KIX Call for Proposals to support Teacher Professional Development, Agency & Well-Being

Deadline: 15-Jan-24

The International Development Research Centre (IDRC) and the Global Partnership for Education (GPE) is inviting proposals for applied research projects to generate and mobilize evidence in support of contextualizing and scaling the impact of promising or proven innovative approaches to strengthen teacher professional development, agency, and well-being, 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 of 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, “Supporting Teachers to Improve Teaching and Learning”.

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 teacher professional development, agency, and well-being.
  • Strengthen the capacities of relevant stakeholders to use that knowledge and innovation.
  • Mobilize the evidence developed to improve policy and practice in education systems.

The Challenge 

• To generate and mobilize evidence to adapt, contextualize and scale the impact of promising or proven approaches to strengthen teacher professional development and agency, and to support teachers’ well-being.
• To address this challenge, two main research sub-themes have been identified under this call.
  • Sub-theme 1: Improving the quality and scope of teacher education and development
    • In many low- and middle-income countries (LMICs), initial pre-service teacher education and in-service professional development remains theory-laden and distant from the classroom, with insufficient links to practice, which undermines teachers’ effectiveness. Education stakeholders indicate the need to align teacher education and curriculum, assessment and materials, making it possible for education reforms to incorporate the updating of teacher education programs and the re-skilling of existing teachers. Among other aspects of educational reforms, pre-service curriculum and in-service development should reflect national priorities to promote gender equality and inclusion in education.
    • Areas of research interest for sub-theme 1 focus on supporting teacher education and development, including how to adapt, contextualize and scale innovation that addresses the following:
      • Adapting pre-service teacher education that links theory and practice and prepares teachers for the realities of the classroom in different contexts, ensuring they will be able to support foundational learning, social-emotional learning and the use of new technologies to guide specific pedagogies in line with national educational reforms and pedagogical priorities.
      • Improving in-service development programs at scale, strengthening pedagogical training for coaches, supervisors and other pedagogical support staff, and integrating blended modalities of in-person and tech-enabled development to ensure long-term, cost-effective mentoring or school-based coaching for pedagogical support. Although approaches like tutoring and mentorship, communities of practice (CoP), lesson study and massive open online courses (MOOCs) have been effective, more research is needed on how to deploy them at scale.
      • Enhancing the accreditation of teacher education programs to ensure relevant, inclusive, sustainable and scalable professional development opportunities that align curriculum, pedagogy and assessment, including the inception phase for new teachers.
  • Sub-theme 2: Supporting teacher agency and well-being
    • Motivation and agency are key factors associated with better performance in the workplace. There is evidence in education systems that these factors can be linked to teacher retention, as well as student learning. The scoping study working paper shows that teachers in GPE partner countries often feel overworked and under-supported by school leaders. Absenteeism, low performance and low motivation can follow.
    • Teachers may face unique challenges based on their individual or environmental circumstances. Research has revealed the gender-based violence and harassment female teachers often face in and around schools. Gender stereotypes make it difficult for women in some countries to work in secondary education or have leadership roles. Refugee teachers can be limited by policies that do not recognize their qualifications, and they can face discrimination by host communities. Others, including teachers of ethnic and religious minority groups and teachers from LGBTQI+ communities, may face social exclusion. Importantly, however, literature also shows the importance of having diverse teachers that represent the student population.
    • Areas of research interest under sub-theme 2 include how to adapt, contextualize and scale innovation that addresses the following:
      • Supporting the well-being, agency and intrinsic motivation of teachers for the development of their work at the school level, with particular focus on cost-effective measures to support teachers in rural and remote areas, contract and community teachers, and those working in education in emergencies.
      • Strengthening the capacity of school leaders, supervisors and district officials to promote the leadership and well-being of teachers, promoting gender equality and inclusion among the teacher cadre.
      • Ensuring equal access and advancement in the career to female and male teachers, teachers working in remote areas, in education in emergencies, and teachers from minority groups. This includes reviewing how to increase recruitment of male teachers in the early grades, and more females in secondary education, particularly to work on science, technology, engineering, arts and math (STEAM), as well as how to support women to move to positions of leadership.

Funding Information

• KIX will allocate up to CAD $10.5 million through this call.
• Proposals may be of any of the following three types:
  • Single-country grants
    • Funding: CA$ 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).