Deadline: 28-Aug-23
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 gender-responsive and socially inclusive education and safe schooling experiences for all children, especially those facing multiple forms of gender inequalities and marginalization, in GPE partner countries.
The Global Partnership for Education 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 lower-income countries.
Objectives
- The objectives of this call are to:
- Generate evidence about how to scale the impact of innovative approaches to address challenges of gender equality and social inclusion at school.
- Strengthen the capacities of relevant stakeholders to use that knowledge and innovation.
- Mobilize the evidence developed to improve policy and practice in education systems.
Scope
- While there are many important issues within the broader lens of gender equality, equity and inclusion, this call for proposals aims to make a difference in children’s learning by focusing on the creation of:
- Inclusive and gender-responsive curriculum, pedagogies and leadership
- Safe, inclusive and supportive schools for all
Challenges of gender equality and social inclusion at school
- The past few decades have seen a notable improvement in opportunities for all children to realize the right to education. Countries have affirmed their commitment to ensuring that the most marginalized – including girls, children with disabilities, and those living in poverty – can access, participate in, and complete their education. Yet, gender equality and issues of equity and inclusion remain critical topics in primary and secondary education and an identified priority among policymakers and stakeholders in GPE partner countries. This has become even more important in recent years as the COVID-19 pandemic has reinforced existing inequalities, resulting in decreasing global rates of basic literacy.
- Addressing the intersecting disadvantages many groups face is critical to ensuring quality and safe education for all. Therefore, countries are seeking evidence to help them adopt more gender-responsive and inclusive policies and practices to support learner-centred approaches to education, as outlined in a recent scoping study. While there are many important issues within the broader lens of gender equality, equity, and inclusion, this call for proposals focuses on two core issues that can make a difference in children’s learning: inclusive and gender-responsive curriculum, pedagogies and leadership; and safe, inclusive, and supportive schools for all.
- The challenge
- Generate and mobilize evidence to contextualize and scale the impact of innovative approaches that strengthen gender-responsive and socially inclusive education and safe schooling experiences for all children, especially those facing multiple forms of gender inequalities and marginalization.
- Subtheme 1: Inclusive and gender-responsive curriculum, pedagogies and leadership
- While education and schools serve as fundamental tools for promoting gender equality, equity and inclusion, they can also perpetuate social biases, stereotypes, and exclusion.
- Subtheme 1 focuses on educational innovations and their potential to have a broader impact by implementing inclusive and gender responsive curricula and school management and leadership. Areas of research interest include understanding how to adapt, contextualize and scale innovation that addresses:
- Designing and implementing curricula that authentically reflect the experiences, contributions, and perspectives of individuals of all genders, and addresses harmful gender norms.
- Promoting equitable participation and learning among all students through inclusive and gender-responsive teaching methods and pedagogical strategies that cater to diverse learning styles and preferences.
- Facilitating leadership and professional development opportunities for educators, school principals and management, enabling them to deepen their understanding, application, and advocacy of gender-responsive and inclusive pedagogies and strategies.
- Understanding how gender norms and expectations influence girls’ and boys’ experiences, academic outcomes, and educational trajectories and identifying strategies to promote positive and inclusive masculinities.
- Subtheme 2: Safe, inclusive, and supportive schools for all
- In addition to its primary role in education and learning, the school provides a crucial experience for children and adolescents, facilitating social skills and personal development. Yet, evidence reveals that schools can also become spaces of exclusion, insecurity, and even violence. These risks are disproportionately higher for certain marginalized groups, including girls, children from ethnic, racial, linguistic, or religious minorities, children with disabilities, LGBTQ+ students, and migrant or displaced children.
- Topics of research interest include understanding how to adapt, contextualize and scale innovation that addresses:
- gendered patterns of marginalization and victimization – including school-related gender-based violence – with a particular focus on teenage mothers returning to school, children with disabilities and LGBTQI+ students.
- students’ socio-emotional well-being and their mental and physical health, including access to water and sanitation hygiene and sexual and reproductive health services and education for girls in particular.
- crisis management and emergency preparedness in schools situated in fragile and conflict-affected situations to minimize learning disruptions.
- how gender norms and expectations influence learning and school safety for girls and boys, and how strategies can be implemented to promote positive and inclusive masculinities.
- support for teachers, school leadership, and management structures for building positive school culture – both in-person and virtually, where applicable – to promote safety and inclusion.
Funding Information
- Single country grants up to CAD500,000; Multi-country grants up to CAD1,500,000; Regional/global grants up to CAD2,500,000
- Duration: Single country grants up to 24 months. Multi-country and regional/global grants up to 36 months.
Eligibility Criteria
- This funding opportunity is open to either individual organizations or consortia of up to three organizations working in Global Partnership for Education partner countries.
- 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 types of grants
- KIX will prioritize funding to organizations based in low- and middle-income countries (LMICs) in regions covered by this call.
- Single-country grant proposals must be submitted by national organizations based in the country of focus. They may apply as individual organizations or lead a consortium that includes other organizations whether 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 multilateral organizations; or international NGOs.
- Regional/global grant proposals may be submitted by any organization that meets the eligibility criteria, as an individual organization or leading a consortium.
For more information, visit IDRC.