalent to or greater than the
recipient's, sub-recipient's, other donor's or third party's is
required. In the event the recipient chooses not to require marking with
its own identity or logo by the sub-recipient, USAID may, at its
discretion, require marking by the sub-recipient with the USAID
Identity."*

\(10\) Any 'public communications', as defined in 22 C.F.R. 226.2,
funded by USAID, in which the content has not been approved by USAID,
must contain the following disclaimer:

*"This study/report/audio/visual/other information/media product
(specify) is made possible by the generous support of the American
people through the United States Agency for International Development
(USAID). The contents are the responsibility of \[insert recipient
name\] and do not necessarily reflect the views of USAID or the United
States Government."*

\(11\) The recipient will provide the Cognizant Technical Officer (CTO)
or other USAID personnel designated in the grant or cooperative
agreement with two copies of all program and communications materials
produced under the award. In addition, the recipient will submit one
electronic or one hard copy of all final documents to USAID's
Development Experience Clearinghouse.

**(c) Implementation of marking requirements.**

\(1\) When the grant or cooperative agreement contains an approved
Marking Plan, the recipient will implement the requirements of this
provision following the approved Marking Plan.

\(2\) When the grant or cooperative agreement does not contain an
approved Marking Plan, the recipient will propose and submit a plan for
implementing the requirements of this provision within \[***Agreement
Officer fill-in***\] days after the effective date of this provision.
The plan will include:

\(i\) A description of the program deliverables specified in paragraph
(b) of this provision that the recipient will produce as a part of the
grant or cooperative agreement and which will visibly bear the USAID
Identity.

\(ii\) the type of marking and what materials the applicant uses to mark
the program deliverables with the USAID Identity,

\(iii\) when in the performance period the applicant will mark the
program deliverables, and where the applicant will place the marking,

\(3\) The recipient may request program deliverables not be marked with
the USAID Identity by identifying the program deliverables and providing
a rationale for not marking these program deliverables. Program
deliverables may be exempted from USAID marking requirements when:

\(i\) USAID marking requirements would compromise the intrinsic
independence or neutrality of a program or materials where independence
or neutrality is an inherent aspect of the program and materials;

\(ii\) USAID marking requirements would diminish the credibility of
audits, reports, analyses, studies, or policy recommendations whose data
or findings must be seen as independent;

\(iii\) USAID marking requirements would undercut host-country
government "ownership" of constitutions, laws, regulations, policies,
studies, assessments, reports, publications, surveys or audits, public
service announcements, or other communications better positioned as "by"
or "from" a cooperating country ministry or government official;

\(iv\) USAID marking requirements would impair the functionality of an
item;

\(v\) USAID marking requirements would incur substantial costs or be
impractical;

\(vi\) USAID marking requirements would offend local cultural or social
norms, or be considered inappropriate;

\(vii\) USAID marking requirements would conflict with international
law.

\(4\) The proposed plan for implementing the requirements of this
provision, including any proposed exemptions, will be negotiated within
the time specified by the Agreement Officer after receipt of the
proposed plan. Failure to negotiate an approved plan with the time
specified by the Agreement Officer may be considered as noncompliance
with the requirements is provision.

**(d) Waivers.**

\(1\) The recipient may request a waiver of the Marking Plan or of the
marking requirements of this provision, in whole or in part, for each
program, project, activity, public communication or commodity, or, in
exceptional circumstances, for a region or country, when USAID required
marking would pose compelling political, safety, or security concerns,
or when marking would have an adverse impact in the

cooperating country. The recipient will submit the request through the
Cognizant Technical Officer. The Principal Officer is responsible for
approvals or disapprovals of waiver requests.

\(2\) The request will describe the compelling political, safety,
security concerns, or adverse impact that require a waiver, detail the
circumstances and rationale for the waiver, detail the specific
requirements to be waived, the specific portion of the Marking Plan to
be waived, or specific marking to be waived, and include a description
of how program materials will be marked (if at all) if the USAID
Identity is removed. The request should also provide a rationale for any
use of recipient's own identity/logo or that of a third party on
materials that will be subject to the waiver.

\(3\) Approved waivers are not limited in duration but are subject to
Principal Officer review at any time, due to changed circumstances.

\(4\) Approved waivers "flow down" to recipients of sub-awards unless
specified otherwise. The waiver may also include the removal of USAID
markings already affixed, if circumstances warrant.

\(5\) Determinations regarding waiver requests are subject to appeal to
the Principal Officer's cognizant Assistant Administrator. The recipient
may appeal by submitting a written request to reconsider the Principal
Officer's waiver determination to the cognizant Assistant Administrator.

**(e) Non-retroactivity.** The requirements of this provision do apply
to any materials, events, or commodities produced prior to January 2,
2006. The requirements of this provision do not apply to program,
project, or activity sites funded by USAID, including visible
infrastructure projects (for example, roads, bridges, buildings) or
other programs, projects, or activities that are physical in

nature (for example, agriculture, forestry, water management) where the
construction and implementation of these are complete prior to January
2, 2006 and the period of the grant does not extend past January 2,
2006.

**ANNEX 4 -- OTHER PROVISIONS**

[]{.mark}

**1. APPLICABILITY OF 22 CFR PART 226 (May 2005)**

\(a\) All provisions of 22 CFR Part 226 and all Standard Provisions
attached to this agreement are applicable to the recipient and to
subrecipients which meet the definition of \"Recipient\" in Part 226,
unless a section

specifically excludes a subrecipient from coverage. The recipient shall
assure that subrecipients have copies of all the attached standard
provisions.

\(b\) For any subawards made with Non-US subrecipients the Recipient
shall include the applicable \"Standard Provisions for Non-US
Nongovernmental Grantees.\" Recipients are required to ensure compliance
with subrecipient monitoring procedures in accordance with OMB Circular
A-133.

**2. "USAID DISABILITY POLICY - ASSISTANCE (December 2004)**

\(a\) The objectives of the USAID Disability Policy are (1) to enhance
the attainment of United States foreign assistance program goals by
promoting the participation and equalization of opportunities of
individuals with disabilities in USAID policy, country and sector
strategies, activity designs and implementation; (2) to increase
awareness of issues of people with disabilities both within USAID
programs and in host countries; (3) to engage

other U.S. government agencies, host country counterparts, governments,
implementing organizations and other donors in fostering a climate of
nondiscrimination against people with disabilities; and (4) to support
international advocacy for people with disabilities. The full text of
the policy paper can be found at the following website:
http://www.usaid.gov/about/disability/DISABPOL.FIN.html.

\(b\) USAID therefore requires that the recipient not discriminate
against people with disabilities in the implementation of USAID funded
programs and that it make every effort to comply with the objectives of
the USAID Disability Policy in performing the program under this grant
or cooperative agreement. To that end and to the extent it can
accomplish this goal within the scope of the program objectives, the
recipient should demonstrate a comprehensive and consistent approach for
including men, women and children with disabilities."

**3. "ORGANIZATIONS ELIGIBLE FOR ASSISTANCE (JULY 2004)**

The U.S. Government is opposed to prostitution and related activities,
which are inherently harmful and dehumanizing, and contribute to the
phenomenon of trafficking in persons. None of the funds made available
under this agreement may be used to promote, support or advocate the
legalization or practice of prostitution. Nothing in the preceding
sentence shall be construed to preclude assistance designed to
ameliorate the suffering of, or health risks to, victims while they are
being trafficked or after they are out of the situation that resulted

from such victims being trafficked. Foreign organizations, whether prime
or subrecipients, that receive U.S. Government funds to fight
trafficking in persons cannot promote, support or advocate the
legalization or practice of prostitution when they are engaged in
overseas activities. The preceding sentence shall not

apply to organizations that provide services to individuals solely after
they are no longer engaged in activities that resulted from such victims
being trafficked."

**4. "PROHIBITION ON THE USE OF FEDERAL FUNDS TO PROMOTE,**

**SUPPORT, OR ADVOCATE FOR THE LEGALIZATION OR PRACTICE OF**

**PROSTITUTION - ASSISTANCE (JULY 2004)**

\(a\) The U.S. Government is opposed to prostitution and related
activities, which are inherently harmful and dehumanizing, and
contribute to the phenomenon of trafficking in persons. None of the
funds made available under this agreement may be used to promote,
support, or advocate the legalization or practice of prostitution.
Nothing in the preceding sentence shall be construed to preclude
assistance designed to ameliorate the suffering of, or health risks to,
victims while they are being trafficked or after they are out of the
situation that resulted

from such victims being trafficked.

\(b\) \[This subsection (b) only applies to foreign non-governmental
organizations and PIOs receiving U.S. Government funds to carry out
programs that target victims of severe forms of trafficking as either
prime awardees or subawardees.\]

\(1\) For programs that target victims of severe forms of trafficking,
as a condition of entering into this agreement or subagreement, the
recipient/subrecipient agrees that in its activities outside of the
United States and its possessions it does not promote, support, or
advocate the legalization or practice of prostitution. The preceding
sentence shall not apply to organizations that provide services to
individuals solely after they are no longer engaged in activities that
resulted from such victims being trafficked.

\(2\) The following definitions apply for purposes of this clause:

FOREIGN NON-GOVERNMENTAL ORGANIZATION -- The term "foreign
non-governmental organization" means an entity that is not organized
under the laws of any State of the United States, the District of
Columbia or the Commonwealth of Puerto Rico.

SEVERE FORMS OF TRAFFICKING IN PERSONS. \-- The term ''severe forms of
trafficking in persons'' means---

\(A\) sex trafficking in which a commercial sex act is induced by force,
fraud, or coercion, or in which the person induced to perform such act
has not attained 18 years of age; or

\(B\) the recruitment, harboring, transportation, provision, or
obtaining of a person for labor or services, through the use of force,
fraud, or coercion for the purpose of subjection to involuntary
servitude, peonage, debt

bondage, or slavery.

\(c\) The recipient shall insert this provision in all sub-agreements
under this award.

\(d\) This provision includes express terms and conditions of the
agreement and any violation of it shall be grounds for unilateral
termination, in whole or in part, of the agreement by USAID prior to the
end of its term."

**5. DEBARMENT, SUSPENSION, AND OTHER RESPONSIBILITY MATTERS (JANUARY**

**2004)**

\(1\) The recipient agrees to notify the Agreement Officer immediately
upon learning that it or any of its principals:

\(a\) Are presently excluded or disqualified from covered transactions
by any Federal department or agency;

\(b\) Have been convicted within the preceding three-years period
preceding this proposal been convicted of or had a civil judgment
rendered against them for commission of fraud or a criminal offense in
connection with obtaining, attempting to obtain, or performing a public
(Federal, State**,** or local) transaction or contract under a public
transaction; violation of Federal or State antitrust statutes or
commission of embezzlement, theft, forgery, bribery, falsification or
destruction of records, making false statements, tax evasion, receiving
stolen property, making false claims, or obstruction of justice;
commission of any other offense indicating a lack of business integrity
or business honesty that seriously and directly affects your present
responsibility;

\(c\) Are presently indicted for or otherwise criminally or civilly
charged by a governmental entity (Federal, State**,** or local) with
commission of any of the offenses enumerated in paragraph (1)(b); and

\(d\) Have had one or more public transactions (Federal, State**,** or
local) terminated for cause or default within the preceding three years.

\(2\) The recipient agrees that, unless authorized by the Agreement
Officer, it will not knowingly enter into any subagreements or contracts
under this grant with a person or entity that is included on the
Excluded Parties List System (http://epls.arnet.gov). The recipient
further agrees to include the following provision in any subagreements
or contracts entered into under this award:

DEBARMENT, SUSPENSION, INELIGIBILITY, AND VOLUNTARY EXCLUSION

(DECEMBER 2003)

> The recipient/contractor certifies that neither it nor its principals
> is presently excluded or disqualified from participation in this
> transaction by any Federal department or agency.

\(3\) The policies and procedures applicable to debarment, suspension,
and ineligibility under USAID-financed transactions are set forth in 22
CFR Part 208.

**6. DRUG-FREE WORKPLACE (JANUARY 2004)**

\(1\) The recipient agrees that it will publish a drug-free workplace
statement and provide a copy to each employee who will be engaged in the
performance of any Federal award. The statement must

\(a\) Tell the employees that the unlawful manufacture, distribution,
dispensing, possession, or use of a controlled substance is prohibited
in its workplace;

\(b\) Specify the actions the recipient will take against employees for
violating that prohibition; and

\(c\) Let each employee know that, as a condition of employment under
any award, he or she

\(1\) Must abide by the terms of the statement, and

\(2\) Must notify you in writing if he or she is convicted for a
violation of a criminal drug statute occurring in the workplace, and
must do so no more than five calendar days after the conviction.

\(2\) The recipient agrees that it will establish an ongoing drug-free
awareness program to inform employees about

\(a\) The dangers of drug abuse in the workplace;

\(b\) Your policy of maintaining a drug-free workplace;

\(c\) Any available drug counseling, rehabilitation and employee
assistance programs; and

\(d\) The penalties that you may impose upon them for drug abuse
violations occurring in the workplace.

\(3\) Without the Agreement Officer's expressed written approval, the
policy statement and program must be in place as soon as possible, no
later than the 30 days after the effective date of this award, or the
completion date of this award, whichever occurs first.

\(4\) The recipient agrees to immediately notify the Agreement Officer
if an employee is convicted of a drug violation in the workplace. The
notification must be in writing, identify the employee's position title,
the number of each award on which the employee worked. The notification
must be sent to the Agreement Officer within ten calendar days after the
recipient learns of the conviction.

\(5\) Within 30 calendar days of learning about an employee's
conviction, the recipient must either

> \(a\) Take appropriate personnel action against the employee, up to
> and including termination, consistent with the requirements of the
> Rehabilitation Act of 1973 (29 USC 794), as amended, or
>
> \(b\) Require the employee to participate satisfactorily in a drug
> abuse assistance or rehabilitation program approved for these purposes
> by a Federal, State or local health, law enforcement, or other
> appropriate agency.

\(6\) The policies and procedures applicable to violations of these
requirements are set forth in 22 CFR Part 210.

[^1]: Note that results framework indicates how the various BET
    activities, including those under this RFA, will contribute to the
    realization of the intermediate results through the sub-IRs.

[^2]: The low status of women was also listed as one of the challenges
    in the education sector. This challenge will be specifically
    addressed through the Women's Justice and Empowerment Initiative
    (WJEI) (see results framework above).

[^3]: This section draws heavily on the following three documents:

    UNESCO 2005. 'Scaling up' good practices in girls' education.

    Subrahmanian, R. 2005. Gender Equality in Education: Definitions and
    Measurements. *International Journal of Educational Development*,
    Vol. 25, No. 4, pp. 395-407.

    Subrahmanian, R. 2003. Gender Equality in Education: Definitions and
    Measurements, *Background paper for UNESCO GMR 2003-043.*