[Federal Register Volume 67, Number 117 (Tuesday, June 18, 2002)]
[Notices]
[Pages 41484-41500]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 02-15302]


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DEPARTMENT OF LABOR

Office of the Secretary


Combating Child Labor in Zambia Through Education

AGENCY: Bureau of International Labor Affairs, Department of Labor.

ACTION: Notice of availability of funds and solicitation for 
cooperative agreement Applications (SGA 02-07).

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    This notice contains all of the necessary information and forms 
needed to apply for cooperative agreement funding.
SUMMARY: The U.S. Department of Labor, Bureau of International Labor 
Affairs will award up to US $2 million through a cooperative agreement 
to an organization or organizations to improve access to quality 
education programs as a means to combat child labor in Zambia. The 
program will complement and expand upon existing activities to improve 
education in select rural and peri-urban communities, predominantly in 
the Copperbelt, Eastern, Lusaka, Southern and/or Western Provinces, to 
prevent children's migration to urban areas and engagement in the worst 
forms of child labor. The education program will work towards reduced 
child labor in Zambia through: (1) Improved community awareness-raising 
efforts on the importance of education for children engaged in or at 
risk of the worst forms of child labor; (2) strengthened quality of 
educational opportunities in government and alternative schools; (3) 
increased ministerial and NGO capacity and inter-institutional 
coordination; and (4) improved resource mobilization.

DATES: The closing date for receipt of applications is July 31, 2002. 
Applications must be received by 4:45 p.m. (Eastern Time) at the 
address below. No exceptions to the mailing, delivery, and hand-
delivery conditions set forth in this notice will be granted. 
Applications that do not meet the conditions set forth in this notice 
will not be honored. Telegram, facsimile (FAX), and e-mail applications 
will not be honored.

ADDRESSES: Application forms will not be mailed. They are published in 
this Federal Register Notice, and in the Federal Register which may be 
obtained from your nearest U.S. Government office or public library or 
online at http://www.nara.gov/fedreg/nfpubs.html. Applications must be 
delivered to: U.S. Department of Labor, Procurement Services Center, 
200 Constitution Avenue, NW., Room N-5416, Attention: Lisa Harvey, 
Reference: SGA 02-07, Washington, DC 20210. Applications sent by e-
mail, telegram, or facsimile (FAX) will not be accepted. Applications 
sent by other delivery services, such as Federal Express, UPS, etc., 
will be accepted; however, the applicant bears the responsibility for 
timely submission.

FOR FURTHER INFORMATION CONTACT: Lisa Harvey. E-mail address: [email protected]. All applicants are advised that U.S. mail delivery in the 
Washington, DC area has been slow and erratic due to the recent 
concerns involving anthrax contamination. All applicants must take this 
into consideration when preparing to meet the application deadline. It 
is recommended that you confirm receipt of your application by 
contacting Lisa Harvey, U.S. Department of Labor, Procurement Services 
Center, telephone (202) 693-4570 (this is not a toll-free

[[Page 41485]]

number), prior to the closing deadline. All inquiries should reference 
SGA 02-07. See Section III.C for additional information.

SUPPLEMENTARY INFORMATION: The U.S. Department of Labor (USDOL), Bureau 
of International Labor Affairs (ILAB), announces the availability of 
funds to be granted by cooperative agreement (hereafter referred to as 
``grant'') to one or more qualifying organizations for the purpose of 
promoting school attendance and combating child labor in Zambia. The 
grant will be managed by ILAB's International Child Labor Program to 
assure achievement of the stated goals. Applicants are encouraged to be 
creative in proposing cost-effective interventions that will have a 
demonstrable impact in promoting school attendance and reducing 
migration of children from rural and peri-urban areas to urban 
communities and the incidence of Zambian children engaged in or most at 
risk of working in the worst forms of child labor.

I. Background and Program Scope

A. USDOL Support of Global Elimination of Child Labor

    The International Labor Organization (ILO) estimates 250 million 
children between the ages of five and 14 work in developing countries, 
with about half working full-time. Full-time child workers are 
generally unable to attend school and part-time child labors balance 
economic survival with schooling from an early age, often to the 
detriment of their education. Since 1995, the U.S. Congress has 
directed USDOL to support worldwide technical assistance programs 
implemented by the International Labor Organization's International 
Program on the Elimination of Child Labor (ILO/IPEC). To date, USDOL 
has contributed US $112 million to ILO/IPEC, making the United States 
the program's largest donor and a leader in global efforts to combat 
child labor.
    In Zambia, USDOL has provided over US $1.5 million for four ILO/
IPEC projects to improve data collection, support a national program 
seeking progressive elimination of child labor, withdraw children from 
Zambia's worst forms of child labor (as defined by the ILO Convention 
No. 182), and participate in regional efforts to withdraw children from 
hazardous work in commercial agriculture and conduct further research 
on the relationship between HIV/AIDS and child labor. (For further 
information regarding USDOL funded ILO/IPEC activities in Zambia see 
Appendix C.)
    In FY 2001 and FY 2002, in addition to US $90 million in funds 
earmarked for ILO/IPEC efforts, US $74 million was appropriated to 
USDOL for a Child Labor Education Initiative to fund programs 
increasing access to quality, basic education in areas with a high 
incidence of abusive and exploitative child labor. The grant awarded 
under this solicitation will be funded through this new initiative.
    USDOL's Child Labor Education Initiative seeks to nurture the 
development, health, safety and enhanced future employability of 
children around the world by increasing access to basic education for 
children removed from work or at risk of entering into labor. Child 
labor elimination depends in part on improving access to, quality of, 
and relevance of education.
    The Child Labor Education Initiative has four goals:
    1. Raise awareness of the importance of education for all children 
and mobilize a wide array of actors to improve and expand education 
infrastructures;
    2. Strengthen formal and transitional education systems that 
encourage working children and those at risk of working to attend 
school;
    3. Strengthen national institutions and policies on education and 
child labor; and
    4. Ensure the long-term sustainability of these efforts.

B. Child Labor and Educational Access in Zambia

    Child labor in Zambia is set in a context of severe economic 
deterioration, rising HIV/AIDS rates and pervasive poverty. An 
estimated 73 to 90 percent of the population lives below the poverty 
line; and 20 percent of Zambians aged 15 to 49 are HIV/AIDS infected. 
Over one million children are expected to be orphaned by the disease by 
2014. At least 75 percent of households care for those affected by HIV/
AIDS; 37 percent have taken in orphaned children; and children head 
approximately seven percent of all households.
    Increased family sizes and child-headed households have significant 
ramifications on child labor. The 1999 Zambia Child Labor Survey found 
that child labor rates rapidly increase the larger the household. In 
1999, of 3.8 million children aged 5-17, over 15 percent (595,033) 
worked. While approximately 87 percent of working children nationally 
labor in the agricultural sector, the number of children migrating to 
urban areas and living as street children has recently exploded. In 
1998, an estimated 75,000 children lived on the street and this number 
continues to grow. With recent ratification by Zambia of ILO Convention 
No. 182 on the Worst Forms of Child Labor (ILO Convention No. 182), 
Zambia has committed to immediate and effective measures to prohibit 
and eliminate the worst forms of child labor, including work that by 
its nature is hazardous, work in illicit activities such as the drug 
trade, and prostitution or sexually exploitative labor. Zambian 
children living in rural and peri-urban communities that are near main 
truck routes are particularly at risk of engaging in prostitution at 
truck stops and find easy access into urban centers, where they become 
street children exposed to many hazards and involved in exploitative or 
dangerous labor.
    Over the last twenty years, Zambia's education system has greatly 
deteriorated, in part due to falling public resources for schools. A 
cost-sharing policy introduced in 1995 shifted many school 
expenditures, including building maintenance and school supplies, to 
families and communities. The Zambian government estimates that between 
600,000 and 800,000 children are currently out of school. UNICEF has 
reported that three-fourths of children dropping out of primary school 
do so because of the associated costs. Since 1996, Zambia's Ministry of 
Education (MOE) has sought to stem declining school attendance, first 
with the Educating Our Future policy aimed at promoting education for 
all and then by launching the Basic Education Sub-sector Investment 
Program (BESSIP). This large-scale education reform effort seeks 
improved access, quality and relevance of education with the assistance 
of international donors, and specifically decentralizes more management 
and personnel decisions to the provinces. Alternative school activities 
have also developed to meet the needs of out-of-school children. These 
include over 700 ``community schools,'' around the country, organized 
and managed by communities and independent from the existing government 
structures, that come together under an umbrella organization called 
the Zambian Community Schools Secretariat (ZCSS). The government has 
also introduced Interactive Radio Instruction (IRI) to provide basic 
education to out-of-school children through a radio broadcasted 
educational program gathered in one of 350 centers throughout Zambia 
with the help of volunteer community mentors.
    The Zambian government, international donors and many local 
organizations have also invested in

[[Page 41486]]

community-based mobilization strategies to address the reasons children 
do not attend school. Some of the key actors include the Ministries of 
Community Development and Social Services (MCDSS); Sport, Youth and 
Child Development (MSYCD); Labor and Social Security (MLSS); ILO/IPEC; 
UNICEF; USAID; Children in Need Network (CHIN); and ZCSS among others. 
(See Appendix D for further information.)

C. Barriers to Educating Children Engaged in or at Risk of Working in 
the Worst Forms of Child Labor

    Despite the many activities underway in Zambia, efforts to ensure 
the most vulnerable children--orphans, street children, poor children, 
out-of-school and working children, girls, and children with 
disabilities--have access to quality educational opportunities 
inevitably face shortcomings. At the local, regional, and national 
levels, there simply are not enough resources or capacity to address 
the many and complex needs. Some major barriers to meeting the 
educational needs of children engaged in or at risk of entering the 
worst forms of child labor in Zambia are listed below:
1. Lack of Knowledge and Awareness
    Community members' ability to improve the educational outcomes of 
children engaged in or at risk of engaging in the worst forms of child 
labor is in part dependent on understanding these children's 
educational needs and the resources available to address the problems. 
Some of the gaps in knowledge and awareness at the local level include:
     Lack of awareness by social partners of their potential 
role in reducing child labor and promoting school attendance.
    Media attention and awareness-raising efforts have taken place in 
Zambia on children's rights and the problem of child labor. However, 
local actors including political and educational authorities, NGOs, 
media, faith-based and community organizations and religious leaders, 
local chiefs, local authorities, teachers and heads of school, and 
employers may not understand the educational needs of children engaged 
in or at risk of engaging in the worst forms of child labor. They often 
lack awareness of concrete actions that could take place in their 
communities to reduce child labor and promote school attendance and 
families often feel powerless to change a severely deteriorated 
education system. Additionally, national awareness-raising campaigns 
often do not reach community members who do not speak English or who 
are illiterate, as materials are often in print and are not provided in 
local languages.
     Lack of awareness of new child labor and education 
policies and strategies.
    With ratification of ILO Convention No. 182, the Zambian government 
committed to immediate action to eliminate the worst forms of child 
labor. However, this is not well known by individuals, local leaders 
and communities, nor are the implications of the commitment understood. 
Activities at a national level, such as reconciled inconsistencies in 
education policy and child labor law, have not reached local 
communities. For example, the 1996 Education Policy declared that no 
child should be barred from attending school due to inability to pay 
school fees. However, because of a lack of monitoring tools and systems 
for enforcing such policies, many local community decision-makers 
continue to use fees as a way of preventing overcrowding and covering 
basic school finances. As the MOE moves towards further 
decentralization, local authorities will need to be particularly 
sensitive to the barriers faced by children engaged in or at risk of 
entering the worst forms of child labor.
2. Education System Constraints
    Some Zambian parents and guardians are reluctant to send their 
children to school because they rely on them for work, to scavenge for 
food, or to care for sick relatives. However, parents and guardians are 
also dissuaded because of the low quality of schools and disbelief that 
attending school will increase their children's knowledge and skills or 
lead to better paying jobs or improved quality of life. There are a 
number of specific barriers to school quality for the Zambian children 
engaged in or at risk of entering the worst forms of child labor, 
including:
     Inadequately trained teachers with low motivation.
    In government and community schools, teachers are often poorly 
trained or lack adequate qualifications. In rural and outlying areas in 
particular, adequately staffing schools is hampered by high attrition 
rates of teachers due to death and illness resulting from HIV/AIDS, 
poor comparative compensation packages (including housing), and 
difficult working conditions. As a result, quality teachers are more 
likely to stay in urban areas or migrate to other countries such as 
Botswana where the pay is higher. Because of the lack of teachers in 
rural areas, school buildings might be unused. Where there is at least 
one teacher, class sizes can end up in the hundreds. Lack of teachers 
in government schools is one reason that community schools have 
emerged, where community members take it upon themselves to provide an 
education to children, despite receiving little or no compensation. 
However, teachers in community schools, as well as community mentors 
leading the radio-based IRI classes, are largely untrained and lack 
classroom experience and, therefore, are not familiar with curriculum 
development or basic classroom instruction. The MOE has signed a 
Memorandum of Agreement with the ZCSS to send government personnel to 
community schools or offer community volunteers access to teacher 
training programs.
     Lack of relevant or quality curriculum.
    The MOE is working to improve the quality of literacy, numeracy, 
life skills, HIV/AIDS education and other curricular materials for 
government schools. However, teachers, students and guardians often 
complain that what is taught in schools is not relevant or practical, 
particularly in rural communities. The ZCSS has made some strides in 
improving the quality of community school instruction by developing the 
SPARKS (School, Participation, Access and Relevant Knowledge) 
curriculum, which adapts the government curriculum to better serve the 
needs of children who have been out of school for sometime. However 
some 200 schools are not registered by the ZCSS, indicating that 
minimum academic standards have not been met.
    Children withdrawn from labor also have particular needs current 
curriculum does not address. The MOE plans to review the government 
curriculum in light of the needs of child laborers (see Appendix D), 
however local teachers and school administrators will continue to need 
assistance in effectively tailoring curricula to the learning needs of 
children in their communities who are engaged in or at risk of engaging 
in the worst forms of child labor.
     Lack of basic teaching supplies.
    Teachers in rural and outlying districts often lack the basic 
education materials they need to effectively teach. While the MOE has 
provided some government schools with textbooks and teacher-guides, 
these efforts fall short of the need. Teachers also report shortages in 
supplies like chalk and maps. Community schools and the radio-based IRI 
centers face similar deficiencies in supplies. For example, communities 
interested in organizing a learning

[[Page 41487]]

center may be unable to access radios, batteries, or IRI teaching 
guides with which to conduct the class.
     Limited access to quality vocational education.
    Many older children and their families often realize that they 
cannot complete or study beyond primary school. In these cases, 
technical or vocational education would be a preferred option. In 
Zambia there are many challenges to obtaining good vocational 
education. Government and NGOs programs do not sufficiently address the 
demand, are not often of high quality, and do not always lead to 
opportunities in the formal employment sectors. Older children often 
have difficulty affording the cost of these programs or do not meet 
minimum standards, and for child heads of households this can be 
particularly challenging. Poor children who have engaged in 
apprenticeship programs also often have difficulty obtaining the tools 
and supplies they need to effectively put their training to use. 
Lacking academic or occupational options, these youngsters may have 
little recourse to entering into exploitative and abusive employment or 
apprenticeships.
3. Institutional and Policy Challenges
    Zambian government ministries concerned with child welfare, 
national-level institutions, and NGOs face a number of challenges to 
their capacity and infrastructure, given the vast needs in Zambia. Some 
of these include:
     Lack of quality national data systems for policy 
formulation.
    Estimating the number of children engaged in child labor and 
determining the correlation between labor, school attendance and 
educational performance cannot be done without an effective and 
maintainable data system. The Zambian government, institutions and NGOs 
have established or are developing databases and information collection 
mechanisms on child laborers and vulnerable children's educational 
progress. Efforts include the monitoring of equity gender issues from 
schools, districts, provincial and national levels as part of BESSIP; 
ZCSS's Community School Database; data collection on performance of the 
IRI; the proposed database on child labor to be managed by the MLSS; 
individual NGOs collecting working children's profiles; and others. 
However, these institutions have insufficient human resources and 
infrastructure capacity to maintain these systems and update the 
information frequently so that the data can be effectively used to 
inform policy and improve programs.
     Challenges implementing decentralization of education 
policy.
    Decentralization promotes broad-based participation in the 
management of education and places emphasis on creativity, innovation 
and imagination of the local-level education managers. While this 
approach may foster a greater sense of local ownership and promote 
better delivery of services, many communities do not yet have the 
capacity to fully participate and hold educational authorities 
accountable, and will need support to effectively take on the role. 
Additionally, local educational authorities often lack experience or 
capacity in areas like educational planning, resource allocation, and 
monitoring for educational quality.
     Limited national coordination on the educational needs of 
child laborers.
    Many actors are involved in addressing issues related to child 
labor and seeking to improve educational access for the most vulnerable 
of Zambia's children, including those identified in Section I.B and 
Appendix D. Though some coordination has taken place among individual 
entities, greater focus is needed among and between NGOs and government 
ministries on the specific educational needs of the children most at 
risk of entering the worst forms of child labor. For instance, the 
Departments of the Ministries of Community Development and Social 
Welfare and Sports, Youth and Child Development are members of the 
Children in Need Network (CHIN). The National Steering Committee on 
Child Labor established through the ILO/IPEC national program includes 
representation of several ministries, UNICEF and CHIN, among others. 
However, currently these groups tend to focus on the needs of street 
children in Lusaka and less on the needs of working children in the 
rural and peri-urban communities and preventative actions to halt 
children's migration. While it is in the explicit mission of ministries 
concerned with child welfare to address the needs of vulnerable 
children, the varying resources of these ministries could be better 
coordinated to address the sizable number of children they target. 
Advocacy organizations and NGOs also have had successes at the local 
level that could be shared more effectively and used as models in 
government policy and resource delivery.
4. Resource Constraints
    Given Zambia's vast poverty and severe economic problems, there are 
a number of challenges due to a lack of resources that impede both 
local and national actors from effectively providing children engaged 
in or at risk of entering the worst forms of child labor with quality 
educational opportunities, including:
     Family poverty and lack of access to social protection 
programs.
    School fees are often quite high and, with little or no wages, 
parents and guardians frequently cannot cover the required costs of 
books, supplies and Parent Teacher Association fees. When these fees 
are compounded with the lost wages of a child removed from labor, the 
costs can prohibit school attendance. Malnutrition and poor health are 
also barriers to learning for poor children, particularly in large 
extended families. If parents and guardians are unable to access 
poverty alleviation programs, income generation activities, or food and 
health programs for their children, other educational improvement 
efforts are unlikely to be successful.
     Non-existent or poor school infrastructure.
    In some communities there are no government schools and distances 
to school buildings can exceed 10 kilometers. Under BESSIP almost 2000 
classrooms have been constructed since 1999 and there are plans to 
construct more. However, in the short-term there are not enough school 
spaces for all children and large number of existing schools require 
rehabilitation to be safe. Community schools have also emerged to 
address this gap in school infrastructure. However, as classes are 
often conducted in the open air if a school building does not exist, 
conditions are not optimal.
     Limited public resources for education.
    Although the public sector resources devoted to education have 
increased under BESSIP, they are still insufficient relative to the 
vast need. For example, government sponsored bursaries to enable the 
most vulnerable children, such as child laborers, to pay educational 
fees do not adequately support the large number of eligible children. 
Additionally, though it may be reasonable to develop alternative school 
schedules such as evening programs to address overcrowding or cater to 
the needs of children currently caring for sick family members, working 
children and youth, it has not been possible to pay teachers for 
additional class time. The Government of Zambia acknowledges that it 
cannot meet the educational needs of all by itself, and it is because 
of these resource constraints that the government has encouraged and 
supported alternative schooling options. However, community schools or 
IRI programs put additional pressures on

[[Page 41488]]

communities to mobilize resources for education and to address their 
own problems.
    The above barriers to access and quality of education for children 
engaged in or at risk of entering the worst forms of child labor 
manifest themselves in different ways in different communities. While 
these headings attempt to capture the greatest barriers for 
communities, it must be recognized that solving these problems requires 
identifying the key actors and major impediments to schooling at a 
community level.

II. Authority

    ILAB is authorized to award and administer this program by the 
Consolidated Appropriations Act, 2001, Pub. L. 106-554, 114 Stat. 
2763A-10 (2000).

III. Application Process

A. Eligible Applicants

    Any commercial, international, or non-profit organization capable 
of successfully developing and implementing education programs for 
child laborers or children at risk is eligible to apply for this grant. 
Partnerships of more than one organization are also eligible, and 
applicants are strongly encouraged to work with organizations already 
undertaking projects in Zambia, including local NGOs (see Appendix D). 
In the case of partnerships, a lead organization must be identified. 
The capability of an Applicant or Applicants to perform necessary 
aspects of this solicitation will be determined under Section V.B 
Rating Criteria and Selection.
    Please note that eligible grant applicants must not be classified 
under the Internal Revenue Code as a 501(c)(4) entity. See 26 U.S.C. 
501(c)(4). According to section 18 of the Lobbying Disclosure Act of 
1995, an organization, as described in section 501(c)(4) of the 
Internal Revenue Code of 1986, that engages in lobbying activities will 
not be eligible for the receipt of federal funds constituting an award, 
grant, or loan.

B. Submission of Applications

    One (1) ink-signed original, complete application in English plus 
two (2) copies of the application, must be submitted to the U.S. 
Department of Labor, Procurement Services Center, 200 Constitution 
Avenue, NW, Room N-5416, Washington, DC 20210, not later than 4:45 p.m. 
Eastern Time, July 31, 2002. Accompanying documents must also be in 
English. To aid with review of applications, USDOL also encourages 
Applicants to submit two additional paper copies of the application 
(five total). Applicants who do not provide additional copies will not 
be penalized.
    The application must consist of two (2) separate parts. Part I of 
the application must contain the Standard Form (SF) 424, ``Application 
for Federal Assistance'' (Appendix A) (The entry on SF 424 for the 
Catalog of Federal Domestic Assistance Number (CFDA) is 17.700) and 
sections A-F of the Budget Information Form SF 424A (Appendix B). Part 
II must contain a technical application that demonstrates capabilities 
in accordance with the Statement of Work (Section IV.A) and Rating 
Criteria (Section V.B).
    To be considered responsive to this solicitation, the application 
must consist of the above-mentioned separate sections not to exceed 25 
single-sided (8\1/2\'' x 11''), double-spaced, 10 to 12 pitch typed 
pages. Any applications that do not conform to these standards may be 
deemed non-responsive to this solicitation and may not be evaluated. 
Standard forms and attachments are not included in the page limit. Each 
application must include a table of contents and an abstract 
summarizing the application in not more than two (2) pages. These pages 
are also not included in the page limits.
    Upon completion of negotiations, the individual signing the SF 424 
on behalf of the Applicant must be authorized to bind the Applicant.

C. Acceptable Methods of Submission

    The grant application package must be received at the designated 
place by the date and time specified or it will not be considered. Any 
application received at the Office of Procurement Services after 4:45 
pm Eastern Time, July 31, 2002, will not be considered unless it is 
received before the award is made and:
    1. It was sent by registered or certified mail not later than the 
fifth calendar day before July 31, 2002;
    2. It is determined by the Government that the late receipt was due 
solely to mishandling by the Government after receipt at the U.S. 
Department of Labor at the address indicated; or
    3. It was sent by U.S. Postal Service Express Mail Next Day 
Service-Post Office to Addressee, not later than 5:00 pm at the place 
of mailing two (2) working days, excluding weekends and Federal 
holidays, prior to July 31, 2002.
    The only acceptable evidence to establish the date of mailing of a 
late application sent by registered or certified mail is the U.S. 
Postal Service postmark on the envelope or wrapper and on the original 
receipt from the U.S. Postal Service. If the postmark is not legible, 
an application received after the above closing time and date shall be 
processed as if mailed late. ``Postmark'' means a printed, stamped or 
otherwise placed impression (not a postage meter machine impression) 
that is readily identifiable without further action as having been 
applied and affixed by an employee of the U.S. Postal Service on the 
date of mailing. Therefore applicants should request that the postal 
clerk place a legible hand cancellation ``bull's-eye'' postmark on both 
the receipt and the envelope or wrapper.
    The only acceptable evidence to establish the date of mailing of a 
late application sent by U.S. Postal Service Express Mail Next Day 
Service-Post Office to Addressee is the date entered by the Post Office 
receiving clerk on the ``Express Mail Next Day Service-Post Office to 
Addressee'' label and the postmark on the envelope or wrapper and on 
the original receipt from the U.S. Postal Service. ``Postmark'' has the 
same meaning as defined above. Therefore, applicants should request 
that the postal clerk place a legible hand cancellation ``bull's-eye'' 
postmark on both the receipt and the envelope or wrapper.
    The only acceptable evidence to establish the time of receipt at 
the U.S. Department of Labor is the date/time stamp of the Procurement 
Service Center on the application wrapper or other documentary evidence 
or receipt maintained by that office.
    Applications sent by e-mail, telegram, or facsimile (FAX) will not 
be accepted. Applications sent by other delivery services, such as 
Federal Express, UPS, etc., will be accepted, however, the applicant 
bears the responsibility for timely submission. Because of delay in the 
receipt of mail in the Washington, DC area, it is recommended that you 
confirm receipt of your application by contacting Lisa Harvey, U.S. 
Department of Labor, Procurement Services Center, telephone (202) 693-
4570 (this is not a toll-free number), prior to the closing deadline. 
All inquiries should reference SGA 02-07.

D. Funding Levels

    Up to US $2 million is available for this program. Although USDOL 
will award only one grant, a partnership of more than one organization 
may apply to implement the program.

E. Program Duration

    The duration of the program funded by this SGA is four (4) years. 
The start date of program activities will be negotiated upon awarding 
of the grant.

[[Page 41489]]

IV. Requirements

A. Statement of Work

    The Applicant will propose creative and innovative approaches aimed 
at reducing and preventing child labor in Zambia and the migration of 
children to urban areas putting them at risk of hazardous and 
exploitative labor. The approach suggested by the Applicant will 
include actions that promote an enabling environment at the national 
and provincial level, and specific interventions at the local level to 
improve basic education options in rural and peri-urban communities 
where there is the greatest risk of having children engage in the worst 
forms of labor. For instance, areas with communities and families in 
extreme poverty and with high HIV/AIDS rates, high rates of child 
abandonment due to death of a parent or family crisis, lack of food 
security, particularly deficient education systems, or easy access for 
children to truck routes leading to urban environments. The Applicant 
should propose activities both at community and national levels that 
are responsive to the barriers to education outlined in Section I.C.
    The Applicant should identify the project's specific geographical 
target with consideration to those regions where existing child 
protection and education efforts are underway that can be effectively 
expanded or strengthened (See Appendix D). To make most efficient use 
of USDOL funds, it is highly recommended the Applicant limit proposed 
project activities to a few select rural and peri-urban areas in the 
Copperbelt, Eastern, Lusaka, Southern and/or Western Provinces. 
Applicants may propose alternate regions for project activities if 
compelling data on existing efforts and needs is provided. The exact 
number of communities and children to benefit from this project should 
be identified in collaboration with national and local authorities, and 
should support Zambia's current education reform efforts, as well as 
efforts to end child labor.
    In order to avoid duplication, enhance collaboration, expand 
impact, and develop synergies, the cooperative agreement awardee 
(hereafter referred to as ``Grantee'') should work cooperatively with 
Zambian stakeholders in developing project interventions. The MOE is 
the lead ministry for this initiative, but close coordination and 
consultation may also be required with other governmental and 
nongovernmental stakeholders and potential partners. Because of complex 
social and economic problems in Zambia and limited available resources 
under this award, Applicants are encouraged to implement programs 
complementing existing efforts and, where appropriate, replicate or 
enhance successful models to serve expanded numbers of children and 
communities.
    The project shall support the goals of USDOL's Child Labor 
Education Initiative: (1) Raise awareness of the importance of 
education for all children and mobilize a wide array of actors to 
improve and expand education infrastructures; (2) strengthen formal and 
transitional education systems that encourage working children and 
those at risk of working to attend schools; (3) strengthen national 
institutions and policies on education and child labor; and (4) ensure 
the long-term sustainability of these efforts.
    To the extent possible with limited project funds, the expected 
outcomes of the project in the targeted communities are to (1) 
measurably increase the number of children afforded educational 
opportunities; (2) decrease the numbers of children engaged in the 
worst forms of child labor; (3) lift the impediments to quality 
educational experiences, whether within the government education system 
or existing alternative options; (4) improve access to complementary 
services addressing children's larger health, nutrition, psychological, 
and parenting needs that would affect children's educational 
performance; (5) support improved national and local institutional 
capacity to provide supportive educational and social policy for 
vulnerable children in these communities; and (6) sustain the impact of 
activities at a community and national level.
    Below is a summary of specific requirements to guide Applicants in 
the development of responses to this solicitation. Although USDOL is 
open to all proposals for innovative solutions to address the 
challenges of providing increased access to education to the target 
population, the Applicant must, at a minimum, propose approaches to 
address barriers to education in the following areas of implementation:
1. Awareness-Raising and Mobilization of Key Actors
    This component aims to use awareness-raising efforts to inform and 
mobilize strong local and national commitment to concrete actions 
promoting school attendance among children engaged in or most at risk 
of entering the worst forms of child labor.
    a. Development of communication strategy. The Applicant should 
propose an appropriate communication strategy to raise awareness and 
influence behavior of multiple actors regarding the importance of 
educating children engaged in or most at risk of entering the worst 
forms of child labor. The Applicant should propose key audiences and 
messages for awareness-raising campaigns. Proposed strategies should 
take into account communication methods considered to be locally 
effective given the literacy rates and linguistic needs of target 
populations. Communication strategies should also seek to increase 
awareness of national child labor and education policies and 
strategies.
    b. Increased involvement in community decision-making. The 
Applicant should suggest approaches to increase parental, guardian, 
youth and community member understanding of current Zambian education 
and child labor policy and its implications for local leaders. The 
approach should outline methods to promote and strengthen existing 
decision-making infrastructures or create effective task-oriented 
multi-sectoral or public-private partnerships at the community and 
regional levels to address child labor and increase access to basic 
education.
2. Strengthen Government and Alternative Education Systems
    Strategies to strengthen Zambian educational opportunities in 
selected communities should address the needs of target children, 
including: (1) Young children within the formal education system to 
prevent their dropout and entry into child labor and increase the rate 
of primary school completion; (2) out-of-school children of primary 
school age; and (3) older children of legal working age for basic 
education programs and/or improved job and self-employment skills. 
Specific strategies may vary depending on the age of the children, 
their former experience in the education system and community specific 
parameters. As part of its proposed strategies the Applicant should 
suggest activities in the areas listed below and, if appropriate, in 
other innovative areas not identified in this solicitation.
    a. Identification of beneficiaries. The Applicant should outline 
criteria for identifying the number and location of target communities, 
interventions and the numbers of children to be targeted and the 
criteria used to designate targeted beneficiaries. The application 
should describe how the Applicant intends to collect or use existing 
baseline data on these beneficiaries in program development.
    b. Training and professional development for teachers. The 
Applicant should identify methods for recruitment of and improvement in 
the

[[Page 41490]]

knowledge, skills, morale and professionalism of teachers in government 
and alternative school systems so that they may better address the 
education needs of the target population, especially children who have 
dropped out to work or have never been to school. Suggested approaches 
to teacher development should indicate linkages with existing teacher 
training institutions and programs in Zambia. Attention should be 
given, where relevant, to providing sustained support for and increased 
skills among teachers in community schools and IRI mentors.
    c. Development of curricular materials and procurement of supplies. 
The Applicant should suggest approaches for developing or improving 
upon existing curricular materials to increase their relevance for 
children engaging in or at risk of engaging in the worst forms of child 
labor and children who have been out of school for some time or are 
well behind grade level. The recommended approach should assist 
teachers and local administrators with effectively implementing and 
tailoring national or existing curriculum like SPARKS used in many 
community schools to community specific needs. Additionally, the 
approach should outline potential methods for developing or acquiring 
school supplies necessary to implement the proposed curricula.
    d. Development of targeted vocational education programs. The 
Applicant should suggest approaches to implement or enhance pre-
vocational and vocational training skills for employment and self-
employment that better support the needs of poor children and child 
heads of households. The Applicant should also suggest approaches for 
improving job placement or self-employment after training, where 
relevant, including means of ensuring that poor students can access 
appropriate tools and supplies to successfully implement employment 
initiatives.
3. Strengthen National Institutions and Policies on Education and Child 
Labor
    This component should promote approaches to increase capacity among 
government institutions and civil society organizations to collect and 
use information, implement policies, and monitor progress towards the 
prevention of child labor through school retention and reintegration of 
children into education settings in lieu of work. Specifically, the 
Applicant should propose approaches to implementation in the following 
areas:
    a. Data collection and policy analysis. The Applicant should 
suggest approaches to improve the capacity of governmental and 
nongovernmental organizations to collect and use data to inform 
education and child labor policy and to allocate resources 
appropriately. The Applicant should outline means of strengthening the 
capacity of government and key civil society and community 
organizations to monitor and follow up on data collected regarding the 
education of child laborers and children at risk of entering the worst 
forms of child labor. The approach should take into consideration 
current efforts of the Ministries of Education and Labor, and suggest 
ways to complement and strengthen current government and 
nongovernmental organization activities.
    b. Strengthening local capacity to implement decentralization. The 
Applicant should identify major institutions and individuals to be 
targeted and suggest specific approaches to build the management skills 
and capacity of local educational authorities and stakeholders to 
implement MOE's decentralization strategy. As part of this approach the 
Applicant should propose means of improving linkages among these 
educational authorities. The Applicant may also include strategies to 
build the capacity of community members to oversee community schools.
    c. Facilitation of inter-institutional coordination. The Applicant 
should suggest means for facilitating and enhancing inter-institutional 
coordination and capacity building of current networks among and 
between government ministries and nongovernmental organizations working 
to improve the education of Zambia's most vulnerable children. The 
Applicant should identify expected outcomes from improved coordination, 
in the realms of improved implementation of existing policies and laws 
on school attendance and child labor in target areas of project 
intervention; coordinated planning, resource mobilization, and 
distribution of resources; and/or further identification, development 
and expansion of models for improving the educational outcomes of 
children engaged in or at risk of entering the worst forms of child 
labor.
4. Resource Mobilization
    This component will build capacity to mobilize resources to improve 
government and community schools and other alternative educational 
programs.
    a. Resource linkages to better support children, families and 
communities. The Applicant should suggest means for mobilizing 
resources to assist poor families and communities to pay school costs 
and support the non-education specific needs of children that are 
barriers to learning, such as malnutrition and health problems.
    b. Improving access to and distribution of national and non-public 
resources. The Applicant should suggest an approach for efficient 
delivery of appropriate existing government and donor resources to 
target communities. The Applicant should include approaches to building 
the capacity of advocacy networks such as CHIN and ZCSS to effectively 
communicate the needs of local communities to national infrastructures 
and ensure they are distributed in effective and fair ways.
    In implementing the proposed statement of work, the Applicant 
should design approaches that encourage sustainability of impact on 
individuals, organizations and system-wide. For individual children and 
their families this would mean a positive and enduring change in their 
life conditions as a result of project interventions. At the level of 
organizations and systems, sustained impact would involve continued 
commitment and ability to maintain outcomes generated by the project, 
such as policy changes and implementation, as long as they are still 
needed.

B. Deliverables

    In addition to meeting the above requirements, the Grantee will 
also be expected to monitor the implementation of the program, report 
to USDOL on a quarterly basis, and evaluate program results. The grant 
will include funds to plan, implement and evaluate programs and 
activities, conduct various studies pertinent to project 
implementation, and to establish education baselines to measure program 
results. Corresponding indicators of performance will also be developed 
by the Grantee and approved by USDOL. Unless otherwise indicated, the 
Grantee must submit copies of all required reports to ILAB by the 
specified due dates. Other documents, such as project design documents, 
are to be submitted by mutually agreed upon deadlines.
1. Project Designs
    A project document in a format to be established by ILAB in the 
logical framework format will be used, and will include a background/
justification section, project strategy (objectives, outputs, 
activities, indicators, means of verification), project implementation 
timetable and project budget. The project design will be drawn from the 
application written in response to this solicitation and negotiations 
with ILAB

[[Page 41491]]

in final design. The document will also include sections that address 
coordination strategies, project management and sustainability. 
Delivery date of this document will be negotiated at the time of the 
award.
2. Technical and Financial Progress Reports
    The Grantee must furnish a typed technical report to ILAB on a 
quarterly basis by 31 March, 30 June, 30 September, and 31 December. 
The Grantee must also furnish a separate financial report (SF 272) to 
ILAB on the quarterly basis mentioned above. The format for the 
technical progress report will be the format developed by ILAB and must 
contain the following information:
    a. For each project objective, an accurate account of activities 
carried out under that objective during the reporting period;
    b. An accounting of travel performed under the grant during the 
reporting period, including purpose of trip, persons or organizations 
contacted, and benefits derived;
    c. A description of current problems that may impede performance, 
and proposed corrective action;
    d. Future actions planned in support of each project objective;
    e. Aggregate amount of costs incurred during the reporting period; 
and
    f. Progress on indicators (to be reported annually).
3. Annual Work Plan
    An annual work plan will be developed within two months of project 
award and approved by ILAB so as to ensure coordination with other 
relevant social actors in Zambia. Subsequent annual work plans will be 
delivered no later than one year after the previous one.
4. Monitoring and Evaluation Plan
    A monitoring and evaluation plan will be developed, in 
collaboration with ILAB, including beginning and ending dates for the 
project, planned and actual dates for mid-term review, and final end of 
project evaluations. The monitoring plan will be prepared after 
completion of baseline surveys, including revision of indicators 
provided in project document, targets, and means of verification.
5. Evaluation Reports
    The Grantee and the Grant Officer's Technical Representative (GOTR) 
will determine on a case-by-case basis whether mid-term evaluations 
will be conducted by an internal or external evaluation team. All final 
evaluations will be external in nature. The Grantee must respond to any 
comments and recommendations resulting from the review of the mid-term 
report.

C. Production of Deliverables

1. Materials Prepared Under the Grant
    The Grantee must submit to ILAB all media-related and educational 
materials developed by it or its sub-contractors before they are 
reproduced, published, or used. ILAB considers that education materials 
include brochures, pamphlets, videotapes, slide-tape shows, curricula, 
and any other training materials used in the program. ILAB will review 
materials for technical accuracy. The Grantee must obtain prior 
approval from the Grant Officer for all materials developed or 
purchased under this grant. All materials produced by the Grantee must 
be provided to ILAB in a digital format for possible publication by 
ILAB.
2. Acknowledgment of USDOL Funding
    In all circumstances, the following must be displayed on printed 
materials:
    ``Preparation of this item was funded by the United States 
Department of Labor under Cooperative Agreement No. E-9-X-X-XXXX.''
    When issuing statements, press releases, requests for proposals, 
bid solicitations, and other documents describing projects or programs 
funded in whole or in part with Federal money, all Grantees receiving 
Federal funds, including State and local governments and recipients of 
Federal research grants, must clearly state:
    a. The percentage of the total costs of the program or project that 
will be financed with Federal money;
    b. The dollar amount of Federal funds for the project or program; 
and
    c. The percentage and dollar amount of the total costs of the 
project or program that will be financed by non-governmental sources.
    In consultation with ILAB, USDOL will be acknowledged in one of the 
following ways:
    a. The USDOL logo may be applied to USDOL funded material prepared 
for worldwide distribution, including posters, videos, pamphlets, 
research documents, national survey results, impact evaluations, best 
practice reports, and other publications of global interest. The 
Grantee will consult with USDOL on whether the logo should be used on 
any such items prior to final draft or final preparation for 
distribution. In no event will the USDOL logo be placed on any item 
until USDOL has given the Grantee written permission to use the logo, 
after obtaining appropriate internal USDOL approval for use of the logo 
on the item.
    b. If ILAB determines that the use of the logo is not appropriate 
and does not give written permission, the following notice must appear 
on the document: ``This document does not necessarily reflect the views 
or policies of the U.S. Department of Labor, nor does mention of trade 
names, commercial products, or organizations imply endorsement by the 
U.S. Government.''

D. Administrative Requirements

1. General
    Grantee organizations are subject to applicable U.S. Federal laws 
(including provisions of appropriations law) and the applicable Office 
of Management and Budget (OMB) Circulars. Determinations of allowable 
costs will be made in accordance with the applicable U.S. Federal cost 
principles. The grant awarded under this SGA is subject to the 
following administrative standards and provisions, if applicable:
    29 CFR Part 36--Federal Standards for Nondiscrimination on the 
Basis of Sex in Education Programs or Activities Receiving Federal 
Financial Assistance.
    29 CFR Part 93--New Restrictions on Lobbying.
    29 CFR Part 95--Uniform Administrative Requirements for Grants and 
Agreements with Institutions of Higher Education, Hospitals and Other 
Non-Profit Organizations, and with Commercial Organizations, Foreign 
Governments, Organizations Under the Jurisdiction of Foreign 
Governments and International Organizations.
    29 CFR Part 96--Federal Standards for Audit of Federally Funded 
Grants, Contracts and Agreements.
    29 CFR Part 98--Federal Standards for Government-wide Debarment and 
Suspension (Nonprocurement) and Government-wide Requirements for Drug-
Free Workplace (Grants).
    29 CFR Part 99--Federal Standards for Audits of States, Local 
Governments, and Non-Profit Organizations.
2. Sub-Contracts
    Sub-contracts must be awarded in accordance with 29 CFR 95.40-48. 
In compliance with Executive Orders 12876 as amended, 13230, 12928 and 
13021 as amended, the Grantee is strongly encouraged to provide sub-
contracting opportunities to Historically Black Colleges and 
Universities, Hispanic-Serving Institutions and Tribal Colleges and 
Universities.
3. Key Personnel
    The Applicant shall list individual(s) who has (have) been 
designated as having primary responsibility for the conduct and 
completion of all project

[[Page 41492]]

work. The Applicant will submit written proof that key personnel will 
be available to begin work on the project no later than three weeks 
after award. The Grantee agrees to inform the GOTR whenever it appears 
impossible for these individual(s) to continue work on the project as 
planned. The Grantee may nominate substitute personnel and submit the 
nominations to the GOTR; however, the Grantee must obtain prior 
approval from the Grant Officer for all key personnel. If the Grant 
Officer is unable to approve the personnel change, he/she reserves the 
right to terminate the grant.
4. Encumbrance of Grant Funds
    Grant funds may not be encumbered/obligated by the Grantee before 
or after the grant period of performance. Encumbrances/obligations 
outstanding as of the end of the grant period may be liquidated (paid 
out) after the end of the grant period. Such encumbrances/obligations 
shall involve only specified commitments for which a need existed 
during the grant period and which are supported by approved contracts, 
purchase orders, requisitions, invoices, bills, or other evidence of 
liability consistent with the Grantee's purchasing procedures and 
incurred within the grant period. All encumbrances/obligations incurred 
during the grant period shall be liquidated within 90 days after the 
end of the grant period, if practicable.
5. Site Visits
    USDOL, through its authorized representatives, has the right, at 
all reasonable times, to make site visits to review project 
accomplishments and management control systems and to provide such 
technical assistance as may be required. If USDOL makes any site visit 
on the premises of the Grantee or a sub-contractor(s) under this grant, 
the Grantee shall provide and shall require its sub-contractors to 
provide all reasonable facilities and assistance for the safety and 
convenience of Government representatives in the performance of their 
duties. All site visits and evaluations shall be performed in a manner 
that will not unduly delay the work.

V. Review and Selection of Applications for Award

A. The Review Process

    USDOL will screen all applications to determine whether all 
required elements are present and clearly identifiable. Each complete 
application will be objectively rated by a technical panel against the 
criteria described in this announcement. Applicants are advised that 
panel recommendations to the Grant Officer are advisory in nature. The 
Grant Officer may elect to select a Grantee on the basis of the initial 
application submission; or, the Grant Officer may establish a 
competitive or technically acceptable range for the purpose of 
selecting qualified Applicants. If deemed appropriate, following the 
Grant Officer's call for the preparation and receipt of final revisions 
of applications, the evaluation process described above will be 
repeated to consider such revisions. The Grant Officer will make final 
selection determination based on panel findings and consideration for 
factors that may be most advantageous to the Government, such as 
geographic distribution of the competitive applications, cost, the 
availability of funds and other factors. The Grant Officer's 
determination for award under this SGA is final.


    Note: Selection of an organization as a grant recipient does not 
constitute approval of the grant application as submitted. Before 
the actual grant is awarded, USDOL may enter into negotiations about 
such items as program components, funding levels, and administrative 
systems. If the negotiations do not result in an acceptable 
submission, the Grant Officer reserves the right to terminate the 
negotiation and decline to fund the application.

B. Rating Criteria and Selection

    The technical panel will review applications against the various 
criteria on the basis of 100 points with an additional five points 
available for non-federal or leveraged resources.
    The factors are presented in the order of emphasis that they will 
receive.
1. Approach, Understanding of the Issue, and Budget Plan (40 points)
    a. Overview. This section of the application must explain:
    1. The Applicant's proposed innovative methods for performing all 
the specific areas of work requirements presented in this solicitation.
    2. The expected outcomes over the period of performance for each of 
the tasks; and
    3. The approach for producing the expected outcomes.
    The Applicant should describe in detail the proposed approach to 
comply with each requirement in Section IV.A of this solicitation, 
including all tasks and methods to be utilized to implement the 
project. Also, the Applicant should explain the rationale for using 
this approach and any specific criteria to be used in decision-making. 
In addition, this section of the application should demonstrate the 
Applicant's thorough knowledge and understanding of the issues involved 
in providing education to children engaged in or at risk of engaging in 
the worst forms of child labor; best-practice solutions to address 
their needs; and the implementing environment in Zambia.
    b. Implementation Plan. The Applicant must submit an implementation 
plan, preferably with a visual such as a Gantt chart, for the project 
in Zambia. The implementation plan should list the outcomes, objectives 
and activities during the life of the project, and scheduling of time 
and staff starting with the execution of the grant and ending with the 
final report. In describing the implementation plan, the Applicant 
should address the following points:
    1. Explain how appropriate awareness-raising and training 
activities and materials will be developed.
    2. Identify criteria to be used in selecting communities to be 
served and explain planned community specific activities and how each 
relates to the overall development objective of reducing child labor 
through education.
    3. Demonstrate how the organization will strengthen national 
institutions and policies on improving educational access for children 
engaged in or at risk of engaging in the worst forms of child labor.
    4. Describe the use of existing or potential infrastructure and 
activities to implement the project. The Applicant should indicate 
proposed links with government, civil society leaders, educators, and 
other significant local actors to meet the educational and related 
needs of the target population to be served.
    5. Demonstrate how the organization would build national and local 
capacity to ensure the impact of project efforts to reduce child labor 
through the provision of education are sustained after the grant's 
completion.
    c. Budget Plan. The Applicant must develop a country-specific 
budget of up to US $2 million for the project. This section of the 
application should explain the costs for performing all of the 
requirements presented in this solicitation and for producing all 
required reports and other deliverables presented in this solicitation; 
costs must include labor, equipment, travel, and other related costs. 
Preference may be given to applicants with low administrative costs.
    d. Management and Staff Loading Plan. This section must also 
include a management and staff loading plan. The management plan should 
include the following:

[[Page 41493]]

    1. A project organization chart and accompanying narrative which 
differentiates between elements of the Applicant's staff and sub-
contractors or consultants who will be retained;
    2. A description of the functional relationship between elements of 
the project's organization;
    3. The identity of the individual responsible for project 
management and the lines of authority between this individual and other 
elements of the project; and
    4. A description of how the organization will systematically 
monitor and report on project performance to measure the achievement of 
project objectives.

The staff loading plan should identify all key tasks and the person-
days required to complete each task. Labor estimates for each task 
should be broken down by individuals assigned to the task, including 
sub-contractors and consultants. All key tasks should be charted to 
show time required to perform them by months or weeks.
    This section will be evaluated in accordance with applicable 
Federal laws and regulations. The budget must comply with Federal cost 
principles (which can be found in the applicable OMB Circulars) and 
with ILAB budget requirements contained in the application instructions 
in Section III of this solicitation.
2. Experience and Qualifications of the Organization (35 points)
    The evaluation criteria in this category are as follows:
    a. The organization applying for the award has international 
experience implementing basic, transitional, and vocational education 
programs that address issues of access, quality, and policy reform for 
vulnerable children including children engaged in or at risk of the 
worst forms of child labor in Zambia or neighboring countries.
    b. The organization has a field presence in Zambia, or in the 
region, or could rapidly establish an office in Zambia that gives it 
the capability to work directly with government ministries, educators, 
civil society leaders, and other local faith-based or community 
organization; the organization can document that it has already 
established relations of this nature in the target country or can show 
that it has the capacity to readily establish such relations.
    c. The organization has experience working with, or can show it has 
the ability to work with U.N. and other multilateral and bilateral 
donor organizations.
    The application should include information about previous grants or 
contracts relevant to this solicitation including:
    1. The organization for which the work was done;
    2. A contact person in that organization with their current phone 
number;
    3. The dollar value of the grant, contract, or cooperative 
agreement for the project;
    4. The time frame and professional effort involved in the project;
    5. A brief summary of the work performed; and
    6. A brief summary of accomplishments.
    This information on previous grants and contracts shall be provided 
in appendices and will not count in the 25-page maximum page 
requirement.
3. Experience and Qualifications of Key Personnel (25 points)
    This section of the application must include sufficient information 
to judge the quality and competence of staff proposed to be assigned to 
the project to assure that they meet the required qualifications. 
Successful performance of the proposed work depends heavily on the 
qualifications of the individuals committed to the project. 
Accordingly, in its evaluation of the Applicant's application, USDOL 
will place emphasis on the Applicant's commitment of personnel 
qualified for the work involved in accomplishing the assigned tasks. 
Information provided on the experience and educational background of 
personnel should indicate the following:
    a. The identity of key personnel assigned to the project. ``Key 
personnel'' are staff who are essential to the successful operation of 
the project and completion of the proposed work and, therefore, may not 
be replaced or have hours reduced without the approval of the Grant 
Officer.
    b. The educational background and experience of all staff to be 
assigned to the project.
    c. The special capabilities of staff that demonstrate prior 
experience in organizing, managing and performing similar efforts.
    d. The current employment status of staff and availability for this 
project. The Applicant should also indicate whether the proposed work 
will be performed by persons currently employed or is dependent upon 
planned recruitment or sub-contracting. Note that management and 
professional technical staff members comprising the Applicant's 
proposed team should be individuals who have prior experience with 
organizations working in similar efforts, and are fully qualified to 
perform work specified in the Statement of Work. Where sub-contractors 
or outside assistance are proposed, organizational control should be 
clearly delineated to ensure responsiveness to the needs of USDOL. Key 
personnel must sign letters of agreement to serve on the project, and 
indicate availability to commence work within three weeks of grant 
award.
    The following information must be furnished:
    a. The Applicant should designate a Program Director (Key 
Personnel) to oversee the project and be responsible for implementation 
of the requirements of the grant. The Program Director must have a 
minimum of three years of professional experience in a leadership role 
in implementation of complex basic education programs in developing 
countries in areas such as education policy; improving educational 
quality and access; teacher training and materials development; 
educational assessment of disadvantaged students; development of 
community participation in the improvement of basic education for 
children engaging in or most at risk of engaging in the worst forms of 
child labor (including children affected by HIV/AIDS); and monitoring 
and evaluation of basic education projects. Points will be given for 
candidates with additional years of experience. Preferred candidates 
will also have knowledge of child labor issues, and experience in the 
development of transitional, formal, and vocational education of 
children removed from child labor and/or victims of the worst forms of 
child labor.
    b. The Applicant should designate an Education Specialist (Key 
Personnel) who will provide leadership in developing the technical 
aspects of this project in collaboration with the Project Director. 
This person must have at least three years experience in basic 
education projects in developing countries and for highly vulnerable 
children due to poverty and HIV/AIDS including in areas such as student 
assessment, teacher training, educational materials development, 
educational management, and educational monitoring and information 
systems. This person must have experience in working successfully with 
ministries of education, networks of educators, employers' and worker 
associations or comparable entities. Additional experience with child 
labor, the impact of HIV/AIDS, and education monitoring and evaluation 
is an asset.

[[Page 41494]]

    c. The Applicant should specify other personnel proposed to carry 
out the requirements of this solicitation.
    d. The Applicant should include a description of the roles and 
responsibilities of all personnel proposed for this project and a 
resume for each professional person to be assigned to the program. 
Resumes should be attached in an appendix. At a minimum, each resume 
should include: the individual's current employment status and previous 
work experience, including position title, duties performed, dates in 
position, and employing organizations and educational background. 
Duties should be clearly defined in terms of role performed, e.g., 
manager, team leader, consultant, etc. Indicate whether the individual 
is currently employed by the Applicant, and (if so) for how long.
4. Leverage of Grant Funding (5 points)
    The Department will give up to five (5) additional rating points to 
applications that include non-Federal resources that significantly 
expand the dollar amount, size and scope of the application. These 
programs will not be financed by the project, but can complement and 
enhance project objectives. The Applicant may include any leveraging or 
co-funding anticipated. To be eligible for the additional points in the 
criterion, the Applicant must list the source(s) of funds, the nature, 
and possible activities anticipated with these funds under this grant 
and any partnerships, linkages or coordination of activities, 
cooperative funding, etc.

    Signed at Washington, DC, this 12th day of June, 2002.
Lawrence J. Kuss,
Grant Officer.
Appendix A: SF 424--Application Form.
Appendix B: SF 424A--Budget Information Form.
Appendix C: Background Information on USDOL-Funded Projects in 
Zambia.
Appendix D: Zambian Implementing Environment and Key Institutions 
and Organizations Addressing the Education of Child Laborers.
Appendix E: Background Material Available Electronically and in Hard 
Copy (upon request).
BILLING CODE 4510-28-P

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[GRAPHIC] [TIFF OMITTED] TN18JN02.008


[[Page 41496]]


[GRAPHIC] [TIFF OMITTED] TN18JN02.009


[[Page 41497]]


[GRAPHIC] [TIFF OMITTED] TN18JN02.010

BILLING CODE 4510-28-C


[[Page 41498]]


    Note: Use Column A to record funds requested for the initial 
period of performance (i.e. 12 months, 18 months, etc.); Column B to 
record changes to Column A (i.e. requests for additional funds or 
line item changes; and Column C to record the totals (A plus B).

Instructions for Part II--Budget Information

Section A--Budget Summary by Categories

    1. Personnel: Show salaries to be paid for project personnel 
which you are required to provide with W2 forms.
    2. Fringe Benefits: Indicate the rate and amount of fringe 
benefits.
    3. Travel: Indicate the amount requested for staff travel. 
Include funds to cover at least one trip to Washington, DC, for 
project director or designee.
    4. Equipment: Indicate the cost of non-expendable personal 
property that has a useful life of more than one year with a per 
unit cost of $5,000 or more. Also include a detailed description of 
equipment to be purchased including price information.
    5. Supplies: Include the cost of consumable supplies and 
materials to be used during the project period.
    6. Contractual: Show the amount to be used for (1) procurement 
contracts (except those which belong on other lines such as supplies 
and equipment); and (2) sub-contracts/grants.
    7. Other: Indicate all direct costs not clearly covered by lines 
1 through 6 above, including consultants.
    8. Total, Direct Costs: Add lines 1 through 7.
    9. Indirect Costs: Indicate the rate and amount of indirect 
costs. Please include a copy of your negotiated Indirect Cost 
Agreement.
    10. Training /Stipend Cost: (If allowable).
    11. Total Federal funds Requested: Show total of lines 8 through 
10.

Section B--Cost Sharing/Matching Summary

    Indicate the actual rate and amount of cost sharing/matching 
when there is a cost sharing/matching requirement. Also include 
percentage of total project cost and indicate source of cost 
sharing/matching funds, i.e. other Federal source or other Non-
Federal source.

    Note: Please include a detailed cost analysis of each line item.

Appendix C: Background Information on USDOL-Funded Projects in Zambia

    The United States Department of Labor (USDOL) has funded four 
projects to address child labor in Zambia, including:
    Statistical Information and Monitoring Programme on Child 
Labour: Zambia (1999, US $289,000)--In collaboration with the 
International Labor Organization's Statistical Information and 
Monitoring Program on Child Labor (SIMPOC), Zambia's Central 
Statistical Office (CSO) conducted the 1999 Child Labor Survey in 
8,000 households to increase the available base of data on child 
labor (the final report can be accessed through the Internet at 
http://132.236.108.39:8050/public/english/standards/ipec/simpoc/zambia/zambia.pdf). The survey report recommended the Copperbelt, 
Eastern, Northern, and Southern Provinces as priority areas for 
further information and mobilization campaigns. The project assisted 
in strengthening local capacity to collect and analyze data on child 
labor. The CSO is currently working to develop a database to store 
the relevant information.
    National Programme on the Elimination of Child Labour in Zambia 
(1999, US $630,000)--This program seeks progressive elimination of 
child labor, especially its worst forms, with a focus on prevention, 
withdrawal, rehabilitation, and provision of alternatives for 
working children. It aims to strengthen government capacity to 
address child labor through the development of a national plan of 
action, review of national legislation in light of international 
standards, and activities in collaboration with ministries such as 
the Ministry of Sports, Youth and Community Developments, Ministry 
of Labor and Social Services and MOE (See Appendix D). The program 
aims to withdraw 1,400 children from hazardous and exploitative work 
in prostitution, domestic service, quarry mines, and on the streets. 
Withdrawn children are provided education through transitional 
classes or placement in government or community schools. Some 
families are provided income-generating opportunities. The program 
supports the capacity of nongovernmental organizations to provide 
services to working children and their families primarily in the 
Lusaka and Copperbelt provinces. As of March 2002, 434 children have 
been prevented from entering work and 559 children have been 
withdrawn from hazardous work and provided educational 
opportunities. Direct action programs are carried out by 
nongovernmental organizations including: Anglican Street Children 
Project, Association for the Restoration of Orphans and Street 
Children, Jesus Cares Ministries, Young Women's Christian 
Association, Women Finance Cooperative of Zambia, Zambia Children 
Education Foundation, Zambian Congress of Trade Unions, and Zambia 
Federation of Employers. A National Steering Committee on Child 
Labor was established in September 2000 as part of the program that 
includes committee members (MLSS, MSYCD, MOE, CHIN, Community Youth 
Concern, UNICEF, Permanent Human Rights Commission, Christian 
Council of Zambia, and UNESCO) and representatives from employers 
and workers groups, NGOs, academics and the media.
    Prevention, Withdrawal, and Rehabilitation of Children Engaged 
in Hazardous Work in the Commercial Agriculture Sector in Africa 
(2000, US $630,000 for Zambia)--One of five participating countries, 
Zambia seeks to withdraw at least 1,200 children from the worst 
forms of labor in the commercial cotton and maize production sectors 
and prevent 3,000 children from entering this market. Withdrawn 
children are provided basic education and vocational training, and 
select families are provided income-generating activities. The 
program seeks to strengthen governmental, nongovernmental, 
community, employers', and workers' organizations' capacity to 
identify and eliminate hazardous child labor in plantations. A 
baseline survey of the agricultural sector is currently being 
conducted. Project activities will take place in the Eastern, 
Southern, and Central Provinces.
    HIV/AIDS and Child Labour in Sub-Saharan Africa (2001, US 
$306,000 total)--One of four countries participating in this 
regional SIMPOC project, Zambia seeks to increase qualitative and 
quantitative data on the relationship between HIV/AIDS and child 
labor. Potential target areas for Rapid Assessment research in 
Zambia include the Copperbelt, Eastern, and Lusaka Provinces.

Appendix D: Zambian Implementing Environment and Key Institutions and 
Organizations Addressing the Education of Child Laborers

    The following section addresses areas of policy and legislation 
and provides a brief description of key organizations involved in 
child labor. The information listed here is not exhaustive of the 
organizations or activities addressing the educational needs of 
child laborers in Zambia. In considering partnerships, Applicants 
should not limit themselves only to organizations listed below.
    Child labor in Zambia is set in a complex socio-economic 
situation marked by a deteriorated economy, pervasive poverty, and 
the HIV/AIDS pandemic that affects all of Zambian society. 
Successfully addressing the needs of working children and those at 
risk of engaging in the worst forms of child labor must take into 
account these larger forces. A number of key Zambian government 
ministries, international donors, national NGOs and community-based 
organizations have undertaken approaches to address the above stated 
problems, with an ultimate aim of improving the lives of the 
orphaned and vulnerable children who are most at risk of engaging in 
the worst forms of child labor. Some of these key national-level 
policy activities include the following:
    The National Poverty Reduction Action Plan--The Zambian 
government began formulating a National Poverty Reduction Action 
Plan in 1998 that spells out macroeconomic, structural and social 
plans to reduce poverty levels from 72.9 percent to 50 percent 
during the period 2000 to 2004. The Action Plan identifies several 
key national priority development areas including a strategy for 
meeting the human resource development needs of children and youth 
by increasing access and quality of basic education and skills 
training. Other strategies call for achieving broad based economic 
growth through agriculture and rural development, and increasing 
productivity of micro-enterprises in the informal and rural sectors. 
The Ministry of Finance and Economic Development has also completed 
its Interim Poverty Reduction Strategy Paper, which proposes poverty 
reduction interventions in all economic and social sectors to 
achieve sustainable economic growth and employment creation. It 
recognizes that declining economic conditions contribute to the 
prevalence of child labor in Zambia.

[[Page 41499]]

    Child Labor Law--Zambia ratified ILO Convention 138 on the 
Minimum Age in 1976, the United Nations Convention of the Rights of 
the Child in 1991, and ILO Convention 182 on the Worst Forms of 
Child Labor in 2001. Zambian laws pertinent to child labor are 
somewhat inconsistent and no comprehensive child labor law exists. 
The Zambian Constitution (1991) addresses the protection of young 
persons from exploitation and forced labor and defines a young 
person as anyone under the age of 15. However, the Employment of 
Children and Young Persons Act (1933) defines a child as anyone 
under the age of 14 years, and establishes 14 as the minimum age for 
employment. Numerous laws make mention of children's rights, and 
several, including the Labor and Industrial Relations Act and 
Employment Act, pertain to working children. However, children 
engaged in subsistence agriculture, domestic service or the informal 
sector are not covered by law. Though there are penalties in the 
case of illegal employment of a child or young person, there have 
been no prosecutions for violations. The Ministry of Labor and 
Social Security has taken the lead in reviewing labor laws and has 
made recommendations for harmonization of legislation. It found that 
while the issue of child labor is sufficiently embraced, the 
multitude of laws are confusing and impair effective enforcement. 
Additionally, enforcement capacity is weak and does not reach the 
informal sector where child labor is predominant.
    Education Reform--The Zambian government continues to reaffirm 
its commitment to the Educating Our Future policy of 1996, which 
strives to achieve universal education on all levels by 2015. The 
current implementation focus is on the provision of basic education 
and the Ministry of Education has been working to expand education 
access for all children through far-reaching education reform. A key 
program promoting this objective is the Basic Education Sub-sector 
Investment Program (BESSIP) that began in 1999. With the assistance 
of the international donor community, BESSIP seeks to improve 
quality and relevance of education, and specifically decentralizes 
more management and personnel decisions to the provinces. 
Decentralization will require that education boards be established 
in all districts and the MOE will transfer power to their boards. 
Currently, the MOE is piloting decentralization efforts in four 
regions: the Copperbelt, Eastern, Northern, and Western Provinces. 
BESSIP also addresses teacher training, curriculum review, 
educational material development and distribution, and the building 
of schools. Among BESSIP's nine components is the Equity and Gender 
Sub-program which supports improved educational access and 
monitoring of the educational performance of vulnerable children. 
Other programs include the Program for the Advancement of Girls' 
Education (PAGE), supported by USAID, underway in the Southern 
Province.
    Alternative school activities have developed to meet the needs 
of vulnerable children who are not attending formal school. An 
estimated 900 schools independent from the existing government 
structures have been established throughout Zambia that are 
organized and managed by communities. Some 700 of these community 
schools serving over 75,000 children have been registered with the 
Zambian Community School Secretariat, having met certain criteria 
and standards. These schools do not require school fees of the 
children, Parent Teacher Association fees, or impose other 
requirements such as school uniforms or materials that can hamper 
the poorest children from attending government schools. Another 
alternative initiative is the Interactive Radio Instruction (IRI) 
program for out-of-school children launched by the MOE through its 
Educational Broadcasting Service in 2000. Broadcasting lessons 
daily, the program has grown to over 350 centers throughout Zambia 
that reach an estimated 12,000 children. Classes are led by a 
volunteer mentor identified by the local community who is literate. 
Lesson plans for Grades 1 and 2 have been piloted and plans for 
Grade 3 are currently under development.
    The Zambian government also provides financial and other support 
to the most vulnerable children--orphans, street children, children 
who are poor, out-of-school and working, girls, and children with 
disabilities. The BESSIP Bursary Scheme and the Zambian Education 
Capacity Building Program Bursary Scheme (supported by the European 
Union) pays for the educational expenses of vulnerable children as a 
way of alleviating some of the problems they face in buying school 
requisites, uniforms, and payment of user fees. The number of 
bursaries given a school is decided on in collaboration between a 
district's education and social welfare authorities and financial 
compensation goes towards funding children's placements in 
government or community schools.
    A number of government ministries, international donor 
organizations, national NGOs, and community-based organizations have 
developed approaches to address barriers to education of child 
laborers in Zambia. The following are brief descriptions of the 
organizations and their activities in relation to child labor:

National Government Ministries

    There are four separate ministries charged with protecting and 
providing for the welfare of vulnerable children. They are:

Ministry of Labor and Social Security (MLSS)

    The MLSS has overall responsibility for the protection and 
welfare of workers, in collaboration with trade unions and employer 
groups. It is charged with enforcement of legislation. The MLSS 
participates significantly in implementing the objectives of the 
ILO/IPEC National Program on the Elimination of Child Labor and has 
established a Child Labor Unit in the MLSS. Program activities focus 
on strengthening the capacity of the MLSS to monitor, control and 
prevent child labor in collaboration with other social partners. 
Labor inspectors have been trained to act against the worst forms of 
child labor. As mentioned above, the MLSS has undertaken a 
legislative and policy review of child labor. MLSS has proposed 
establishing a database to collect information centrally about 
children removed from work, however, this has yet to be developed.

Ministry of Community Development and Social Services (MCDSS)

    The MCDSS is mandated to administer a number of programs 
providing welfare and support services to children in difficult 
circumstances, such as abandoned children or those living on the 
streets. Children are provided food and temporary shelter through 
collaboration with other government ministries, NGOs, community- and 
faith-based organizations. The Department of Social Welfare 
implements the Public Welfare Assistance Scheme, which seeks to 
increase the quality, quantity and necessary resources of community-
based initiatives focused on improving the circumstances of 
vulnerable children. District social welfare officers, in 
collaboration with district education authorities, participate in 
the distribution of the BESSIP Bursary Scheme. An alternative 
``community'' bursary scheme is being piloted, where instead of 
providing financial assistance for individual children, a community 
bursary would offer a school a grant to achieve certain targets, 
such as higher attendance levels. Payments would be made if targets 
were met. MCDSS staff members collaborate with the MLSS' Child Labor 
Unit.

Ministry of Sport, Youth, and Child Development (MSYCD)

    The MSYCD formulates policy on the protection, development, and 
welfare of children. It is responsible for overseeing the 
enforcement of legislation on the rights of the child and 
implementing the National Program of Action for Children in Zambia 
of 1994. The Ministry's Department of Child Affairs' major functions 
are to advocate for the rights of the child, organize government and 
nongovernmental programs related to the United Nations Convention on 
the Rights of the Child, and coordinate aid to orphans and 
vulnerable children. Some resources are available to help community-
based organizations in rural areas on an emergency basis. MSYCD 
staff members collaborate with the MLSS' Child Labor Unit.

Ministry of Education (MOE)

    The MOE bears the full mandate of providing education to Zambian 
society. The Ministry's Special Education Inspectorate manages all 
educational programs, such as skills training centers for children 
with special learning needs, including those for child laborers. The 
Special Education Inspectorate collaborates closely with ILO/IPEC 
and, as a component of the National Program on the Elimination of 
Child Labor, will carry out sensitization training of MOE staff to 
issues of child labor, policy and legislative review, and building 
monitoring capacity. Current pilot activities target a limited 
number of district education officers, school heads and 
representatives of Parent Teacher Associations in Lusaka Province. 
``Transitional classes'' will be introduced in five government 
schools where former child laborers will participate in a learning 
program before they are mainstreamed into

[[Page 41500]]

the formal education system. School authorities will develop 
curriculum and methods appropriate for child laborers to be used in 
government schools and by NGOs working with former child workers, to 
ensure that children remain interested in learning and that their 
progress can be monitored. The approach calls for close 
collaboration between NGOs, school authorities, counselors, and 
former child laborers. The MOE has begun to review education laws 
and policies to recommend that laws are harmonized with child labor 
laws; their findings will be disseminated to all stakeholders for 
feedback.

International Donors in Zambia

International Labor Organization's International Program on the 
Elimination of Child Labor (ILO/IPEC)

    See Appendix C.

United Nations International Children's Emergency Fund (UNICEF)

    UNICEF has a long working history in Zambia and is the lead 
donor agency in coordinating child assistance and development needs. 
The Child Protection Program is taking a central role in the 2002-
2006 UNICEF/Government of Zambia County Program of Cooperation in 
order to support and promote the progressive realization of the 
rights of children and women to protection, especially for the most 
vulnerable. The program's initiatives are designed to strengthen 
community and household capacities to respond to the rapidly 
increasing number of orphans and vulnerable children.

United States Agency for International Development (USAID)

    One of USAID's primary activities has been in working with the 
MOE and its partners to develop BESSIP into a comprehensive, 
transparent, decentralized system of delivering quality basic 
education, and in particular to develop an equitable education 
system, with a special emphasis on increasing access for girls. One 
such MOE initiative supported by USAID is PAGE. Another is the 
Community Supporting Health, HIV/AIDS, Nutrition, Gender and Equity 
Education in Schools (CHANGES) program in the Eastern and Southern 
Provinces that provides technical support to the equity and gender, 
HIV/AIDS education and school health and nutrition components of 
BESSIP. USAID also funds the Strengthening Community Partnerships 
for the Employment of Orphans and Vulnerable Children (SCOPE OVC) 
program that provides grants in the Eastern, Central, Lusaka, 
Southern and Western Provinces to boost existing community driven 
programs, sets up district committees to advocate for orphans and 
vulnerable children and provides linkages to partner organizations 
in districts. In an effort to facilitate coordination and share 
information about educational programs in Zambia, an Implementation 
and Advisory Committee on education programs was established in 
early 2002 with representation of nongovernmental and government 
officials implementing or overseeing educational programs.

National Nongovernmental Organizations

Children in Need Network (CHIN)

    Formally organized with the support of UNICEF in 1995, CHIN is a 
network of over 70 nongovernmental, community-based organizations, 
and two government departments--MSYCD and MCDSS--committed to 
assisting children in need found largely in the Lusaka, Copperbelt, 
Eastern, and Southern Provinces. CHIN's mission is to strengthen the 
ability of families and communities to protect and promote the 
welfare of children in need in Zambia, and prioritizes work to 
assist HIV/AIDS orphans, street children, and abused children. CHIN 
provides members with information and training to strengthen 
institutional capacity, facilitates networking, and works to raise 
awareness on the needs and rights of children with the government 
and public at-large. CHIN developed a communique that was used to 
inform the government about ILO Convention 182 on the Worst Forms of 
Child Labor during deliberations about ratification. CHIN conducts 
research and data collection on issues pertaining to orphans and 
vulnerable children, making its findings available to the public, 
and advocating for improvements in children's lives.

Zambian Community School Secretariat (ZCSS)

    The ZCSS was formed in 1997 with a mission to serve as a unified 
voice on behalf of community schools and to develop communities into 
self-sustaining providers of quality education to vulnerable 
children. ZCSS plays a lead role in formulating policy; coordinating 
activities and programs in community schools for various 
stakeholders; advocating for the rights of orphans and vulnerable 
children, especially girls, to educational services; setting and 
monitoring standards; building the capacity of teachers and other 
educational leaders; and mobilizing resources for community schools. 
Currently, 700 community schools are registered with ZCSS and serve 
over 75,000 children. ZCSS developed the SPARKS (School, 
Participation, Access and Relevant Knowledge) curriculum used in 
many community schools, which condenses the seven-year curriculum of 
government schools into four years in order to help children who 
have fallen behind their peers to catch up. In 1998, ZCSS signed a 
Memorandum of Agreement in which the MOE pledged to assist community 
schools to access funds, learning materials, teacher-training 
programs, and provide other support to ZCSS in the provinces. Focal 
point persons were appointed in all provinces, with the Chief 
Inspector of Schools serving as the national contact for community 
schools within the MOE, and community schools have been linked with 
and received some benefit from the BESSIP Equity and Gender Sub-
program. ZCSS has also established a database to track information 
about its schools and students. Among the family of community 
schools, one group that has established an effective model for 
providing quality education is the Zambian Open Community Schools, 
an umbrella body for 26 community schools in the Lusaka region.

Local NGOs, Community- and Faith-Based Organizations (Including 
Provinces of Operation and Children Targeted for Services)

     Anglican Children's Project, Lusaka--street children 
and child prostitutes
     Association for the Restoration of Orphans and Street 
Children (AROS), Copperbelt--street children and child prostitutes
     Children in Distress Project (CINDI), Southern, 
Copperbelt, Eastern and Lusaka--orphans
     Development Aid from People to People (DAPP) Children's 
Town, Central--street children
     Fountain of Hope, Lusaka--street children
     Jesus Cares Ministry, Lusaka--child laborers in 
quarrying and mining
     Movement of Community Action for the Prevention & 
Protection of Young People Against Poverty, Destitution, Diseases 
and Exploitation (MAPODE), Lusaka--child prostitutes and victims of 
trafficking
     Tasintha, Lusaka--child prostitutes and victims of 
trafficking
     Young Women's Christian Association (YWCA), Copperbelt-
-street children
     Zambian Children Education Foundation, Lusaka--child 
domestic workers and other vulnerable children
     Zambian Red Cross Society, Lusaka--street children

Appendix E: Background Material Available Electronically and in Hard 
Copy (Upon Request)

    1. 1999 Child Labor Survey in Zambia, http://132.236.108.39:8050/public/english/standards/ipec/simpoc/zambia/zambia.pdf.
    2. Orphans and Vulnerable Children: A Situation Analysis, Zambia 
1999. Joint USAID/UNICEF/SIDA Study Fund Project, November 1999.
    3. Document on file at USDOL ``HIV/AIDS and Child Labour in Sub-
Saharan Africa'' (Geneva: ILO, April 2001).
    4. Document on file at USDOL ``Prevention, Withdrawal and 
Rehabilitation of Children in Hazardous Work in the Commercial 
Agriculture Sector in Africa-Country Annex for Zambia'' (Geneva: 
ILO, 2000).
    5. Document on file at USDOL ``National Programme on the 
Elimination of Child Labor in Zambia'' (Geneva: ILO, 1999).
    Hard copies are available from Lisa Harvey, U.S. Department of 
Labor, Procurement Services Center, telephone (202) 693-4570 (this 
is not a toll-free number), e-mail: [email protected].

[FR Doc. 02-15302 Filed 6-17-02; 8:45 am]
BILLING CODE 4510-28-C