USAID's $25M Mali teacher training contract awarded to Education Development Center, Inc. for primary education support

Contract Overview

Contract Amount: $25,054,257 ($25.1M)

Contractor: Education Development Center, Inc.

Awarding Agency: Agency for International Development

Start Date: 2008-08-06

End Date: 2013-04-30

Contract Duration: 1,728 days

Daily Burn Rate: $14.5K/day

Competition Type: COMPETITIVE DELIVERY ORDER

Number of Offers Received: 3

Pricing Type: COST PLUS FIXED FEE

Sector: Other

Official Description: THIS TASK ORDER WILL PROVIDE HIGH-QUALITY PRE-SERVICE AND IN-SERVICE TEACHER TRAINING TO MALI?S APPROXIMATELY 33,000 PRIMARY SCHOOL TEACHERS, AND USE INFORMATION TECHNOLOGY AS A MEANS TO PROVIDE EDUCATIONAL OPPORTUNITIES AND LITERACY SKILLS TO MALI?S SCHOOL-AGED POPULATION

Plain-Language Summary

Agency for International Development obligated $25.1 million to EDUCATION DEVELOPMENT CENTER, INC. for work described as: THIS TASK ORDER WILL PROVIDE HIGH-QUALITY PRE-SERVICE AND IN-SERVICE TEACHER TRAINING TO MALI?S APPROXIMATELY 33,000 PRIMARY SCHOOL TEACHERS, AND USE INFORMATION TECHNOLOGY AS A MEANS TO PROVIDE EDUCATIONAL OPPORTUNITIES AND LITERACY SKILLS TO MALI?S SCHOOL-AGED POPULATION Key points: 1. Focuses on enhancing primary education through teacher training and technology integration. 2. Contract duration spans nearly five years, indicating a long-term commitment to educational development. 3. Awarded as a competitive delivery order, suggesting a structured procurement process. 4. The contract aims to impact a significant portion of Mali's primary school teachers. 5. Utilizes information technology to broaden educational access and literacy. 6. The fixed-fee structure provides some cost control for the agency.

Value Assessment

Rating: good

The contract value of approximately $25 million over nearly five years for teacher training and educational technology in Mali appears reasonable given the scope. While direct comparisons are difficult without more specific benchmarks for similar international education initiatives, the cost per year is in the mid-single-digit millions. This level of investment is typical for large-scale, multi-year development projects aimed at improving foundational education in developing nations. The fixed-fee structure helps manage costs, but the overall value is contingent on the effective delivery of training and the measurable impact on educational outcomes.

Cost Per Unit: N/A

Competition Analysis

Competition Level: full-and-open

This contract was awarded as a competitive delivery order, indicating that it was likely competed under a broader indefinite-delivery/indefinite-quantity (IDIQ) contract or a similar pre-competed vehicle. The presence of multiple bidders (indicated by 'no': 3) suggests a degree of competition, which is generally positive for price discovery and ensuring the government receives competitive offers. The specific details of the competition, such as the number of proposals received and the evaluation criteria, are not provided but the 'full-and-open' designation implies a robust process.

Taxpayer Impact: A competitive award process helps ensure that taxpayer funds are used efficiently by driving down costs and encouraging innovative solutions from multiple providers.

Public Impact

Approximately 33,000 primary school teachers in Mali are direct beneficiaries of the pre-service and in-service training. School-aged children in Mali will benefit from improved educational opportunities and literacy skills. The geographic impact is national, focusing on primary education across Mali. The project has implications for the education workforce in Mali, aiming to enhance teaching quality and capacity. Information technology is leveraged to expand the reach of educational resources beyond traditional classroom settings.

Waste & Efficiency Indicators

Waste Risk Score: 50 / 10

Warning Flags

Potential for technology to be underutilized or poorly maintained in resource-constrained environments.
Ensuring equitable access to training and technology across diverse regions of Mali.
Measuring the long-term impact and sustainability of training interventions.
Dependency on external funding for continued educational development.

Positive Signals

Direct investment in human capital development for teachers.
Focus on foundational skills (literacy) critical for long-term development.
Leveraging technology for scalable educational solutions.
Commitment to a significant portion of the primary teaching force.
Awarded through a competitive process, suggesting value for money.

Sector Analysis

This contract falls within the broader sector of international development and education services. The market for such services involves organizations specializing in educational program design, implementation, and capacity building, often with a focus on developing countries. USAID is a major player in this space, funding numerous projects globally. Comparable spending benchmarks would typically involve looking at other USAID or similar international donor-funded education initiatives in Sub-Saharan Africa, considering factors like the number of beneficiaries, project duration, and specific interventions (e.g., teacher training, curriculum development, technology integration).

Small Business Impact

There is no indication from the provided data that this contract included specific small business set-asides or subcontracting requirements. The prime contractor, Education Development Center, Inc., is a large non-profit organization. Analysis of small business participation would require further investigation into subcontracting plans and actual performance, which are not detailed here. Without this information, the direct impact on the small business ecosystem remains unclear.

Oversight & Accountability

Oversight for this contract would primarily reside with the U.S. Agency for International Development (USAID), likely through its mission in Mali and relevant program offices. Mechanisms would typically include regular progress reporting from the contractor, site visits, performance reviews, and financial audits. Accountability is ensured through the contract terms and conditions, including performance metrics and payment schedules tied to deliverables. Transparency is generally maintained through public contract databases, though detailed operational reporting may be internal.

Related Government Programs

USAID Education Programs
International Teacher Training Initiatives
Global Literacy Programs
Educational Technology Development
Primary Education Support in Developing Countries

Risk Flags

Infrastructure limitations in Mali may impact technology deployment.
Sustainability of technology and training beyond the contract period.
Measuring the direct impact of training on student outcomes.
Potential for digital divide exacerbating existing inequalities.

Frequently Asked Questions

What is this federal contract paying for?

Agency for International Development awarded $25.1 million to EDUCATION DEVELOPMENT CENTER, INC.. THIS TASK ORDER WILL PROVIDE HIGH-QUALITY PRE-SERVICE AND IN-SERVICE TEACHER TRAINING TO MALI?S APPROXIMATELY 33,000 PRIMARY SCHOOL TEACHERS, AND USE INFORMATION TECHNOLOGY AS A MEANS TO PROVIDE EDUCATIONAL OPPORTUNITIES AND LITERACY SKILLS TO MALI?S SCHOOL-AGED POPULATION

Who is the contractor on this award?

The obligated recipient is EDUCATION DEVELOPMENT CENTER, INC..

Which agency awarded this contract?

Awarding agency: Agency for International Development (Agency for International Development).

What is the total obligated amount?

The obligated amount is $25.1 million.

What is the period of performance?

Start: 2008-08-06. End: 2013-04-30.

What is the track record of Education Development Center, Inc. in delivering similar international education projects?

Education Development Center, Inc. (EDC) has a long history and extensive experience in implementing international education programs, including teacher training and educational technology initiatives in developing countries. They have managed numerous projects funded by USAID and other international donors, focusing on improving learning outcomes, teacher professional development, and educational system strengthening. EDC's expertise often lies in designing contextually relevant interventions, building local capacity, and integrating innovative approaches. While specific performance metrics for past projects are not detailed here, their sustained presence and numerous awards suggest a generally positive track record in the field of global education.

How does the cost of this contract compare to similar international teacher training programs funded by USAID?

Comparing the cost of this $25 million contract for Mali's teacher training program directly to other USAID initiatives requires detailed analysis of project scope, duration, number of beneficiaries, and specific interventions. However, the approximate $5 million annual cost falls within a typical range for large-scale, multi-year international education projects. USAID often invests significant resources in foundational education and teacher development in challenging environments. Factors influencing cost include the complexity of the training, the extent of technology integration, the need for local capacity building, and the operational costs in the host country. Without specific comparable project data, it's difficult to definitively benchmark value, but the investment level appears commensurate with the stated goals.

What are the primary risks associated with implementing an educational technology program in Mali?

Implementing an educational technology program in Mali presents several risks. Infrastructure limitations, such as unreliable electricity and limited internet connectivity in rural areas, can hinder the effective deployment and use of technology. Maintenance and technical support for devices may be challenging to sustain. Teacher digital literacy and willingness to adopt new technologies can also be a barrier, requiring robust training and ongoing support. Furthermore, the security situation and political stability in certain regions could disrupt program activities. Ensuring the long-term sustainability of the technology and its integration into the curriculum beyond the contract period is another significant risk.

How effective are pre-service and in-service teacher training programs in improving educational outcomes in developing countries?

Pre-service and in-service teacher training programs are widely recognized as critical components for improving educational outcomes in developing countries, though their effectiveness can vary significantly based on design and implementation. High-quality training that focuses on pedagogical skills, subject matter knowledge, classroom management, and the use of appropriate teaching aids (including technology) can lead to improved student engagement and learning. However, poorly designed or superficial training often yields limited results. The key factors for success include relevance to the local context, sustained professional development opportunities, effective mentorship, and alignment with national curriculum goals. When implemented effectively, these programs can enhance teacher quality, reduce attrition rates, and ultimately boost student achievement.

What has been USAID's historical spending on education in Mali or similar countries?

USAID has historically allocated significant funding towards education initiatives in developing countries, including those in Sub-Saharan Africa like Mali. While specific historical spending figures for Mali's education sector by USAID require detailed database queries, the agency consistently prioritizes education as a key development area. This includes support for primary and secondary education, higher education, teacher training, literacy programs, and educational technology. The scale of investment often correlates with the country's development needs, challenges, and strategic importance. Projects can range from tens of millions to hundreds of millions of dollars over several years, reflecting a substantial commitment to improving educational access and quality globally.

What is the potential impact of integrating Information Technology into primary education in Mali?

Integrating Information Technology (IT) into primary education in Mali holds significant potential to enhance learning experiences and broaden access to educational resources. IT can provide students with interactive learning tools, access to a wider range of information beyond textbooks, and opportunities to develop essential digital literacy skills crucial for the modern workforce. For teachers, IT can offer new methods for instruction, facilitate professional development, and improve administrative efficiency. However, realizing this potential is contingent upon addressing challenges such as infrastructure limitations (electricity, internet), ensuring equitable access for all students, providing adequate teacher training and support, and developing relevant digital content. When implemented thoughtfully, IT can be a powerful catalyst for educational transformation.

Industry Classification

NAICS: Educational Services › Educational Support Services › Educational Support Services

Product/Service Code: EDUCATION AND TRAINING › EDUCATION AND TRAINING SERVICES

Competition & Pricing

Extent Competed: COMPETITIVE DELIVERY ORDER

Solicitation Procedures: NEGOTIATED PROPOSAL/QUOTE

Offers Received: 3

Pricing Type: COST PLUS FIXED FEE (U)

Evaluated Preference: NONE

Contractor Details

Address: 55 CHAPEL ST, NEWTON, MA, 02458

Business Categories: Category Business, Nonprofit Organization, Not Designated a Small Business

Financial Breakdown

Contract Ceiling: $56,073,336

Exercised Options: $43,025,016

Current Obligation: $25,054,257

Contract Characteristics

Commercial Item: COMMERCIAL ITEM PROCEDURES NOT USED

Parent Contract

Parent Award PIID: AIDEDHI000500031

IDV Type: IDC

Timeline