Call for Concept Notes: Supporting Children’s Access and Retention in Education

Deadline: 25-Apr-24

The International Development Research Centre (IDRC) and the Global Partnership for Education (GPE) invite concept notes for applied research projects to generate and mobilize evidence to contextualize and scale the impact of promising or proven approaches to improve children’s access and retention in education in emergencies and fragile, conflict and violence-affected contexts in GPE partner countries.

The Knowledge and Innovation Exchange (KIX) is a joint endeavor of GPE and IDRC. KIX supports countries to have and use the evidence and innovation they need to accelerate access, learning outcomes and gender equality through equitable, inclusive and resilient education systems fit for the 21st century. KIX facilitates direct knowledge sharing across GPE partner countries through four regional hubs and funds applied research on their priorities. KIX is part of GPE’s strategy to support transformative change for education in low- and middle-income countries.

Objectives

The objectives of this call are to:
- generate evidence about how to scale the impact of promising or proven innovative approaches to address challenges of access and retention in education in emergency, fragile and conflict-affected contexts
- strengthen the capacities of relevant stakeholders to use that knowledge and innovation
- mobilize the evidence developed to improve policy and practice in education systems, supporting gender equality, equity and inclusion (GEI)

Education challenges in emergency, fragile, conflict and violence-affected contexts

The challenge

This call for concept notes is for applied research addressing these complex challenges in affected GPE partner countries. Projects will generate and mobilize evidence to adapt, contextualize and scale the impact of promising or proven approaches to support children’s access to, and retention in, quality education in emergency and FCV contexts while promoting GEI.
Two interrelated sub-themes arose from the literature review and stakeholder input from GPE partner countries:
- Sub-theme 1: Access or re-entry for out-of-school children and retention of at-risk learners
  - Under this sub-theme, the call seeks to fund applied research that supports access to education or re-entry for out-of-school children and the retention of those at risk of dropping out. GPE partner country representatives reported that emergencies and FCV contexts result in population displacements, disrupt access to educational facilities and increase cultural pressures and economic limitations, which deter students from attending or returning to school and push others to the brink of exclusion. These barriers can intersect with pre-existing challenges such as limited infrastructure, poor education quality, scarcity of qualified teachers, high dropout rates, the growing digital divide, and disparities related to geography, gender, disability or other factors of educational exclusion. In addition, contexts of emergency and FCV can have negative emotional and psychological effects on children and youth, diminishing their overall well-being and disrupting social connections with peers, families and communities.
  - Areas of research interest for this sub-theme focus on the re-entry of children who are out-of-school and those at risk of dropping out, including how to adapt, contextualize and scale the impact of innovation that addresses the following
    - Research on how policies and programs that support the re-enrolment and retention of out-of-school and at-risk learners can be scaled and institutionalized, contextualized, accredited, costed and appropriated for the reasons children are out-of-school. This includes research focusing on alternative and flexible learning pathways and how such pathways can support GEI.
    - DRR strategies, policies and plans: More research is needed to understand “what works” for DRR planning and how the needs of regionally or nationally marginalized groups can be integrated to ensure their continuity of learning when emergency situations occur.
    - Socio-emotional learning (SEL): Research on integrating SEL in policy and practice, curriculum and assessment to equip students and make educational environments safe and supportive. Research can focus on effective practices in career counselling and other psychosocial support. Contextualized research is also needed to understand how to shift community attitudes to increase openness for children and adults alike to discuss their struggles and find support.
- Sub-theme 2: Teacher training and support for work with out-of-school and at-risk children
  - Teacher professional development (TPD) is particularly relevant in emergencies and FCV contexts, especially in low- and middle-income countries. Teachers need diverse skills to support children returning to school after sometimes long absences and ensure at-risk children remain enrolled. Innovative approaches to teacher education and development are needed, including inclusive methods, remedial support, differentiated instruction and appropriate response to learners’ needs. It is essential to provide continuous professional development opportunities that encourage teachers’ participation and use of collaborative learning environments focused on teaching and learning in education in crisis or with children at risk of dropping out of school. This should link with broader systems of pre- and in-service teacher training and support, and target school and district leaders in addition to teachers directly. Advancements in digital technology, particularly in remote and distance-education environments, can help. Supporting gender equality and well-being for teachers is also a top goal given the challenging conditions they face when they work in education in emergency and FCV contexts – teachers themselves may be refugees or displaced and dealing with trauma.
  - Areas of research interest for this sub-theme focus on teacher development and support for working with at-risk and out-of-school children in emergencies and FCV contexts, including how to adapt, contextualize and scale innovation that addresses the following:
    - Scaling and sustaining effective TPD: More research is needed to understand how TPD can be deployed at scale to support teachers working in emergency and crisis contexts, including teacher education content, education in emergency, content integration, teaching approaches, mentorship, curriculum materials and delivery methods. In addition, research is needed to understand how TPD can be used to support SEL at scale. This may include teacher training for SEL and MHPSS, and integrating SEL into curricula and assessment, including using in-school SEL responses for those at risk of dropping out.
    - Making TPD policy more inclusive: Research on policy focusing on financing, including compensation of educators in emergency and FCV contexts, scaling up and institutionalizing credential-recognition practices and re-skilling of the teacher workforce, method and cost-effectiveness of TPD programs in these contexts.
    - Supporting the well-being of teachers: More research is needed on how to effectively support GEI as well as the well-being of teachers and other education professionals working in emergency and crisis contexts. This may include policies, training, school-wide support and enabling conditions built through multiple levels of education systems.

Funding Information

GPE KIX will award grants to institutions on a competitive basis. There will be two types of funding available through this call:
- Single-country grants
  - targeting impact in a single country; tailored to specific national needs, in direct association with national policymaking institutions: CAD 300,000–500,000
- Multi-country grants
  - targeting impact in three or more countries with direct relevance to specific priorities in those countries: CAD 800,000–1,000,000
Projects should be scheduled to be completed within 24 months, including all research activities and final reporting.

Eligibility Criteria

General eligibility criteria
- Concept notes must be submitted by nationally/internationally registered or incorporated organizations that are based in low- or middle-income countries. These could include, inter alia, research institutions, universities, think tanks, network secretariats, associations, civil society organizations, non-profits or the private sector.
- Applicants must have independent legal status (or “legal personality”), be capable of contracting in their own right and name, receiving and administering funds, and have the authority to direct proposed project activities. Applicants must be able to demonstrate their legal status through written documentation. Legal status will only be reviewed if and when applicants are selected following technical selection.
- Concept notes may be submitted by individual organizations, or by consortia of up to three organizations.
- Concept notes from consortia must name one lead organization, which can sub-grant to the others.
- Concept notes from, or that include, private-sector partners should demonstrate how private-sector resources – financial or technical know-how – will contribute to the project. Organizations/consortia must have a strong presence and track record of work in the education sector of GPE partner countries.
Specific eligibility criteria
- Single-country grant concept notes must be submitted by eligible national organizations based in the country of focus. They may apply as individual organizations or lead a consortium that includes other organizations from within or outside the country.
- Multi-country grant concept notes must be submitted by organizations based in low- or middle-income countries. They may apply as individual organizations or lead a consortium that includes other organizations from within or outside the country or region.

Ineligibility Criteria

individuals
government ministries and agencies (not eligible for funding but can be involved in projects)
for-profit providers of core education services

For more information, visit IDRC.