Deadline: 15-Jan-24

International Development Research Centre (IDRC) and the Global Partnership for Education (GPE) are inviting proposals for applied research projects to generate and mobilise evidence in support of contextualising and scaling the impact of promising or proven innovative approaches to strengthening the professional development, agency and well-being of teachers in GPE partner countries.

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The GPE Knowledge and Innovation Exchange (KIX) is a joint effort between 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 between 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.

The 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 document, "Supporting teachers to improve teaching and learning".

Objectives

• The objectives of this call are:
  • Generate evidence on how to scale the impact of promising or proven innovative approaches to address the challenges of teachers' professional development, agency and well-being.
  • Strengthening the capacities of relevant stakeholders to utilise this knowledge and innovation.
  • Mobilise the evidence developed to improve policies and practices in education systems.

The challenge

• Generate and mobilise evidence to adapt, contextualise and scale the impact of promising or proven approaches to strengthen professional development and teacher agency and support teacher well-being.
• To face this challengeTwo main research sub-themes were identified in this call.
  • Sub-theme 1: Improving the quality and scope of teacher training and development
    • In many low- and middle-income countries (LMICs), initial teacher training and in-service professional development remain theory-laden and distant from the classroom, with insufficient links to practice, which hampers teacher effectiveness. Education stakeholders point to the need to align teacher training with curriculum, assessment and materials, enabling education reforms to incorporate the updating of teacher training programmes and the retraining of existing teachers. Among other aspects of education reforms, pre-service curriculum and in-service development should reflect national priorities to promote gender equality and inclusion in education.
    • The areas of research interest for sub-theme 1 focus on supporting teacher training and development, including how to adapt, contextualise and scale innovation that addresses the following:
      • Adapt initial teacher training that articulates theory and practice and prepares teachers for the realities of the classroom in different contexts, ensuring that they are able to support fundamental learning, socio-emotional learning and the use of new technologies to guide specific pedagogies in line with national educational reforms and pedagogical priorities.
      • Improve in-service development programmes at scale, strengthen the training pedagogical support for trainers, supervisors and other pedagogical support staff and integrate mixed modalities of face-to-face and technological development to ensure long-term and cost-effective mentoring or school coaching for pedagogical support. Although approaches such as tutoring and mentoring, 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.
      • Improve the accreditation of teacher training programmes to ensure relevant, inclusive, sustainable and scalable professional development opportunities that align curriculum, pedagogy and assessment, including the initial phase of new teachers.
  • Subtheme 2: Support for teaching 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 can face unique challenges based on their individual or environmental circumstances. The research revealed the gender-based violence and harassment that female teachers often face in and around schools. Gender stereotypes make it difficult for women in some countries work in secondary education or have leadership roles. Refugee teachers may be limited by policies that don't recognise their qualifications and may face discrimination from host communities. Others, including teachers from ethnic and religious minority groups and teachers from LGBTQI+ communities, may face social exclusion. It is important, however, that the literature also shows the importance of having diverse teachers who represent the student population.
    • The areas of research interest in sub-theme 2 include how to adapt, contextualise and scale innovation, which addresses the following:
      • Supporting the well-being, agency and intrinsic motivation of teachers to carry out their work at school level, with a particular focus on cost-effective measures to support teachers in rural and remote areas, contract and community teachers and those working in education in emergency situations.
      • Strengthen the capacity of school leaders, supervisors and district officials to promote leadership and teacher well-being, promoting gender equality and inclusion among the teaching staff.
      • Ensure equal access and career progression for female and male teachers, teachers working in remote areas, in education in emergencies and teachers from minority groups. This includes reviewing how to increase the recruitment of male teachers in the initial grades and more female teachers in secondary education, particularly to work in scienceSTEAM, technology, engineering, arts and maths (STEAM), as well as supporting women to move into leadership positions.

Information on financing

• KIX will allocate up to CAD $10.5 million through this call.
• Proposals can be of any of the following three types:
  • Grants to a single country
    • Financing: CA$ 300,000-500,000
    • Duration: Up to 24
  • Grants for various countries
    • Financing: CA$ 800,000-1,250,000
    • Duration: Up to 33
  • Regional/global subsidies
    • Financing: CA$ Up to 2,000,000
    • Duration: Up to 33

Project Expectations

• Links with political priorities in education and support from key stakeholders
• High-quality research for development
• Research to scale innovation, using a critical approach
• Gender equality, equity and inclusion (GEI)
• Be part of the Knowledge and Innovation Exchange (KIX)

Eligibility Criteria

• General eligibility criteria for all types subsidy
  • Proposals must be submitted by registered or incorporated national or international organisations. These may include, but are not limited to, research institutions, universities, think tanks, network secretariats, associations, civil society organisations, etc. civil societynon-profit organisations or the private sector.
  • Applicants must have independent legal status (or "legal personality"), be able to contract in their own right and name, receive and administer funds and have the authority to direct the activities of the proposed project. Applicants must be able to demonstrate their legal status through written documentation. Legal status will only be reviewed if and when applicants are selected after technical selection.
  • Proposals can be submitted by individual organisations or by consortia of up to three organisations. Proposals from consortia must name a lead organisation, which can take precedence over the others. Proposals from or including private sector partners must demonstrate how private sector resources - financial or technical expertise - will contribute to the project. Organisations/consortia must have a strong presence and track record of working in the education sector of GPE partner countries.
• Specific eligibility criteria for the three types of grant
  • KIX will prioritise funding for organisations based in low- and middle-income countries (LMICs).
  • Grant proposals from a single country must be submitted by eligible national organisations based in the country of focus. They can apply as individual organisations or lead a consortium that includes other organisations from inside or outside the country.
  • Grant proposals for several countries must be submitted by an organisation based in a low- or middle-income country. Other members of the consortium can include organisations from within or outside the region; national, regional or international offices of multilateral organisations; or international NGOs.
  • Regional/global grant proposals can be submitted by any organisation that meets the general eligibility criteria, as an individual organisation or leading a consortium.

Ineligible

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

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