REQUEST FOR INFORMATION

RFI Number: 72069621RFI00001

Issuance Date: November 19, 2020
Due Date and Time: December 10 2020, 17:00 Kigali time

SUBJECT: United States Agency for International Development (USAID)/Rwanda Homes

and Communities Activity

Dear Interested Parties,

The United States Agency for International Development (USAID) Mission in Kigali, Rwanda posts
this Request for Information (RFI) to collect written information for an upcoming Homes and
Communities Activity. This potential five-year award will improve home and community support for
literacy learning. Potential funding for the activity is estimated to be between $15 and $18 million.

This RFI is issued solely for information-gathering and planning purposes. This is not a Request for
Proposal (RFP) or a Request for Application (RFA) and is not be construed as a commitment by the
United States Government (USG) to issue any solicitation or Notice of Funding Opportunities,
ultimately award a contract or assistance agreement on the basis of this RFI, or pay for any
information voluntarily submitted as a result of this request. Responses to this RFI must not be
portrayed as proposals and will not be accepted by the USG to form a binding agreement. It should
be noted that responding to or providing comment on this RFI will not give any advantage to any
organization in any subsequent procurement(s), if such as procurement(s) is released. USAID will
not provide answers to anything submitted in response to this request. USAID posts its competitive
business opportunities on www.beta.sam.gov or www.grants.gov. It is the potential
offeror’s/applicant’s responsibility to monitor these sites for announcements of new opportunities.
Responses to this RFI may be used by USAID without restriction or limitation.

Responses to this RFI must be submitted by email only to Elvira Kassimova, Sr Acquisition and
Assistance Specialist at ekassimova@usaid.gov no later than the date and time shown above. Please
include RFI Number 72069621RFI00001 in the subject line. Responders will not receive
individualized feedback. All inquiries concerning this RFI must be directed only to the email
addresses identified above. Hard copy submissions will not be accepted nor will phone inquiries be
entertained.

Thank you for your interest in USAID/Rwanda’s programs and we look forward to your comments.

Best regards,

//s//

Simone Cho
Agreement Officer
Office of Acquisition and Assistance
 RFI Number 72069621RFI00001
Page 2

Response Requirements

Responses should include the following:

1. Cover page, not to exceed one (1) page that includes:

a. Organization name and address;
b. Point of contact name and contact information;
c. Size and type of organization, including if applicable U.S. small business or other
status;
d. Legal registration status in Rwanda;
e. Brief statement that indicates the organization’s interest in applying as a prime or
subcontractor/subrecipient, if applicable. If a team or consortium is envisioned,
please provide the names of the potential partner organizations.

2. Comments on the draft Activity Description, not to exceed three (3) pages. USAID is
interested in feedback on the following:

a. Comments on the activity’s Results Framework:

i. In particular, provide feedback on whether it captures the challenges and
opportunities in the sector, and whether the expected results are likely to
lead to the achievement of the overall objective;
ii. Note if there are any results that you recommend adding or revising;
b. Comments on the proposed Scope and Scale;
c. Comments on the Implementation Approach and Sustainability, and any ideas that
may help us refine it;
d. What, if any, changes would you make or lessons would you like to share to
strengthen the approach;
e. Provide your views on possible coordination with other partners in the country
and integration with other education activities in Rwanda;
f. Any other comments or inputs you may have on the Activity Description.

No other documents or information are requested at this time. USAID asks respondents to not
send any additional information other than what is requested above and to adhere to the page
limits mentioned.
 RFI Number 72069621RFI00001
Page 3

ACTIVITY DESCRIPTION

I. Introduction

Studies have shown clear links between children's home literacy environment–the experiences,
attitudes and materials related to literacy that a child experiences and interacts with at home–and
the development of reading skills.

The Homes and Communities Activity will support progress toward the goal of
USAID/Rwanda’s Country Development Cooperation Strategy (CDCS) 2020-2025: Rwanda has
the strengthened human capital, robust private sector and accountable institutions required to
advance self-reliance.1 Development Objective 2 (DO 2) of the CDCS is improved learning
outcomes, setting out three major results to be achieved over the next five years: (IR 1) inclusive
and quality early grade literacy classroom instruction, (IR 2) strengthened education systems
management, and (IR 3) strengthened community support for learning.

DO 2 of the CDCS will be operationalized through the LEARN Project, approved in September
2020 (see Annex for LEARN Project Fact Sheet). The purpose of the project is improved literacy
outcomes for all Rwandan children by the end of primary grade 3 (P3). To achieve this, the
LEARN Project will strengthen the capacity of Rwandan systems to provide quality learning
environments with the support, instruction, and materials that children need while they are in
school, at home, or in the community. The LEARN Project will focus on learning for children
with disabilities to ensure project approaches reach all children.

LEARN Project Purpose and Theory of Change

The LEARN Project will be implemented through the ongoing USAID Soma Umenye (“Read
and Know”) and USAID Mureke Dusome (“Let’s Read”) activities, alongside a set of new
complementary activities not yet procured. Two of those new activities are currently in design:

1
Available online at www.usaid.gov/rwanda/cdcs
 RFI Number 72069621RFI00001
Page 4

the Homes and Communities Activity, as well as a Schools and Systems Activity (RFI available
on www.grants.gov) .

II. Development Context

Rwanda is committed to improving human capital, with a focus on building strong foundational
skills. This is clearly stated in the Education Sector Strategic Plan III (ESSP) (2018/19-2023/24),
Priority 1: All learners achieve basic levels of literacy and numeracy in early years and beyond.

Over the last decade, support for learning at home and in the community has been increasingly
recognised as a necessary condition to improve student learning outcomes. The Ministry of
Education has drafted the National Literacy Policy to purposefully integrate literacy-promotion
activities and opportunities into everyday life, in a way that builds cross-sectoral ownership and
elevates literacy development to a national priority. The Soma Rwanda platform has spurred and
coordinated literacy promotion activities during National Literacy Month, as well as the ongoing
National Reading Campaign. The book industry has been supported to produce more high
quality children’s books and low-cost reading materials. Book banks have been established in
each village with a public and government-aided primary school (over 2,500), and are being used
by community education workers to facilitate reading clubs and other community literacy
activities. Head Teachers and School General Assembly Committees have been trained to
increase community support for reading. Rwanda now also has 60 community libraries with
books and trained librarians.

These interventions have been effective to strengthen the partnerships between schools and the
broader community, but continued investment is necessary to sustain and further these gains.
The Mureke Dusome knowledge, attitudes and practices (KAP) survey2 revealed that while the
proportion of children participating in community reading activities increased from 17% in 2016
to 31% in 2018, the majority of children still have inadequate opportunity to practice reading
outside of school. While the number of parents/caregivers or other household members who
encourage their children to read and write increased from 59% in 2016 to 78% in 2018, 62% of
parents and 74% of children still believed that only literate parents could help children read. And
while more children have access to storybooks outside of school (10% in 2018 compared with
6% in 2016), the vast majority still do not.

A broader look at factors that affect student learning highlights the need for continued support of
positive parenting. A recent report also indicates that while not pervasive, violence against
children in the form of physical punishment and neglect remains in Rwanda.3 Fifty-seven percent
of children were exposed to inadequate care, including being left with another child below 10
years old. Nearly half of the respondents believed that children need to be physically punished to
grow up well.

The experience of children and families also varies among communities. The USAID Mureke

2
Save the Children Rwanda. Mureke Dusome Impact Evaluation Endline Report, 2018.
3
UNICEF. Situation Analysis of Children in Rwanda, 2018.
 RFI Number 72069621RFI00001
Page 5

Dusome Performance Evaluation4 found that the communities that were most successful in
improving literacy-related knowledge, attitudes and practices had the following characteristics:
school leaders, teachers and parents who actively monitored community reading clubs; program
activities linked to imihigo performance contracts; and local structures utilized to promote
reading such as umuganda (monthly nationwide community service) and Faith-Based
Organizations. Other organizations and structures that have the potential to be mobilized to
support children’s literacy development include Community Education Workers, Community
Health Workers, Inshuti z’Umuryango (“friends of the family”), Umugoroba w’Abayeyi
(“parents’ evening”), Urugerero Youth Volunteers, community libraries, Disabled Persons’
Organizations (DPOs), and Civil Society Organizations (CSOs).

Additional resources that could be leveraged include the National Parenting Curriculum
developed by the National Early Childhood Development Program (NECDP)5, and recent
experiences mobilizing family support for learning during the extended school closures due to
the COVID-19 pandemic.

III. Activity Purpose and Theory of Change

The Homes and Communities Activity purpose is to ensure that all children have safe,
stimulating and literacy supportive home and community environments. The activity’s
theory of change is that if home literacy environments are improved, if community engagement
in promoting children’s literacy is increased, and if learning opportunities for children with
disabilities are improved, then, children’s literacy outcomes will ultimately increase. The activity
will support the following results in the LEARN Project Theory of Change: IR 1 (All children
have a safe, healthy and stimulating home and community environment), IR 2 (Children with
disabilities have improved access to quality learning opportunities), and IR 5 (Children enter P1
with improved school readiness skills).

IV. Results Framework

The following table summarizes Homes and Communities Activity Results Framework.

CDCS Development Objective 2: Improved Learning Outcomes

LEARN Project Purpose: Improved literacy outcomes for all Rwandan children by the end of
grade 3.

Activity Purpose: All children have safer, stimulating and literacy supportive home and community
environments.

4
Proteknôn. Mureke Dusome Performance Evaluation: Documenting successful approaches and lessons learned in
promoting early grade reading though sustainable school-community partnerships in Rwanda, 2020.
5
Now restructured with the National Childhood Development Agency (NCDA)
 RFI Number 72069621RFI00001
Page 6

IR 1: Improved home IR 2: Increased community IR 3: Improved learning

literacy environment engagement in promoting opportunities for children with
children’s literacy disabilities

Sub-IR 1.1: Positive
parenting and caregiver
support to children’s
emergent and early literacy at
home improved
Sub-IR 2.1: High quality Sub-IR 3.1: Participation of
community-led literacy activities children with disabilities in home
increased and community reading
interventions increased

Sub-IR 1.2: Children’s Sub-IR 2.2: Community literacy Sub-IR 3.2: Parent, caregiver and
access to high quality structures strengthened community literacy volunteer
educational content and knowledge and skills to support
materials at home increased children with disabilities increased

Sub-IR 2.3:
Home-community-school
partnerships to promote children’s
literacy strengthened

V. Activity parameters

A. Scope and Scale

Through its focus on the systems of outreach and education service delivery in homes and
communities, USAID expects to have nationwide reach; however, some interventions may be
more intensive in some districts of Rwanda. The activity will serve children of pre-primary and
primary school age.

B. Implementation Approach and Sustainability

Sustainability will be at the core of the implementation approach of the Homes and Communities
Activity. The activity will identify and build on existing strengths in communities, local systems,
and organizations that may be used as leverage points to support children’s learning at home and
in communities. Given that communities and organizations hold additional unique strengths and
opportunities, USAID expects that there may not be a one-size-fits all approach to strengthening
home and community literacy environments. The activity will, to the extent possible, engage
local organizations that contribute to children’s literacy and maximize their capacity to expand
and sustain home and community literacy promotion.

The activity will build the capacity, knowledge and skills of local stakeholders and partner
organizations, alongside relevant Government of Rwanda (GOR) actors. Acknowledging that
results will require significant attitude and behavior shifts among stakeholders and beneficiaries,
the Homes and Communities Activity will utilize a behavior change approach to achieve
sustainable results. Rigorous and innovative research techniques will be used to evaluate
behavior change outcomes.
 RFI Number 72069621RFI00001
Page 7

At the national level, the activity will primarily work with the Ministry of Education and
Rwanda Education Board for all matters related to education and community libraries. It will
collaborate with the Ministry of Youth and Culture for all matters related to the culture of
reading, and the Ministry of Local Government for community reading interventions. The
activity will also work with the Kigali Public Library, which oversees the 60 community libraries
in Rwanda. The team will work actively with the Ministry of Gender and Family Promotion and
the National Childhood Development Agency as institutions in charge of family and children.
The activity will work closely with the National Council of Persons with Disabilities to ensure
alignment for interventions serving children with disabilities. Moreover, the activity will
coordinate with other development partners operating in the area of literacy promotion, including
active participation in the Soma Rwanda platform. If the draft National Literacy Policy is
approved, the activity will work with the GOR to support its implementation (as is relevant to the
Homes and Communities Activity Results Framework).

The activity will work hand-in-hand with the Schools and Systems Activity at the national and
local levels to strengthen holistic support for systems affecting children’s learning, including
joint work planning at national and local levels, and shared responsibility for supporting
district-level governance of learning outcomes.

C. Coordination with other partners and activities

The activity will collaborate effectively with other development partners and stakeholders
operating in the areas of literacy promotion, positive parenting, and community engagement to
build on existing strengths and maximize results, and especially avoid duplication of
programming. These existing projects and organizations may include but will not be limited to
the following:

For IR 1: Improved home literacy environment

● Sub-IR 1.1: Positive parenting and caregiver support to children’s emergent and early
literacy at home improved
○ Save the Children’s Early Childhood Development (ECD), positive parenting,
and child protection programming, including the First Steps program
○ Imbuto Foundation’s ECD and positive parenting programming
○ Sugira Muryango’s home visiting approach utilizing Inshuti z’Umuryango
● Sub-IR 1.2: Children’s access to high quality educational content and materials at home
increased
○ Rwanda Children’s Book Organization
○ Reading Ready program (piloted by Save the Children and funded by the World
Bank)
○ Digital platforms for reading materials such as Nabu
○ eKitabu for accessible reading material
IR 2: Increased community engagement in promoting children’s learning and literacy
● Building Learning Foundations, funded by the Foreign, Commonwealth &
Development Office (FCDO)
● World Vision’s community engagement programming (implemented with funding from
USDA McGovern-Dole Food for Education program)
 RFI Number 72069621RFI00001
Page 8

● Umuhuza’s community engagement programming

● Members of Soma Rwanda platform
IR 3: Improved learning opportunities for children with disabilities
● National Umbrella of Disability Organizations in Rwanda (NUDOR), including
members Rwanda Union of the Blind (RUB), Rwanda National Union of the Deaf
(RNUD), and Uwezo Youth Empowerment
● Humanity & Inclusion
● UNICEF’s pilot programs supporting learning for children with disabilities

(End of Request for Information)

Annex:
- LEARN Project Fact Sheet