RESEARCH STUDY: SCALING LITERACY INSTRUCTION AND COACHING IN SOUTH AFRICA
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
REQUEST FOR PROPOSAL
RESEARCH STUDY:
SCALING LITERACY INSTRUCTION AND COACHING IN SOUTH AFRICA
RFP Release Date: June 16, 2021
Question Submission Deadline: June 23, 2021: 5:00PM EST.
Question Response Posted Deadline: June 28, 2021: 5:00PM EST.
Proposal Submission Deadline: July 9th, 2021: 5:00PM EST
Project Name: Research Study: Scaling Literacy Instruction and Coaching in South Africa
Place of Performance: South Africa
Geographic Source: Any country including the place of performance but excluding any country that is a
prohibited source). South-African based firms are preferred.
Contract type: Deliverable-based fixed price contract
The performance period for this RFP is 2021 – 2024, with two distinct research design phases and
multiple data collection waves. It is anticipated that the contract will be awarded in July/August 2021
with work starting immediately following contract award.
The RFP is open to firms/organizations/research centers from all geographic locations with the requisite
expertise and experience. Firms with a current presence in South Africa and experience with research
and data collection in South African schools are strongly encouraged to submit proposals.
Questions regarding this proposal can be sent to Maurice.Sikenyi@roomtoread.org. Answers will be
emailed directly and posted on https://www.roomtoread.org/room-to-read-accelerator/. The RFP and
any amendments, if applicable, will be issued and posted on the Room to Read website at
https://www.roomtoread.org/roomto-read-accelerator/. It is the Offeror’s responsibility to check the
website periodically for official updates and amendments to the solicitation.
Offerors are encouraged to read the entire solicitation, which includes the closing date and time, all
pertinent contract requirements, and the conditions and instructions required for submitting a proposal.
Proposals in response to this solicitation are due by electronic mail only to the attention of Room to
Read at: rfp@roomtoread.org no later than the date and time stated above. No other forms of
submission will be accepted.
This RFP in no way obligates Room to Read to make an award, nor does it commit Room to Read to pay
any costs incurred by the Offeror in the preparation and submission of a proposal or amendments to a
proposal. Your proposal shall be considered valid for 90 days after submission. Furthermore, Room to
Read reserves the right to reject any and all offers, if such action is considered to be in the best interest
of the organization.A. SUMMARY
Room to Read is soliciting proposals from qualified agencies to support data collection activities for a
multi-year study of Room to Read’s literacy instruction and coaching programing in South Africa, with a
specific focus on scaling of the program. The multi-year research aims to understand implementation
fidelity, effectiveness, scalability, and sustainability of the program. The research will be implemented in
two phases. Phase 1 is a reflective study to learn from the past implementation of a model to build the
capacity of lower primary Head of Departments (HODs) to support early grade reading teachers with
best practices in literacy instruction in South Africa. Phase 1 will entail a single wave of data collection in
October 2021 in Mpumalanga province. Phase 2 of the study will include multiple waves of data
collection over a period of 3 years, between January 2022 and November of 2024 in Mpumalanga and
potentially Limpopo province. Field-based data collection is anticipated for this activity, pending
approvals and coordination with the South African government.
The proposal will be open to organizations from all geographic locations, with a strong preference for
South African-based organizations. We are not seeking applications from international firms without a
presence in South Africa who partner with a South African firm to implement the work.
Additionally, only organizations with the following capacity and experience should apply for this
opportunity:
1. Relevant direct experience collecting data in South Africa, ideally at the school level.
2. Experience fielding large, complex and multi-wave data collection projects.
3. Expertise in instrument development, coding, testing and revisions.
4. Comprehensive understanding of research quality standards, with a specific focus on data
quality assurance.
5. Ability to field data collection with native Sepedi speaking teams.
6. Expertise and experience using SurveyCTO for data collection.
7. Experience managing and analyzing large data sets.
8. Strong processes for planning, budgeting and change management.
9. Ideally, experience engaging with school leadership and teachers in the course of data collection
and administering reading assessments to early grade learners.
Room to Read will lead the overall research process, including the research design, sampling strategy,
and development of data collection instruments and analysis and reporting. The Offeror will be
responsible for all activities related to data collection including field planning, recruitment and training
of data collectors, piloting and field-testing instruments, supervision of data collection in compliance
with Room to Read’s protocols. The Offeror will also ensure data quality assurance, and timely
delivery/uploading of raw and cleaned data sets and field reports. Additionally, the data collection
partner will assist Room to Read in securing the necessary data collection approvals at the national and
local levels.
The contract resulting from this solicitation will include both Phase 1 and Phase 2 of the research
study. Offerors are requested to submit a detailed technical proposal, staffing plan, timeline and
budget (see budget template) for Phase 1 and a general approach, proposed team structure, and
rate/cost structure for Phase 2. Once the design is finalized for Phase 2 (anticipated in
September/October 2021), the Offeror will be requested to submit a detailed technical and staffing
2|Pageplan, timeline and deliverable-based budget for Phase 2 of the study for Room to Read approval. A
contract amendment will be issued accordingly.
The RFP is organized as follows:
• Organizational Background
• Room Read’s Literacy Program in South Africa
• Overview of the Study Design
• Scope of Work and Deliverables
• Summary of Room to Read Responsibilities
• Proposal Requirements
• Proposal Evaluation and Award Process
B. ORGANIAZATIONAL BACKGROUND: ROOM TO READ
Founded in 2000 on the belief that World Change Starts with Educated Children®, Room to Read is a
global organization transforming the lives of millions of children by focusing on literacy and gender
equality in education. Room to Read is achieving this goal by helping children in low-income
communities develop literacy skills and a habit of reading, and by supporting girls to build skills to
succeed in secondary school and negotiate key life decisions. Room to Read collaborates with local
communities, partner organizations, and governments to test and implement innovative models that
can be integrated into the education system to deliver positive outcomes for children at scale. To date,
Room to Read has benefited more than 23 million children across 20 countries in South Asia, South East
Asia and Africa and aims to reach 40 million children by 2025.
B.2 ROOM TO READ’S LITERACY PROGRAM IN SOUTH AFRICA
Room to Read began working in South Africa in 2006. Room to Read’s Literacy Program in South Africa
responds to the need to improve early grade learning outcomes for children through improved
strengthened education system capacity, improved literacy instruction, increased access to libraries and
quality reading materials and more engaged communities and parents. Since inception, Room to Read
has worked closely with the Department of Basic Education and local communities to implement literacy
program across five provinces of Eastern Cape, Limpopo, Mpumalanga, Gauteng, and Kwazulu-Natal,
while publishing materials in all eleven of South Africa’s official languages. Room to Read’s literacy
interventions are intended to develop independent and life-long learners and advance the South Africa
government’s educational policies and priorities. To date, Room to Read’s literacy intervention has
benefited more than 650,000 children in South Africa.
Multiple internal evaluations of Room to Read’s literacy programs in South Africa have revealed positive
effects of the program, with children in intervention schools being able to read with fluency and
comprehension at twice the level of children in non-intervention schools. Yet, the challenges of low
reading skills outcomes at the foundation phase remain. To further institutionalize and scale up best
practices in literacy instruction and improve children reading outcomes and habits of reading, Room to
Read partnered with the Department of Basic Education (DBE) in Limpopo and Mpumalanga provinces to
provide training in literacy instruction and coaching to foundation phase Heads of Departments (HoDs)
and focal curriculum implementers at the DBE. In this “collaboration” arrangement, Room to Read
3|Pagepartners with DBE to provide the following:
1. Regular Literacy Program support for teachers, including provision of teaching, and learning
resources to schools.
2. Integrating literacy training and coaching to Heads of Departments to enable them to manage
the implementation of the Literacy Program at school level (HoDs are the sector heads and leads for
curriculum implementation at the foundation phases).
3. Building the capacity of Curriculum Implementers to support teachers and HODs and monitor
the progress of schools of early literacy instruction.
Room to Read’s HoD literacy coaching and instruction program follows a gradual release of
responsibility model, a phased and guided literacy coaching and instruction method whereby Room to
Read demonstrate best practices of literacy instruction, training and coaching to teachers, HODs and
other curriculum implementers, then gradually shifts responsibility to the Heads of Department (HoDs)
so that they can independently support early grade teachers in literacy instruction.
This three-year literacy instruction intervention program starts with a demonstration phase where
Room to Read first models the literacy instruction coaching practices by having Room to
Read’s trained literacy coaches (LLCs) lead the teacher instruction support and coaching practices, while
HoDs observe (demonstration). This is followed by a collaboration phase, where HoDs work together
with Room to Read literacy coaches to support teachers in literacy instruction and classroom
observations (collaboration). In the third and final phase, Room to Read LLCs monitor and support HoDs
as they independently coach and support teachers in literacy instruction. The underlying assumption of
the HoD literacy instruction and coaching is that, if teachers, HoDs, school leadership and curriculum
implementers are effectively trained and supported to offer best practices of literacy instruction and
coaching, then they can sustain and expand literacy instruction and coaching interventions beyond
Room to Read’s direct support, and ultimately improve children reading skills in the foundation phases.
The South Africa Department of Basic Education (DBE) in respective provinces where this program is
implemented committed to ensure participation of curriculum implementers in workshops and training,
procure necessary teaching and learning materials such as library furniture, books, as well as support in
the monitoring of the entire implementation of the program.
C. STUDY DESIGN DISCUSSION
As noted above, the study will be examining implementation fidelity, effectiveness, scalability, and
sustainability of the Literacy Program + HOD coaching model. This study is significant to Room to
Reads’ vision of improving early literacy and supporting habits of reading amongst children and scale the
same through government systems. Lessons learned from the study will inform decisions in regard to
literacy instruction and coaching interventions in South Africa, as well provide insights into opportunities
for what works to enable scale-scale up and sustainability of best practices in literacy coaching and
instruction in South Africa. The study also provides avenues for the South Africa Department of Basic
Education to test the feasibility of scaling up a low-cost cascade model to improve educational outcomes
of children. Moreover, findings of the study can build on the scholarship on both theory and
practices of literacy instruction and coaching. This includes insights on how cultural beliefs about
coaching, school/environmental/system level factors, and teacher-level factors shape the adoption,
4|Pageinstitutionalizations and scale-up of literacy instruction and coaching and teacher pedagogical practices
in general. The study can also offer understandings on the role of peer coaching in continuous
professional development for teachers, as well as linkages between literacy coaching and instruction
practices and students’ learning outcomes.
The overarching study objectives are to understand:
1. The implementation fidelity of the literacy and coaching model in South Africa in its various
phases of support from Room to Read.
2. Teachers’ and Head of Departments’ (HOD) knowledge, attitudes, and practices with respect to
literacy instruction and coaching.
3. The enabling factors for effective implementation, sustainability and scale-up of literacy
instruction and coaching practices through HODs in South Africa.
4. The system/environmental level changes that have occurred with respect to literacy coaching
and instruction.
5. To understand the influence (if any) of HODs’ literacy instruction and coaching practices on early
grade teachers’ pedagogical practices and students’ reading skills outcomes.
The study will include two phases and be implemented from 2021 through 2024 with multiple data
collection waves.
Phase 1 is a reflective study with one data collection wave planned for October 2021. Phase 2 of the
study will include multiple waves of data collection per year over a period of 3 years, between January
2022 and November of 2024. The geographic focus for the study is Mpumalanga province for Phase 1
and Phase 2, with a possible addition of Limpopo province for Phase 2. Field-based data collection is
anticipated for this activity, pending approvals and coordination with the South African government.
This RFP provides details for Phase 1 data collect to enable offerors to submit a detailed technical
proposal, staffing and work plan, and budget. The Phase 2 design will be finalized in September/October
of 2021 at which time the data collection partner will be asked to provide a detailed technical approach,
staffing and workplan and budget for Phase 2, utilizing the rates/costs submitted for Phase 2 as part of
this RFP (see budget template).
PHASE 1 DATA COLLECTION ACTIVITIES
There will be one wave of the following data collection activities at a total of 12 schools in Mpumalanga
province in October 2021. All data will be collected digitally via SurveyCTO. Surveys will be conducted in
English and Sepedi and classroom observations will be conducted in Sepedi.
Table 1: Phase 1 School-based Data Collection Activities
Respondent/Source Instrument Sample Est. Duration Total Sample
School Profile Data entry form 1 per school 20 minutes 12
Grade 1 Teacher Survey 1 per school 30 minutes 12
Grade 2 Teacher Survey 1 per school 30 minutes 12
Grade 1 & Grade 2 Focus Group 1 group in 4 of the 12 45-60 minutes 4
Teachers Discussion selected schools
5|PageGrade 1 Classroom Observation 1 per school, same 60 minutes with 12
teacher as surveyed protocol
(paired observation)
Grade 2 Classroom Observation 1 per school, same 60 minutes with 12
teacher as surveyed protocol
(paired observation)
Head Teacher Survey 1 per school 30 minutes 12
Head of Department Survey 1 per school 45 minutes 12
HOD Coaching Records, Data entry form 1 per school 60 minutes 12
(observations, teacher
feedback, professional
learning community
records)
Additionally, the following data collection activities will take place in both provinces at a central
location.
Table 2: Phase 1 Provincial Level Data Collection Activities
Respondent/Source Instrument Sample Est. Duration Total Sample
Provincial Ed Officials Survey and KII 1 45 minutes 2
RtR Library & Literacy Survey and KII 2 45 minutes 2
Coaches
RtR Literacy Program Survey and KII 1 45 minutes 1
Officers
ANTICIPATED PHASE 2 DATA COLLECTION ACTIVITIES
As noted above, the Phase 2 design will be finalized in September/October 2021. For reference, we have
included the anticipated data collection activities for Phase 2 below (2022-2024), pending final design.
Provisionally, a total of 20 schools in Mpumalanga province will be included in Phase 2. It is possible
that additional schools in Limpopo province will be added to the sample for Phase 2.
Table 3: Phase 2 Anticipated School-based Data Collection Activities
Respondent/Source Instrument Sample Est. Duration # of Waves Sample
School Profile Data entry form 1 per school 20 minutes 1 20
Grade 1 Teacher Survey 1 per school 30 minutes 5 20
Grade 2 Teacher Survey 1 per school 30 minutes 5 20
Grade 1 & Grade 2 Focus Group 1 per school for ~5 45-60 minutes 2 5
Teachers Discussion schools.
Grade 1 Classroom Observation 1 per school, same 60 minutes 5 20
teacher as surveyed with protocol
(paired observation)
Grade 2 Classroom Observation 1 per school, same 60 minutes 5 20
teacher as surveyed with protocol
(paired observation)
Head Teacher Survey 1 per school 30 minutes 4 20
Head of Department Survey 1 per school 45 minutes 5 20
6|PageHOD Coaching Records Data entry form 1 per school 45 minutes 4 20
Grade 1 Student Reading Profile, reading 15 per school, same 30 minutes 2 20
Assessment assessment class as observed
Grade 2 Student Reading Profile, reading 15 per school, same 30 minutes 2 20
Assessment assessment class as observed
Additionally, for Phase 2 it is anticipated that the following data collection activities will take place in
both provinces at a central location:
Table 4: Phase 2 Anticipated Provincial Level Data Collection Activities
Respondent/Source Instrument Sample Est. Duration # of Waves Total
Sample
Provincial Ed Officials Survey and KII 2 45 minutes 3 2
RtR LLCs Survey and KII 4 45 minutes 4 4
RtR LPOs Survey and KII 2 45 minutes 4 2
Scope of Work Discussion:
Room to Read will lead the overall research process, including the research design, sampling strategy,
and development of data collection instruments and analysis and reporting. The Offeror will be
responsible for all activities related to data collection including field planning, recruitment and training
of data collectors, piloting and field-testing instruments, supervision of data collection in compliance
with Room to Read’s protocols. The offeror will also ensure data quality assurance, and timely
delivery/uploading of raw and cleaned data sets and field reports. Additionally, the data collection
partner will assist Room to Read in securing the necessary data collection approvals at the national and
local levels. More specifically, the Offeror shall execute the following activities for Phase1 and Phase 2 of
the study:
a) Provide feedback to Room to Read on instrument development
b) Prepare data collection plans and protocols
c) Test data collection programs coded by Room to Read in SurveyCTO
d) Pilot instruments and revise programs as necessary
e) Provide all necessary tablets, data access and printed materials to implement the training and
data collection successfully
f) Recruit, train, and supervise enumerators
g) Secure access to data collection sites (primary schools) with support from Room to Read and the
DBE.
h) Field the data collection as outlined in the data collection plans and in accordance with agreed
upon timelines
i) Provide field reports and conduct trouble shooting during data collection
j) Provide daily uploads of data collected to Room to Read
k) Provide data cleaning and documentation
With this RFP, we are asking for detailed technical approach, staffing and work plan and cost
proposals for Phase 1 activities only, aligned with the specific activities and deliverables listed below.
Please reference Tables 1 and 2 above for detailed information on the sample and instrumentation.
7|PagePhase 1 Deliverables and Activities:
1. Consultations on the study design and planning
Deliverable 1.1: Virtual inception/planning meeting with Room to Read, and follow-up conversations as
required
Deliverable 1.2: Development of Activity Timeline Chart
Deliverable 1.3: Development of Survey Respondent Identification Plan/Protocol
2. Consultation on instrument development
Deliverable 2.1: Review and written feedback on draft instruments that have been programmed in
SurveyCTO by RtR with an eye toward:
a. Pertinence to the research objectives
b. Mitigation of response biases
c. Clarity of language and phrasing
d. Relevant within the context
e. Ethically acceptable
f. Sequenced in a way that is logical and well-structured, with appropriate skip patterns,
response options, etc.
g. That the survey length is in line with the agreed time targets.
Note: Tools will be in a combination of English and Sepedi.
Deliverable 2.2: Instrument Review Meeting (in-person or virtual) with Room to Read
3. Provision of tablets and data collection software.
Full Computer-Assisted Personal Interviewing (CAPI) utilizing SurveyCTO will be used for all data
collection activities. Offeror shall be responsible for providing appropriate Android tablets that support
the data collection software for all enumerators and supervisory data collection staff.
Deliverable 3.1: Specifications submitted for the type of tablets and the data collection software that
will be used for each survey activity.
Deliverable 3.2: Provision of devices and associated materials (charging stations, memory cards, etc.) for
CAPI survey implementation.
4.Testing of instruments and code revisions
Deliverable 4.1: Before the training of enumerators or instrument piloting takes place, the Offeror will
test the Survey CTO code (programmed by Room to Read) of each research instrument to confirm the
programs map to the documented instrument including response options, skip logic and enumerator
instructions. The Offeror will keep a log of all identified issues, consult with Room to Read on the same,
and implement corrections. Room to Read will be allowed access to test the research instruments and
participate in the process of ensuring the surveys are properly coded.
a. Iterate. The process described above will be repeated as necessary until a Room to Read,
training-ready version of the survey instrument is obtained.
8|Pageb. Post training fixes. As necessary, post-training and post-pilot adjustments will be made prior to
final deployment of the survey instrument in the field.
c. Final sign-off. Room to Read will provide a final approval of all coded instruments prior to the
start of data collection.
Deliverable 4.1: Revised data capture programs shared with Room to Read for review
Deliverable 4.2: Data capture programs revised as necessary, finalized and approved by Room to Read
5. Piloting of instruments, programming revisions as necessary.
Offeror, in consultation with Room to Read, will be responsible for implementing instrument pilots in
primary schools that are not included in the survey sample. The purpose of the pilot data collection is to
test the reliability and validity of the tools and the comprehensiveness and soundness of associated
protocols.
The Offeror must identify strategies to pilot and adapt the instruments in September 2021 to enable
data collection to begin in October 2021. An iterative process, whereby the data collectors are trained,
instruments are piloted and revised and then data collectors are retrained on the updated instrument
prior to fielding the data collection should be employed.
Figure 1: Piloting and Training Process1
Desk review
of Training on
instruments Pilot of updated
in SurveyCTO instruments instruments Data
and updates & protocols & protocols collection
Initial training Revisions to Final field test
of data instruments
collectors & protocols
The pilot should take place in 3-4 schools that represent the range of schools included in the sample.
The instruments included in the pilot for Phase 1 are indicated below. The Offeror will lead the pilot data
analysis and immediately shared with Room to Read for analysis and review. Room to Read, in
consultation with Offeror, will make final decisions on instrument revisions.
Pilot Details:
Teacher Survey: approximately 9-12 respondents, prompts and individual de-briefs
HOD Survey: approximately 3-4 respondents, prompts and individual de-briefs
1
Ideally, only one pilot cycle will be required, but if necessary to achieve sufficient quality, additional pilot cycles and instrument
revisions will be added.
9|PageHead Teacher Survey: approximately 3-4 respondents, prompts and individual de-briefs
Classroom Observation Instrument: approximately 9-12 class observations with two
enumerators scoring each class session simultaneously, de-briefs with enumerators and field
supervisors.
Semi-structured tool for Teacher Focus Group Discussions (FGDs): 3-4 FGDs with 3-5 participants
per FGD
Data Collection form for School Profile: completed for all pilot schools
Data Collection form for Coaching Information: completed for all pilot schools
RtR LLC Survey: 3-4 respondents, prompts and individual de-briefs
Deliverable 5.1: Submission of a Pilot Data Collection Plan
Deliverable 5.2: Implementation of Pilot Data Collection
Deliverable 5.3: Submission of cleaned pilot data set, analysis of pilot data, and detailed fieldwork report
with challenges and recommendations
Deliverable 5.4: Instrument Revision meeting with Room to Read, follow-up discussions as required
Deliverable 5.5: Revised data capture programs for all instruments finalized and approved by Room to
Read.
Deliverable 5.6: Updated training and data collection materials
Deliverable 5.7: Additional training with updated materials and instructions based on revised
instruments and protocols.
6. All printed materials necessary for enumerator training and data collection.
In addition to provision of tablets for data collection, the Offeror will be expected to provide all other
necessary printed materials to implement the training and data collection successfully. This may include
materials such as training manuals, prompts, maps, data tracking sheets, etc.
Deliverable 6.1: Identify and prepare all printed materials needed for training and data collection.
7. Recruiting, training, and supervising enumerators.
The Offeror will provide suitable training facilities and all logistics necessary to support trainings and
field tests for all data collection activities. The Offeror will recruit and competitively select a sufficient
number of qualified field staff candidates to allow for trainees who will not successfully complete the
training and for attrition during the field period. Room to Read staff will support the design and delivery
of training with an emphasis on the content of the data collection instruments and strategies for
classroom observations. All data collection staff must have excellent English and Sepedi speaking and
writing skills.2 The Offeror will be responsible for arranging the overall agenda, in consultation with
2
In Phase 2, the planned student reading assessments will require assessors with excellent Sepedi oral and written
skills.
10 | P a g eRoom to Read, as well as all training on logistical issues and general fieldwork and enumeration training.
The training program should incorporate inter-rater reliability testing and ensure an acceptable rate (as
agreed between Offeror and Room to Read) is achieved before fieldwork commences.
Deliverable 7.1: Data collection team details with corresponding responsibilities and qualifications.
Deliverable 7.2: Training agenda and copies of proposed training materials submitted for review and
approval by Room to Read, at least two weeks in advance of training
Deliverable 7.3: Enumerator, Supervisor and Field Manager training completed
Deliverable 7.4: (for applicable surveys) Results of IRR scores shared and approved by RtR
8. Securing access to data collection sites (primary schools) with support from Room to Read and DBE
The Offeror will be responsible for contacting schools and arranging access to schools in advance of the
data collection for each of the five survey periods.
To facilitate access to schools, the Offeror will also be responsible for contacting the appropriate district
and sector education offices and securing permission letters from them. RtR will provide written
permission letters from DBE and Provincial Education Officials. The Offeror will be given copies of these
letters of permission to support the more localized outreach.
Deliverable 8.1: Authorization to access sample schools secured
Deliverable 8.2: Data collection dates confirmed with schools
9. Data collection planning and logistics.
The Offeror will develop Data Collection Plans that outline in detail all aspects of the field work to be
conducted by the Offeror. The plans will be developed with guidance from Room to Read and should
include the following:
- Final updated Activity Timeline Chart
- Composition of Field Teams, including the ratios between enumerators, supervisors and field
managers, and descriptions of their roles
- Allocation of field teams to provinces/sectors/schools
- Quality assurance processes
Deliverable 9.1: Written data collection plan approved by Room to Read.
10. Data collection and quality control.
The Offeror will conduct data collection according to the approved data collection plans and study
protocols. Room to Read reserves the right to conduct its own quality assurance processes during data
collection. The Offeror’s validation methodology shall be subject to Room to Read approval.
Deliverable 10.1: Submission of data quality control plan, delineated by instrument, for Room to Read
review
Deliverable 10.2: Approval of data quality control plan by Room to Read
Deliverable 10.3: Plan for and execution of appropriate treatment of Personally Identifiable Information
(PII) and assignment of unique IDs for all respondents
Deliverable 10.4: Data securely backed-up each day
11 | P a g e11. Implementation of Data Collection
The Offeror will field the data collection as outlined in the data collection plans and in accordance with
agreed upon timelines. School timetables will be utilized to schedule observations with the expectation
that surveys of observed teachers, the HODs supporting those teachers, the Head Teacher survey,
Teacher FGDs and collection of school-based data (profile, coaching records) will take plan within the
same visit to the school.
Deliverable 11.1 Data collection teams fielded and adequately supervised as per agreed upon schedule
and sampling plan.
12. Data uploads and field reports
Deliverable 12.1: Tablet data uploads should be completed on a daily basis and data extracts provided to
Room to Read within 24 hours of request. Room to Read will review on a regular basis the data for data
quality review and to assess survey progress.
Deliverable 12.2: Daily report of schools visited, completed teacher interviews, classroom observations
and student assessments, and a verification that all tablet data has successfully uploaded.
Deliverable 12.3: Weekly fieldwork reports describing any incidents and challenges confronted during
the week of reporting.
13. Data cleaning and documentation.
Deliverable 13.1: All final raw (clean) datasets, in Stata .dta format
Deliverable 13.2: Codebook with all variables properly named and labeled
Deliverable 13.3: Complete report for all training, piloting and data collection activities
G. SUMMARY OF RESPONSIBILITIES OF ROOM TO READ
Room to Read will be responsible for the following:
1. Organize an inception meeting soon after the award of the contract and participate in the
subsequent meetings (to be organized by the partner).
2. Facilitate contact with Room to Read staff included as respondents.
3. Provide all data collection tools, programmed in SurveyCTO.
4. Provide technical direction and timely approvals for the workplan, including for the preparation,
training, piloting and field work phases.
5. Identify a list of sample schools, establish initial contact with the schools, and support Offeror in
securing the required approval from the school and local government authorities, and share the
final list of schools with complete location details and class timetables.
6. Provide technical support regarding the objectives of the study, the focus of the data collection
and other details as part of the data collection preparation, training and delivery.
7. Provide all other necessary documents and/or guidance to the Offeror to support in the data
collection and reporting process (e.g., relevant program documents, templates for deliverables,
advice on data collection protocol, child protection policy, etc.)
12 | P a g e8. Timely review and feedback on deliverables, and as relevant, approval of deliverables for
payment.
H. PROPOSAL PREPARATION AND SUBMISSION REQUIREMENTS
Proposals should be separated into two parts, a Technical Proposal and a Cost Proposal. Offerors are
expected to examine the specifications, deliverables and instructions in the RFP and address each in
their proposal. See table below for further proposal instructions.
Table H. Proposal preparation and submission requirements
Content Details (Maximum page length or range)
Technical Proposal
Organization Details • Organization overview, including management structure.
(2 pages max.) • Summary of incorporation/legal status.
Offeror’s
Understanding Brief narrative outlining the Offeror’s understanding of the proposed activities.
(1 page max.)
Summary of relevant project experience focused on the following:
• Development of large-scale data collection plans and execution of the same.
• School-based data collection, engaging early grade students as respondents.
• Submission and approval of research studies in South Africa.
• Recruitment and supervision of well-qualified enumerators.
• Large N survey experience.
• Enumerator training design and delivery.
Relevant Experience • Pilot testing of instruments.
(4 pages max.) • Programing of instruments into SurveyCTO and fielding tablet-based data
collection.
• Qualitative research, including focus group discussions and interviews.
• Securing access to schools for data collection in a timely and appropriate
manner.
• Data Management & Cleansing
Project Summaries for up to 5 most relevant assignments in last 3 years should be
include at the end of this section.
Comments and
Suggestions List of observations or suggestions (if any) on the RFP and scope of work.
(1 page max.)
Description of the Approach, Methodology & Workplan proposed by Offeror for
successful execution of the Phase 1 activities listed in the RFP. More specifically:
• Approach to collaborating with Room to Read on data collection planning and
preparation.
Technical Approach and • Approach to fielding the data collection at the school level, while ensuring
Workplan (6-8 pages minimal disruption and maximum time and effort efficiencies.
max.) • Approach to working with school administrators, teachers and young learners.
• Approach to recruiting and retaining sufficiently qualified data collectors.
• Approach to piloting and revising instruments.
• Approach to ensuring data quality, protection of data and PII and compliance
with relevant respondent protection protocols.
13 | P a g e• Approach to identifying, communicating and addressing barriers during
planning and implementation of data collection.
• Anticipated challenges for the above activities.
• Risk mitigation strategies for the above activities.
• A week-wise Gantt Chart summarizing the project plan with deliverables should
be included at the end of this section
Identify the project staffing plan and structure, essential staffing, and the
percentage of the time each will spend on this activity
• Offerors should describe the proposed team structure in this section.
Project Staffing and • Offerors should clearly specify their proposed training and data collection
Management Plan staffing plan, including oversight/supervisory structures.
(2-3 pages) • Offerors should include summary profiles of all candidates considered essential
in this section.
• Please include a resume for everyone considered essential for a successful
implementation of this contract.
Cost Proposal
Narrative summary of the proposed budget including discussion and rationale for
Budget Narrative costing approach, major expenses, risks, and other considerations related to the
budget.
The proposed budget and associated narrative will have sufficient detail to allow a
detailed evaluation of the costs proposed, using the Budget template in Appendix
Cost Proposal Details A. Budgets should be submitted in U.S. Dollars. Room to Read reserves the right to
request any additional information to support the proposed budget.
H.1 REFERENCES
Offerors should include three organizational client references and contact information. Ideally, at least
one reference should be firm with international operations. References should have worked with your
organization within the past five years on projects relevant to the activities and geographic area of work
and activities outlined in this RFP. Please include two individual references for everyone considered
essential to the success of the project.
I.DELIVERABLES AND PAYMENT TIMELINES
Deliverables will be reviewed for quality and compliance with the requirements by Room to Read.
Should a deliverable be found insufficient in terms of quality or completeness, Room to Read will
provide written feedback and the opportunity to correct the deliverable by the Offeror within a
reasonable timeframe. A payment schedule will be developed based on the chosen partners budget,
aligned with the level of effort and cost associated with each deliverable.
14 | P a g eJ. EVALUATION AND AWARD PROCESS
The selection committee will evaluate the proposals based upon their written technical and cost
proposals. Each proposal will be evaluated first on the merits of the technical proposal. Those proposals
that reflect sufficient quality in technical approach, work plan, staffing and management plan and
organizational experience will advance to the cost proposal review. The award will be made to the
Offeror representing the best value to Room to Read. Room to Read intends to evaluate offers and
award a contract without negotiations with Offerors. Therefore, the Offeror’s initial offer should contain
the Offeror’s best terms from a price and technical standpoint. Room to Read reserves the right to
conduct discussions if determined necessary by Room to Read.
15 | P a g eYou can also read
