Activities Mediators Expected Outcomes. Contextually relevant indicators & Measures of Learning. Networking

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1 SEED GRANT REQUEST FOR PROPOSALS Education Quality and Learning for All (EQUAL) Global Network for Sustainable Development Goal 4: The EQUAL Global Network is pleased to announce the launch of its first round of seed grant for small-scale and pilot research projects based in the Anglophone West and Central Africa (find a list of eligible countries in the eligibility section). This first round of seed grants will focus on measurement and indicator development relevant to the United Nations Sustainable Development Goal 4 (SDG 4) Targets 4.1, 4.2, 4.4, and 4.7. We are at this point soliciting Letters of Intent (LOI). An independent review committee will review LOIs and invite promising applicants to submit full proposals. These seed grants target early career scholars (as lead investigator or PI) in partnership with a mentor (senior investigator but preferably not the early career s PhD advisor). These seed grants aim to build regional research capacity, and support the development of research-practice partnerships with national and sub-national government entities and high capacity NGOs. EQUAL The EQUAL Global Network is a Network of Networks co-hosted by the United Nations Sustainable Development Solutions Network (SDSN) and Global TIES for Children based at New York University s Institute for Human Development and Social Change and New York University Abu Dhabi. EQUAL aims to engage researchers, research organizations, and education NGOs to support countries in achieving SDG 4 targets through development of researcher networks, researchpractice partnerships, capacity and leadership development of scholars, and provision of research seed grants for targeted research activities. EQUAL has already received initial funding from the Ford Foundation and the NYU Abu Dhabi Research Institute for the purpose of identifying and funding innovative small-scale pilot research projects based in the Anglophone West and Central Africa regions. For more information on EQUAL, click These EQUAL Network activities, aim to ultimately improve the quality and cultural relevance of monitoring and evaluation systems, programs, and policies to support child and youth learning and development called for in SDG 4. Figure 1. Logic Model of EQUAL Global Research Network for SDG 4 Activities Mediators Expected Outcomes Networking Mentoring Research grants/projects Research Skills relevant to SDG4 Measurement & Evaluation Partnerships between Researchers, practitioners & Policy makers Contextually relevant indicators & Measures of Learning Monitoring & Evaluation systems improvements Program & Policy Implementation EQUAL Seed Grant RFP 1

2 In this regard, the research projects funded by the RFP are expected to contribute to the EQUAL core activities of program and policy implementation, monitoring and evaluation, systems improvements and also developing culturally and contextually relevant indicators and measures of SDG4 targets (4.1, 4.2, 4.4, 4.5 and 4.7) and indicators (4.1.1; 4.2.1; 4.2.2; 4.4.1; and 4.7.1). This first round of seed grants will focus on making progress toward the following objectives: i. Engaging early career researchers and mentors (that are more senior) in high quality and culturally anchored measurement of development and learning from early childhood through young adulthood. ii. Supporting governments in developing high capacity data systems, data collection, and statistical capacity. iii. Encouraging innovations around the use of high quality data to inform improvements of educational systems, program effectiveness and services at scale. iv. Supporting the development of research-practice partnerships with national and subnational government entities and high capacity NGOs. 1.0 BACKGROUND Today, more than 250 million children under the age of 5 and 69 million adolescents are at risk of not reaching their developmental potential, due largely to the effects of poverty, gender biasness, and violence (UNESCO, 2014). An estimated 263 million children between the ages of 6-17; 61 million children of primary school age (6-11 years), 60 million of lower secondary school age (12-14 years) and 142 million of upper secondary school age (15-17 years) are out of school (UNICEF & UIS, 2016). Armed conflict was reportedly one of the major barrier to education. At least 35% (22 million) of all out-of-school children of primary age, 25% (15 million) of all out-of-school adolescents of lower secondary age, and 18% (26 million) of all out-of-school youth of upper secondary age live in conflictaffected areas (UIS, 2016). Worldwide, of the 250 million children who cannot read, write or do basic math, 130 million (52%) of them are in school suggesting that school attendance does not necessarily guarantee learning (UIS, 2016). Reports have also indicated that an estimated 69 million adolescents lacked foundational skills to succeed in the job market (ILO, 2015). In low-income countries, only 37 percent of adolescents complete lower secondary education. This number is as low as 14 percent among the poorest nations (UNESCO, 2014). Furthermore, substantial gender and socioeconomic inequities in educational attainment tend to go hand in hand with poverty and early transitions: early marriage, adolescent parenthood, and premature school-to-work transitions (UNESCO, 2015). The Global Sustainable Development Goals (SDGs) include a renewed and unprecedented commitment of all UN member nations to ensure that by 2030, all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes (Target 4.1). Despite large increases in access to primary education, the agenda for learning and holistic development of the world s children and youth remained incomplete in The SDG s, particularly Targets 4.1, 4.2, 4.4, 4.5 and 4.7, emphasize universal and equitable access to high quality preprimary, primary, and secondary education, resulting in actual learning, as well as child and youth outcomes beyond reading and math. In addition, it is a requirement that countries determine the specific needs of out-of-school youth, how to support successful school-to-work transitions, and what skills and competencies make them become healthy and productive and contributing citizens of their respective countries. In order to achieve breakthrough progress towards these targets, countries and regions must greatly expand their understanding of the specific needs of children in low-income and conflict-affected regions, where school-to-work transition is poorly coordinated and development and EQUAL Seed Grant RFP 2

3 learning are constrained by poverty, violence and weak and under-resourced health and education systems (UNICEF & UIS, 2016). The role of research in achieving progress on the SDGs derives from the need for quality data and potential benefits that would accrue from the use of empirical science to address this crisis of lost human and societal potential. Consequently, there is a great need to generate actionable evidence that can inform public policy. Research institutions, in close coordination with relevant stakeholders (e.g., youth, communities, civil society organizations, governments, UN agencies and other development partners) can thus play a pivotal role in the achievement of SDG4 by advancing scientific knowledge on child and youth development and learning. Research can also generate high capacity data systems and results that can improve the quality of educational services, skills acquisition, and learning outcomes. In addition, measurement spurred by the SDG s could thus make a difference but only if the following conditions are also met; a. Program and policy solutions go far beyond simply assessing reading and math skills. b. If research initiatives also links determination of quality education to other critical dimensions of child and youth development, transitions, and participation. c. If determination of the actual quality of schools and training and empowerment programs experienced by children and youth is made an integral part of research and policy evaluations. d. Researchers work in partnerships with stakeholders in development of high capacity data systems, data collection, and statistical analysis. e. Improvements of educational systems and services at scale has as its basis research-practice partnerships and utilization of quality data generated by researchers. 2.0 AREAS OF INTEREST Global TIES invites applicants to submit original research proposals with high potential to generate innovative solutions to advance countries toward achieving SDG4 targets. During the first year of seed grant execution, EQUAL will put much emphasis on supporting pilot studies that assess the following two thematic areas: Theme A: "Advancing Measurement of Child and Youth Development and Learning in Non- Western, Low-Income and Conflict-Affected Countries" The Problem. Although this is beginning to change, there is still a striking lack of knowledge about children in non-western, Low-income and Conflict-affected countries, where development and learning are constrained by poverty, violence, and weak and under-resourced health and education systems. The need for complementary knowledge of child development and learning that is informed and supported by alternative socio-cultural systems is critical. Majority of documented studies are from economically privileged societies. In addition, adolescent mothers are a vulnerable group at particular risk of low educational attainment, interrupted schooling and lack of access to effective vocational training. We aim to support evidence-based research that advances scientific knowledge and measurement of child and youth development and learning in Non-Western, Low-income and Conflict-affected countries. Target 4.1 of SDG 4 suggests that countries and regions must ensure that by 2030, all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. Some of the possible research questions could include but are not EQUAL Seed Grant RFP 3

4 limited to the following: What is the proportion of children and young people: (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary schools, achieving at least a minimum proficiency level in reading and mathematics by sex? What are the particular barriers to learning in these domains? How can global and or national measures of reading and mathematics be adapted to assess learning outcomes in non-western contexts or improved for cultural sensitivity? In addition, these questions can also be useful while assessing other areas of learning, including skills broader than reading and math, or socio-emotional learning. Target 4.2: requires that countries and regions ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education. Sample research questions could assess the proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial wellbeing (Indicator 4.2.1), by sex, disability status, home language, ethnicity, rural/urban and other indicators of diversity within country. Studies of early childhood development that investigates cultural variation and/or adaptation of measures of health, learning (including cognitive, language, numeracy and arts) and psychosocial well-being (including social, emotional and executive function skills), that are conducted in partnership with government or large-scale NGO s are also encouraged. Target 4.4 requires that countries and regions substantially increase the number of youth and adults with relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship. Possible research questions could include the following: What is the proportion of youth and adults with Information and Communication Technology (ICT) skills by type of skills and gender? What are the specific needs of in and out-of-school youth? What skills and competencies can make the youth to become healthy and productive citizens contributing to community and nations these include civic engagement, teamwork, mental health, creativity, as well as particular livelihoods skills? What are the required standards and methodologies to measure the relevance of technical and vocational skills? What are the required resources and policymaking strategies to increase the number of youth and adults with relevant skills? Target 4.5 aims at eliminating gender disparities in education by ensuring equal access to all levels of education and vocational training for the vulnerable including persons with disabilities, indigenous people and children in vulnerable situations. Potential research questions could include the following: What are the available measurement tools that can yield methods that are more accurate across groups of youth and adults (e.g. girls, children with disabilities, ethnic and language minorities, migrant or refugee children and youth, the poorest or most vulnerable, etc.)? How can national monitoring and evaluation systems better identify disparities in quality or learning and development outcomes across groups (female/male; bottom/top wealth quartile; disability status; indigenous status and other forms of vulnerability; etc.)? Theme B: Measuring Quality in Education, Child and Youth development The Problem. The SDG 4 (Targets 4.1, 4.2 and 4.3) explicitly mentions quality in education and youth development programs and policies (UN, 2015). In addition, SDG 4.c focuses on teacher qualifications and training. However, there is currently no agreed international standard, (but work is in ongoing towards the development of a methodology) available to assess the proportion of children under 5 years who are developmentally on track in health, learning and psycho-sexual wellbeing by sex and also participation rates in organized learning 1 year before the official primary entry age. This suggests that education and youth development that leaves out the measurement of early childhood EQUAL Seed Grant RFP 4

5 development and care as part of Target 4.2 that measures the quality of home-based ECD programming, which in our view would count as part of the Target 4.2 definition of quality, has structural limitations. Tools to assess aspects of quality that actually predict learning and skills development are central to improving formal and non-formal education and training programs. However, assessing and tracking quality in many parts of this world is also limited. There is a general lack of culturally and contextually specific measures of quality and their embedding in regular monitoring and evaluation at country levels. Culturally appropriate and meaningful, feasible, and scalable approaches to measuring the quality of formal and informal education and livelihood skills training services and systems are also lacking. In order to support governments and NGOs in their efforts to achieve SDG 4 (particularly the child and youth outcomes in Targets 4.1, 4.2, 4.4, and 4.7), researchers need to focus on identifying, developing, and validating measures of quality in formal (e.g. early childhood education and primary schooling) and non-formal education settings and youth programs. Particularly important are measures of quality that go beyond structural aspects (basic health and safety; class sizes; teacher qualifications) to the quality of interactions in formal and non-formal learning settings and community programs. Projects will be considered that advance the development of tools to assess aspects of quality that predict learning in both formal and non-formal education and youth programs (non-formal may include community-based programs, family-based programs). For example, what are culturally appropriate and meaningful, feasible, and scalable approaches to measuring the quality of formal and informal education and livelihood skills training services and systems for children and youth? What systems and practices for assessment of learning (e.g. evaluation of environments, processes and outcomes), can be instituted or improved upon? What domains (e.g. cognitive and non-cognitive), should continually be assessed as an integral part of the teaching and learning process? Types of Studies to be supported under Themes A or Theme B: i. Validation of existing SDG 4-relevant instrument being assessed at scale for cultural, linguistic and contextual relevance (e.g., relevance to subgroups in the sample; new populations for which the instrument might need to be adapted) using quantitative or mixed quantitative / qualitative methods. ii. Developing and testing psychometrics of a measure relevant to SDG 4 (e.g. Norming/standard setting for the population or for measures that could be used as SDG4 indicators) quantitative methods. iii. Supplementing existing data, needs assessments or Secondary data analysis of SDG4 targets iv. Original research that complements knowledge about how development and learning are informed and supported by alternative socio-cultural systems to those documented in the economically privileged societies where most of the published research has been conducted quantitative or qualitative methods EQUAL Seed Grant RFP 5

6 2.0 ELIGIBILITY Early Career Scholars within 8 years post Ph.D. based at Higher Education or research institutes within the Anglophone West and Central Africa regions are encouraged to apply. To be eligible for funding, applications submitted must also meet the following requirements; i. Conform to required format (see application guidelines). ii. Applications will be developed using one of the three languages; English, French or Arabic iii. The duration of the proposed work should be for 18 months. i. The applicant s organization will be the recipient of the award rather than an individual. The Principal Investigator (PI) must a) have a doctorate and b) have faculty status or full time employment at any of the Universities, Research networks and Centers or organizations based in in the Anglophone West and Central African countries of Ghana, Nigeria, Sierra Leone, Liberia, Cameroun and The Gambia. ii. Principal Investigators (PIs) must be Nationals of the Anglophone West and Central African countries specified in the list above. iii. The applicant s institution should have an operational research administrative structure including but not limited to the following; a. A research management office (e.g. Office of Sponsored Research). b. An operational Institutional Review Board or Committee able to review for Human Subjects Protection. Applicants who will involve human subjects in their proposals will be required to access online research ethics training protocol and evidence of ethical approval from Institutional Ethics Review Board will be required. iv. Proposals must also be budgeted and approved by the applicants organization authority before submission to reflect the $17, 000 direct costs in the budget and $3,000 that Global TIES will provide to cover institutional overhead (indirect costs). v. Eligible applicants must also demonstrate ability to deliver evidence based research. This will be discernible from previous work of similar magnitude and very good grounding in research methods demonstrated by how clearly the applicants explain Methods of investigation (concerning procedures, data collection, measures, and analytic plan), to be adopted. Other factors will include availability of relevant expertise and innovative approaches utilized during the execution of the project, centrality of the proposed project to EQUAL s or SDG4 mandates, and feasibility of the project scope given the size of the seed grant. vi. Experience in partnerships with NGO s with the capacity to work at the national level, civil society organization and/or government to integrate research with practice or policy will also be required. The proposer should specify these partners. In addition, the applicant shall specify the strategies to disseminate the proposed research outcomes to these and other partners. A support letter for the proposed project from at least one partner (NGO, government official) would provide evidence of such partnership. vii. Multi-disciplinary, inter-regional or cross-country research proposals will have priority. However, EQUAL will also consider individual applications that are EQUAL Seed Grant RFP 6

7 viii. innovative, specific and have the possibility of long-term sustainability even after the end of the seed grant. Eligible applicants are required to identify a particular research mentor. It is expected that the senior mentor (not the PI and preferable not to be the junior person's PhD advisor), will be from the candidate s institution or from another institution in that region. Additionally, the senior mentor will provide a support letter to that effect, evaluation of grantees research skills and planned frequency of contact with the grantee over the 18 months research period. 3.0 APPLICATION GUIDELINES The full application submitted must contain the following components: i. Cover sheet (1 page); To contain Names of Principal Investigator(s), School/University Affiliation, Name of proposed mentor, Project title, requested funding and Project period. ii. Abstract/Project Summary (1 page or less); this section will contain the Overall goal and rationale for the project (i.e. what is the gap to be addressed) and Research Objectives (what the project intends to achieve). In addition, the applicant will specify the Research Methodology (How the objectives will be achieved), Anticipated impact or Project significance (Why the project is of relevance to large-scale progress on SDG 4 target(s) and indicator(s) and Activities that would result if the projects were funded (in terms of intellectual merit(s), Impact on policy and or program effectiveness). iii. Project Description (maximum 4 pages): This refers to; a. The Background: particular target(s) and indicator(s) within SDG 4 that the project addresses, including data existing on the target or indicator within country, clear statement and justification of research questions (1/2 page); b. Scientific background in the literature (1/2 page); c. Previous work by the Investigator relevant to the project (1/2 page); d. Methods: indicate whether the research is secondary data analysis or original data collection, data sources to be utilized, sample characteristics, procedures for data collection and data preparation, measures, power analysis and analytic plan (whether quantitative or mixed qualitative-quantitative approach) for each research question and the match between Research Questions and Data Analytic strategies (2 pages). e. How partner organizations (NGO or government partner) will be involved in conceptualization and execution of research and its dissemination (1/2 page). iv. Project Team and Skills (1/2 page): These are details on how the project will be managed (i.e. Names of Principal Investigators and research team, their designations, institutional affiliations, special roles and unique contributions to the project; specific activities, responsibilities and timelines (refer to section 8.0 below) to undertake scheduled activities). v. Project Evaluation & Assessment Plan (1/2 page): This will involve a clear description of how the stipulated project goals, objectives and successes will be assessed, monitored and evaluated. vi. Budget: This will consist of a detailed budget that displays all costs (i.e. travel, personnel, other direct and indirect costs and total costs but not exceeding US$20,000) prepared on an excel sheet template provided. The proposer is required to attach a narrative budget justification that explains the rationale of each of the expenses. Indirect costs are allowable at rates of up to 20% of total direct costs. EQUAL Seed Grant RFP 7

8 vii. viii. ix. Biographical Sketches: These should be limited to 2 pages of 10 most relevant recent publications, preferably in peer reviewed journals. The following components should be included: a. Education/Training (Degree/Year awarded/field of Study/Institution/Location). b. Research & Professional Experience (Dates/Institution/Current Employer/Designation). c. Funding History (List of proposals submitted/received awards during the past 3 years). d. List of publications (Limited to a maximum of 10 most relevant and recent). References (up to 1 page) to be developed in accordance with the format of the proposed discipline. Mentor s commitment letter (1 page): This will be the proposed mentor s evaluation of the candidates suitability, the proposal s feasibility, their own self-evaluation of the applicant and commitment to get involved in the process. Supportive documents will include evidence of prior mentoring support at the advanced pre-doctoral or immediate post-doctoral level; planned frequency and mode of contact with the grantee; and commitment to coming to at least 1 regional convening that will be expected to bring together the full group of grantee scholars and their mentors. x. Mentees Commitment Form (1 page); This will include the applicant s commitment to meet expected deadlines, attend a mentor-mentees regional convening, continuing with the program until they should have submitted a paper for publication or developed a proposal for further funding and disseminated the findings of the funded project in the required format. xi. xii. Letter of Institutional support and Institutional Review Board Approval: Successful applicants will attach Letter of Institutional support at the time of application and Institutional Review Board Approval by the time of application submission. Letter of support from NGO or government partner, indicating previous work with the grantee (if any) and statement of support for the project. 4.0 APPLICATION PROCESS a. How to apply Step 1: Letter of Intent Completing an online inquiry form Interested applicants will be required to complete a Letter of Intent (LOI) to be sent via e- mail to ihdsc.globalties@nyu.edu. The LOI will consist of Inquiry and Budget narratives sections each not exceeding 2.5 pages in length. i. Narrative Section: They will be expected to provide brief descriptions of the research problem and target population, approach, specific activities, methods, analytic strategies, expected results and institutional / investigator capacity statement. ii. Budget Narrative: This will consist of expected costs for Personnel, Other Direct costs, Indirect Costs and the Grand Total. iii. Organizational Profile: Applicants will provide basic information on their institution s administrative structure. In addition, between the times, they submit the Letter of Intent (LOI) and full proposal, applicants will be required to identify and contact a potential mentor. EQUAL Seed Grant RFP 8

9 Step 2: Reviewing Quality of Letters of Intents The assessment process will consist of a two-tier, independent and competitive evaluation system. A review committee, based at New York University, New York will screen the online inquiry forms and then select applicants to submit full proposals. Step 3: Reviewing Quality of Full Proposals A regionally based evaluation committee, consisting of five preselected multi-disciplinary experts, will review the full proposals based on a checklist on review requirements. In order to avoid possibilities of biasness among the evaluators, the review board members will declare possible conflicts of interests. A member, who suspects or is aware of any possible conflicts of interests, will recuse her/himself from particular evaluation process. 4.0 PROPOSAL ASSESSMENT PROCESS An Anglophone West and Central African regional review committee will undertake the following; i. Screen and evaluate full proposals submitted to them by the EQUAL Global Secretariat at NYU. ii. Determine whether the applications submitted conforms to the specified RFP guidelines, are innovative, has the potential to contribute to contextually relevant knowledge and attainment of Global TIES mandate and SDG4 Indicators. iii. Provide feedback on the application. This will include overall evaluation (not to be shared with the applicant) and suggestions for further improvements of the proposal (to be shared with the applicant). The approving and fund distributing committee based at New York University will have final authority in the award of the seed grant. Activities and award decisions made will be a function of the expert opinions of the reviewers but subject to US laws and New York University research policies. 5.0 AWARD NOTIFICATION AND WORK COMMENCEMENT The EQUAL Secretariat will inform all the applicants on the review outcome. Successful applicants will receive feedback on their proposals from the evaluators, expected deliverables, the total amount awarded and relevant information including project management, reporting requirements and expected timelines (refer to section 8.0 on Timelines) and approved budgets. Successful applicants will not commence project activities until the signing of a contract between New York University and the applicant s own institution. Contracts will be issued using New York University s standard sub award terms and conditions contained in the link provided. (ADD LINK) 5.1 SEED GRANT PAYMENT AND ALLOWABLE EXPENDITURE New York University will submit a total of US $ 20,000 (out of this $17,000 is direct cost and $3,000 is Indirect or Administrative Cost) to the each of the successful applicants institutional accounts in two installments through Electronic Cash Transfer. The first disbursement of $15,000, consisting of 75% of the direct grant (or $12,750 and 75% of total administrative cost of $2,250), will be transferred within 30 days after the award notification. The final payment of $5,000 (including $4,250 for direct cost and $750 or 25% of total administrative cost), will be disbursed 9 to 12 months after the initial disbursement but will be contingent upon successful uptake of already disbursed funds and timely receipt of a progress report including financial report by 9 months following the first disbursement. EQUAL Seed Grant RFP 9

10 Successful applicants will access funds awarded to them through a cost reimbursable option. Respective institutions will make payments to grantees based on approved budget expenditures and submission of financial reports. Acceptable expenditure modes will include cash payments (e.g. subsistence stipends), reimbursements upon production of authentic receipts and direct vendor payments upon receipt of invoices (e.g. for supplies or services offered). 6.0 REPORTING REQUIREMENTS The grantees will be required to submit two sets of reports (Interim and Final) each consisting of two sections (Narrative and Budget) Sections. The applicants will submit the first draft report six months after award notification (see details below). They will submit the final report within one year after award notification through to seed grant fund administrators at New York University. All these reports will comply with the schedules specified within the award notification letter. The Preliminary and Final Reports shall both have a Narrative and Financial Statement sections as specified below: i. Interim Report (Progress and Financial Statement) due 9 months following award of grant (2 pages): The Interim Progress Report will consist of reflections specifying the challenges experienced in executing the funded project, activities addressed by the funded project, project achievement indicators and links between work undertaken and achievements of long term goals of Global TIES and that of SDG4. The Interim Financial Statement will review the expenditure of all funds advanced to the grantor since the beginning of the award period categorized by Budget line, amount spent to date per budget line, total amount spent and explanation of any variances from the original expenditure plan. ii. Final Report (Progress and Financial Statement) due at 18 months following award of grant. The Final Report should preferably be in the form of; a. An article ready for submission, b. A 2-page executive summary of research outcomes that is non-technical and appropriate for policy and practice audiences within the respective countries c. Two policy notes, each 3-4 pages based on the study findings d. Research questions requiring further assessment The final Financial Statement will review the expenditure of all funds advanced to the grantor since the beginning of the award period categorized by Budget line, amount spent to date per budget line, total amount spent and explanation of any variances from the original expenditure plan. 7.0 FUNDING CANCELLATIONS The EQUAL seed grant managers will consider funding cancellations when grant recipients decline the awards or fails to make acceptable progress towards meeting conditions, expenditure plans, deadlines and deliverables. Other factors could involve grantee involvement in intentional, unprofessional or unethical behaviors or misconduct (e.g. failing to account for funds disbursed). When the Seed grant managers suspects any of the incidences stated or there is evidence to suggest that unethical behaviors have occurred, they will communicate with the concerned grantees in writing on associated consequences. These may include but not limited to consulting grantee institutions, repayments of all grants disbursed by the grantee and all required actions. EQUAL Seed Grant RFP 10

11 8.0 TIMELINES The Letter of Intent (LOI) to be submitted by 5 p.m. (New York time) on August 21, 2017 to the Global TIES administrator through ihdsc.globalties@nyu.edu. Notification of whether a full application is required will be made by September 15, Eligible applicants will be required to submit their full proposals by 5 p.m. November 10, 2017 to the Global TIES administrator via . The award notification will be sent to successful applicants by January 15, The earliest project start date will be March 1, REFERENCES ILO (2015). Global employment trends for youth 2015: Scaling up investments in decent jobs for youth. Geneva: International Labor Organization. UNICEF (2014). Regional report on out-of-school children. All in School: Middle East and North Africa out-ofschool children initiative. Amman: UNICEF MENA Regional Office. United Nations (2015). Transforming our world: The 2030 agenda for sustainable development. New York: Author. UNESCO (2015). Education for all : Achievements and challenges. EFA Global Education Monitoring Report UNESCO Publishing: Paris, FR. UNESCO (2014). Teaching and learning: Achieving quality for all. EFA Global Monitoring Report 2013/14. UNESCO Publishing: Paris, FR. UNICEF and UIS (2016). Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out. UNICEF Series on Education Participation and Dropout Prevention, Vol I. Geneva: UNICEF Regional Office for Central and Eastern Europe and the Commonwealth of Independent States. UN Statistical Commission (2016). Provisional proposed tiers for global SDG indicators. New York: Author. UN Statistical Commission (2017). Revised list of global Sustainable Development Goal indicators. New York: Author EQUAL Seed Grant RFP 11

12 Appendix: Emphases for Future Versions of this Request for Proposals Theme C: Program Effectiveness and Scale Problem: Improving equity in life-long learning opportunities require several pathways to leverage measures of learning and quality of formal and non-formal education and skills development. Available literature suggest that documented learning outcomes have placed much emphasis on formal schooling. In addition, participations in program solutions have also not been very inclusive of all possible stakeholders including research universities and other entities (e.g. government, education NGO and youth and community members themselves). In order to address learning outcomes in culturally diverse contexts where informal learning and out of school skills are equally important, it is necessary that implementation studies are undertaken to substantially inform service quality improvements and systems functioning at scale and across diverse cultures. Learning outcomes must also be well defined in culturally diverse contexts and in both cognitive and noncognitive domains and continually assessed as an integral part of the teaching and learning process. This is in line with SDG 4 that aims to advance the utilization of programs and policies to improve child and youth development and learning at large scale and across diverse populations. Examples of projects to be funded will include but not limited to the following: 1) Evaluations of interventions that may substantially improve the quality of preprimary, primary, or secondary education (for children ages 3 to 6) and impact evaluations within classrooms, schools, school management, and education systems levels. 2) Evaluations of interventions that may substantially increase levels of proficiency in early childhood development (target 4.2.1) through family-based or community interventions. 3) The measurement of and evaluations of interventions that may substantially improve youth livelihood skills or the socio-emotional, educational and psychological outcomes of youth exposed to conflicts, impoverishments or in particularly vulnerable situations such as adolescent parenthood. 4) Studies assessing the fit of programs with cultural and community factors, or measuring the quality of implementation of programs in diverse cultural and community contexts. Types of Studies for Intervention Effectiveness: i. Intervention research / impact evaluations of programs or policies with outcomes relevant to SDG 4 indicators (could be secondary data analysis using causal or quasiexperimental methods; or adding a critical unfunded research element to an existing impact evaluation) ii. Analysis of impact variation (e.g., how effects on SDG 4 indicators of an intervention vary depending on characteristics of the sample or the contexts of the intervention). iii. Mixed methods studies relevant to SDG 4 indicators (e.g., studies integrating qualitative methods within an impact evaluation to assess some aspects of intervention effects or measurement of SDG 4 relevant outcomes or contexts) EQUAL Seed Grant RFP 12