Call for Proposals: Knowledge and Innovation for Inclusive Early Learning and School Readiness

Deadline: 15-Jan-24

The International Development Research Centre (IDRC) and the Global Partnership for Education (GPE) invite proposals for applied research projects to generate and mobilize evidence in support of contextualizing and scaling the impact of innovative approaches to strengthen inclusive early learning and school readiness in GPE partner countries.

The GPE 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 achieves this by facilitating direct knowledge sharing across GPE partner countries through four regional hubs and by funding applied research on their priorities. KIX is part of GPE’s strategy to support transformative change for education in low- and middle-income countries.

Thematic focuses for this call were developed through a series of consultations with GPE partner countries and through discussions with GPE. The results of these consultations are captured in a scoping study working paper, “Early Childhood Care and Education”.

Objectives

• The objectives of this call are to do the following:
  • Generate knowledge and evidence on how to scale the impact of innovative approaches to promote inclusive early learning and school readiness.
  • Strengthen the capacities of relevant stakeholders to use that knowledge and innovation.
  • Mobilize the knowledge and evidence on innovative approaches to improve policy and practice in education systems.

The Challenge  

• To generate and mobilize evidence to contextualize and scale the impact of innovative approaches that promote inclusive early learning pedagogy and smooth transition from ECCE to primary school.
• To address this challenge, two main research sub-themes have been identified under this call.
  • Sub-theme 1: Inclusive early learning pedagogy
    • For marginalized children, children with disabilities and those living in low-income and vulnerable situations, including conflict-affected countries, access to quality early childhood education remains elusive. Yet these groups of children benefit the most from good quality ECCE services. In refugee, and fragile, conflict and violence (FCV) contexts with high rates of poverty and often nascent and over-stretched ECCE systems, further challenges hinder access to quality ECCE. These challenges include a lack of teaching and learning materials, overcrowded classrooms and unmet training and support needs of teachers and other staff. Age-appropriate teaching and learning strategies are fundamental as they encourage and promote a child’s autonomy, active engagement, discovery and self-regulation.
    • Areas of research to scale the impact of promising or proven approaches for this sub-theme include the following:
      • Integrating gender-responsive or transformative curriculum and pedagogy into ECCE teacher training, removing gender biases and stereotypes from teaching practices and learning materials.
      • Promoting engagement of families and communities to improve access and quality of ECCE services.
      • Developing successful approaches to ECCE for refugee and displaced populations that include play-based methodologies, interactions that prioritize socio-emotional support, community and family engagement, and the creation of culturally responsive learning environments.
  • Sub-theme 2: Foundational skills for smooth transition and school readiness
    • Foundational skills act as a springboard for a child’s trajectory through the education system and have a profound impact on their overall educational success. ECCE plays a pivotal role in developing children’s foundational skills that serve as the building blocks for their future academic success. Foundational literacy and numeracy provide the tools children need to engage with more complex subjects in later years, enabling students to comprehend and communicate effectively across various disciplines when they are older.
    • Foundational literacy involves the development of early reading and language skills, such as decoding, phonics and phonemic awareness, vocabulary, fluency and reading comprehension, all of which enable young learners to make meaning of different types of text and media. Foundational numeracy focuses on basic mathematical concepts, helping children develop numerical fluency, logical reasoning or problem-solving abilities. Social-emotional learning emphasizes the development of crucial inter- and intra-personal skills like self-regulation, teamwork and conflict resolution, which are vital for establishing healthy relationships and emotional well-being.
    • Areas of research to scale the impact of promising or proven approaches for this sub-theme include:
      • ECCE that prioritizes the development of foundational skills, including socio-emotional learning that sets the stage for holistic growth and success in learning.
      • Existing ECCE assessment tools and approaches that can be adapted and used across countries to measure foundational skills in early primary years.
      • Standards, regulations, frameworks and pathways for ECCE teacher training that draw on foundational skills and play-based pedagogy.

Funding Information

• KIX will allocate up to CAD $10 million through this call.
• Proposals may be of any of the following three types:
  • Single-country grants
    • Funding: CA$ 300,000–500,000
    • Duration: Up to 24
  • Multi-country grants
    • Funding: CA$ 800,000–1,250,000
    • Duration: Up to 33
  • Regional/global grants
    • Funding: CA$ Up to 2,000,000
    • Duration: Up to 33

Expectations of Projects 

• Linkages to education policy priorities and key stakeholder endorsement
• High-quality research for development
• Research for scaling innovation, using a critical approach
• Gender equality, equity, and inclusion (GEI)
• Being part of the Knowledge and Innovation Exchange (KIX)

Eligibility Criteria

• General eligibility criteria for all grant types
  • Proposals must be submitted by nationally/internationally registered or incorporated organizations. 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.
  • Proposals may be submitted by individual organizations, or by consortia of up to three organizations. Proposals from consortia must name one lead organization, which can subgrant to the others. Proposals from, or that include, private sector partners should demonstrate how private sector resources – financial or technical knowhow – 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 for the three grant types
  • KIX will prioritize funding to organizations based in low- and middle-income countries (LMICs).
  • Single-country grant proposals 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 proposals must be submitted by an organization based in a low- or middle-income country. Other consortium members may include organizations from within or outside the region; national, regional, or international offices of multi-lateral organizations; or international NGOs.
  • Regional/global grant proposals may be submitted by any organization that meets the general eligibility criteria, as an individual organization or leading a consortium.

Ineligible

• Individuals.
• Government ministries and agencies are not eligible for funding but can be involved in projects.
• For-profit providers of core education services.

For more information, visit International Development Research Centre (IDRC).