Deadline: 12-Oct-21
The United States Agency for International Development (USAID) is seeking applications for a Cooperative Agreement from qualified entities to implement the Improved Learning Outcomes in Primary Education (SABER) activity.
The objective of this activity is to improve reading, math instruction and learning outcomes using bilingual methodology in primary grades 4, 5, and 6 in the provinces of Nampula and Zambezia, following the Ministério da Educação e Desenvolvimento Humano (MINEDH) strategy. This NOFO will also deliver remedial math and reading instruction to students in grades 1 to 3 and consolidate prior results achieved with USAID technical-professional and material assistance. The activity will use existing USAID-supported Early Grade Reading (EGR) materials to assist MINEDH in providing reading and math instruction services to targeted districts1 where children speak the same first language (L1).
Purposes
The overall purpose of the Improved Learning Outcomes in Primary Education (SABER) program is to improve reading and math skills in target schools, grades, and languages through high-quality instruction and remediation. In order to achievethis objective, the activity will ensure:
- The delivery of quality remedial reading and math instruction in grades 1-3;
- The improvement of reading and math instruction in grades 4-6 in a child’s first language and strengthen student readiness to transition to L2; and
- The delivery of the prescribed amount of time dedicated to reading and mathinstruction in the target schools.
Children in target districts of are illiterate or semi-literate because of the following:
- Widespread lack of understanding of early grade reading, math learning outcomes, academic standards, and school management.
- Programming to address illiteracy is not sufficiently data-driven at the town, district, or province level; and local government institutions do not create or leverage service provider networks or partnerships to work towards the eradication of illiteracy in all areas of the country.
- Children in monolingual programs where Portuguese is the language of instruction are not learning to read and do math at grade level because they had no previous exposure to Portuguese and their mother tongue is non-Portuguese.
- Teacher absenteeism and tardiness significantly reduces the quantity of learning time available for engaging children in any meaningful instruction.
- Parental and caregiver relative poverty drives them to prioritize concerns other than education or literacy. Thus, their involvement in student progress in literacy is low.
- Community awareness of the importance of education and literacy remains low. Local civil society organization lack the knowledge, skills, and experienceto teach communities (school councils, parents, caregivers) to be more proactive in helping children learn to read.
- Long term school closures due to the COVID-19 pandemic.
Funding Information
USAID intends to make one cooperative agreement pursuant to this notice of funding opportunity. Subject to funding availability and at the discretion of the Agency, USAID intends to provide approximately $60,400,000 (sixty million dollars) in total USAID funding.
For more information, visit https://www.grants.gov/web/grants/view-opportunity.html?oppId=335474
