RFI 72069621RFI00002 Schools and Systems Activity.pdf

REQUEST FOR INFORMATION

RFI Number: 72069621RFI00002 Issuance Date: November 19, 2020 Due Date and Time: December 10 2020, 17:00 Kigali time

SUBJECT: United States Agency for International Development (USAID)/Rwanda Schools and

Systems Activity

Dear Interested Parties, The United States Agency for International Development (USAID) Mission in Kigali, Rwanda posts this Request for Information (RFI) to collect written information for an upcoming Schools and Systems Activity. This potential five-year award will strengthen the education system to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive and focused on learning of foundational reading skills. Potential funding for the activity is estimated to be between $25 and $30 million.

This RFI is issued solely for information-gathering and planning purposes. This is not a Request for Proposal (RFP) or a Request for Application (RFA) and is not be construed as a commitment by the United States Government (USG) to issue any solicitation or Notice of Funding Opportunity, ultimately award a contract or assistance agreement on the basis of this RFI, or pay for any information voluntarily submitted as a result of this request. Responses to this RFI must not be portrayed as proposals and will not be accepted by the USG to form a binding agreement. It should be noted that responding to or providing comment on this RFI will not give any advantage to any organization in any subsequent procurement(s), if such as procurement(s) is released. USAID will not provide answers to anything submitted in response to this request. USAID posts its competitive business opportunities on www.beta.sam.gov or www.grants.gov . It is the potential offeror’s/applicant’s responsibility to monitor these sites for announcements of new opportunities. Responses to this RFI may be used by USAID without restriction or limitation.

Responses to this RFI must be submitted by email to Sr Acquisition and Assistance Specialists Galina Ponkratova, at gponkratova@usaid.gov and Elvira Kassimova at ekassimova@usaid.gov no later than the date and time shown above. Please include RFI Number 72069621RFI00002 in the subject line.

Responders will not receive individualized feedback. All inquiries concerning this RFI must be directed only to the email addresses identified above. Hard copy submissions will not be accepted nor will phone inquiries be entertained.

Thank you for your interest in USAID/Rwanda’s programs and we look forward to your comments.

Best regards, //s//

Simone Cho Agreement Officer Office of Acquisition and Assistance USAID/Rwanda http://www.beta.sam.gov/ http://www.grants.gov/ mailto:gponkratova@usaid.gov mailto:ekassimova@usaid.gov

RFI Number 72069621RFI00002

Response Requirements

Responses should include the following:

1. Cover page not to exceed one (1) page, that includes:

a. Organisation name and address;

b. Point of contact name and contact information;

c. Size and type of organization, including if applicable U.S. small business or other status;

d. Legal registration status in Rwanda;

e. Brief statement that indicates the organization’s interest in applying as a prime or subcontractor, if applicable. If a team or consortium is envisioned, please provide the names of the potential partner organizations.

2. Comments on the draft Activity Description, not to exceed three (3) pages. USAID is interested in feedback on the following:

a. Comments on the Results Framework:

i. In particular, provide feedback on whether it captures the challenges and opportunities in the sector, and whether the expected results are likely to lead to the achievement of the overall objective;

ii. Note if there are any results that you recommend adding or revising.

b. Comments on the proposed Scope and Scale;

c. Comments on the Implementation Approach and Sustainability, and any ideas that may help us refine it;

d. What, if any, changes would you make or lessons would you like to share to strengthen the approach;

e. Provide your views on possible coordination with other partners in the country and integration with other education activities in Rwanda;

f. Any other comments or inputs you may have on the Activity Description.

No other documents or information are requested at this time. USAID asks respondents to not send any additional information other than what is requested above and to adhere to the page limits mentioned.

ACTIVITY DESCRIPTION

I. Introduction

Early grade reading is a fundamental skill linked to future academic success and life outcomes.

Research on early grade reading demonstrates that children who do not learn to read in the first few grades of school have higher likelihoods of repetition or drop-out compared to their peers. 1 Moreover, over time, the learning gap increases between students who can read fluently and with comprehension compared to their peers who cannot.

The Schools and Systems Activity will support progress toward the goal of USAID/Rwanda’s Country Development Cooperation Strategy (CDCS) 2020-2025: Rwanda has the strengthened human capital, robust private sector and accountable institutions required to advance self reliance. 2 Development Objective 2 (DO 2) of the CDCS is improved learning outcomes by focusing on increasing Kinyarwanda literacy skills of boys and girls through primary 3 (P3) 3 in order to build the foundations of improved human capital in Rwanda.

DO 2 of the CDCS will be operationalized through the LEARN Project, approved in September 2020 (see Annex for LEARN Project Fact Sheet). The purpose of the project is improved literacy outcomes for all Rwandan children by the end of P3. To achieve this, The LEARN Project will strengthen the capacity of Rwandan systems to provide quality learning environments with the support, instruction, and materials that children need while they are in school, at home, or in the community. The LEARN Project will focus on learning for children with disabilities to ensure project approaches reach all children.

LEARN Project Purpose and Theory of Change

1 https://www.brookings.edu/research/is-retaining-students-in-the-early-grades-self-defeating/ 2 Available online at www.usaid.gov/rwanda/cdcs 3 Grade 3 https://www.brookings.edu/research/is-retaining-students-in-the-early-grades-self-defeating/ http://www.usaid.gov/rwanda/cdcs

The LEARN Project will be implemented through the ongoing USAID Soma Umenye (“Read and Know”) and USAID Mureke Dusome (“Let’s Read”) activities, 4 alongside a set of new complementary activities not yet procured. Two of those new activities are currently in design:

the Schools and Systems Activity, as well as a Homes and Communities Activity (RFI available on www.grants.gov ).

II. Development Context

Rwanda boasts an impressive 98.5% net enrollment rate in primary school. 5 The Government of Rwanda (GoR) has demonstrated strong commitment to improving Rwanda’s human capital 6 with a focus on early literacy in the National Strategy for Transformation 1 (NST) (2017-2024) and the Education Sector Strategic Plan III (ESSP) (2018/19-2023/24). The ESSP gives priority to improving completion rates and learning outcomes in basic education. The plan aims to achieve these outcomes by (a) ensuring that children start school at the right age, acquire literacy and numeracy skills, and complete their schooling; (b) promoting continuous professional development (CPD) to enhance teacher skills and competence; (c) fostering the system’s ability to attract and retain high-quality teachers and to manage teachers effectively; and (d) strengthening governance and accountability by developing school leaders and fostering coordinated education planning between centralized and decentralized entities. 7

Despite this, the most recent student data indicate persistently low quality of literacy learning in the early grades. The 2018 Early Grade Reading Assessment (EGRA) found that 70% of school children have not learned how to read by the end of P3, 8 stymying their trajectory of learning and inhibiting their ability to contribute to Rwanda’s journey to self-reliance. Low levels of learning contribute to high rates of grade repetition and dropout, which is a major inefficiency for the basic education system. Evidence also shows that pre-primary education supports long-term student learning outcomes and early grade reading and literacy programs can enhance quantifiable outcomes in reading performance by investing in emergent literacy skills development through quality preschool and early home interventions.

Significant investments have already been made in the production and dissemination of Kinyarwanda teaching and learning materials (TLMs) in lower primary schools to a ratio of one student per book, training of teachers of Kinyarwanda in lower primary sections of all public and government-aided schools, convening communities of practice for teachers and school leaders, setting-up of community libraries and training of school leaders as mentors and coaches for teachers. If these are supplemented with additional focus on positive systemic change coupled with the education system’s capability of making decisions based on data and strengthening the

4 Relevant activity documents for Soma Umenye and Mureke Dusome are available at USAID’s Development Experience Clearinghouse: https://dec.usaid.gov/dec/home/Default.aspx 5 Ministry of Education. 2019 Education Statistics:

https://mineduc.gov.rw/fileadmin/Documents/statistics/Rwanda_Education_Statiscal_Year_Book_2019.pdf .

6 In the World Bank’s global assessment of learning for the HCP (2018), Rwanda scored 358 on a scale where 625 represents advanced attainment and 300 minimum attainment. This puts Rwanda in the bottom quartile of countries assessed. ( http://www.worldbank.org/en/publication/human-capital ) 7 The World Bank. Rwanda Quality Basic Education for Human Capital Development Project (2019-2024).

8 EGRA was conducted by Soma Umenye and administered to a nationally representative sample of 155 schools and 4,650 students (P1-3) in all the five provinces of Rwanda.

http://www.grants.gov/ https://dec.usaid.gov/dec/home/Default.aspx https://mineduc.gov.rw/fileadmin/Documents/statistics/Rwanda_Education_Statiscal_Year_Book_2019.pdf http://www.worldbank.org/en/publication/human-capital pre-primary education system to focus on emergent literacy, then improvements will be institutionalized for continued impact on children's learning.

III. Activity Purpose and Theory of Change

The Schools and Systems Activity purpose is that the education system enables all pre-primary and lower primary school and classroom environments to be of high quality, inclusive and focused on learning of foundational reading skills. The activity purpose will be achieved through four intermediate results: (1) Pre-primary education system enhanced to develop, promote and improve emergent literacy, (2) Lower primary reading classroom instruction improved, (3) School environments improved for increased lower primary reading outcomes, and (4) Education systems management strengthened for improved literacy outcomes.

The activity’s theory of change is that if the pre-primary education system is able to develop, promote and improve emergent literacy, if lower primary reading classroom instruction is improved, if school environments are improved for increased lower primary reading outcomes, and if education systems management is strengthened for improved literacy outcomes, THEN literacy outcomes will improve for all Rwandan children by the end of P3. The activity will support the following results in the LEARN Project Theory of Change: IR 3 (School and classroom environments are safer, more inclusive, and better focused on learning), IR 4 (Teaching workforce has improved quality, motivation and respect), IR 5 (Children enter P1 with improved school readiness skills), IR 6 (Teaching and learning materials are higher quality, more accessible, and more readily available) and IR 7 (Education systems and finances are more effectively managed).

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IV. Results Framework

The following table summarizes the Schools and Systems Activity Results Framework.

CDCS Development Objective 2: Improved Learning Outcomes

LEARN Project Purpose: Improved literacy outcomes for all Rwandan children by the end of grade 3

Activity Purpose: The education system enables all pre-primary and lower primary school and classroom environments to be of high quality, inclusive and focused on learning of foundational reading skills

IR 1: Pre-primary education system enhanced to develop, promote and improve emergent literacy

IR 2: Lower primary reading classroom instruction improved

IR 3: School environments improved for increased lower primary reading outcomes

IR 4: Education systems management strengthened for improved literacy outcomes

Sub-IR 1.1: Pre-primary teachers’ knowledge, attitudes and practices in evidence-based and inclusive emergent literacy improved

Sub-IR 2.1: Capacity of pre-service education to effectively prepare lower primary teachers to teach reading improved

Sub-IR 3.1: Continuous professional development systems for early grade reading instruction teaching workforce strengthened

Sub-IR 4.1: Systemic capacity to use data for education decision making and policies at national and local levels strengthened

Sub-IR 1.2: Classrooms are inclusive, stimulating and developmentally appropriate to promote emergent literacy

Sub-IR 2.2: Teachers’ use of evidence-based and inclusive early grade reading pedagogy increased

Sub-IR 3.2: Capacity of school leaders to support early grade reading for all children strengthened

Sub-IR 4.2: Resilience to shocks and disruptions strengthened for continuity of early grade reading instruction

Sub-IR 1.3: Pre-primary teacher preparation and professional development systems improved to develop emergent literacy

Sub-IR 2.3: Accessibility of evidence-based, gender-sensitive, inclusive early grade reading materials strengthened

Sub-IR 3.3: School leaders’ awareness and capacity to support children's safety and socio-emotional skills development increased

Sub-IR 4.3: Early grade reading assessment systems strengthened and sustained

Sub-IR 2.4: Teachers’ awareness of and capacity to support children's socio-emotional skills development increased

Sub-IR 3.4:

Coordination between schools, parents and communities to promote children’s literacy strengthened

Sub-IR 4.4: Education resource management to support improved reading outcomes at decentralized levels strengthened

Sub-IR 4.5: Coordination of literacy activities at decentralized levels for improved literacy outcomes strengthened

V. Activity Parameters

A. Scope and Scale

Through its focus on the systems of education service delivery for learning in schools, USAID expects to have nationwide reach; however, some interventions may be more intensive in some districts of Rwanda. The activity will serve children of pre-primary and primary school age.

B. Implementation Approach and Sustainability

The Schools and Systems Activity is designed to continue and deepen gains made by USAID’s Soma Umenye, Mureke Dusome and Itegure Gusoma activities by focusing on strengthening the education system’s ability to enable all pre-primary and lower primary school and classroom environments to be of high quality, inclusive and focused on learning of foundational reading skills. This will be through supporting the GoR to strengthen classroom and school systems from the local level to the national level to support learning of early grade reading.

The intent of the Schools and Systems Activity is to develop technical capacity and to root decisions and actions in evidence and data within the relevant agencies to drive ownership.

Responsibility for Schools and Systems outputs and outcomes must be located where it must remain for results to be sustained, and the activity will need to continue the close, collaborative working relationships with the Ministry of Education (MINEDUC), Rwanda Education Board (REB), Teacher Training Colleges (TTCs) and develop a collaborative relationship with the University of Rwanda College of Education (URCE). A collaborative and capacity-building model for work with REB and URCE will be necessary to achieve this result. The cooperation and collaboration of District Directors of Education (DDEs), who are responsible for monitoring and managing the primary and pre-primary schools in their districts, is also important for the sustainability of the activity and prioritization of early grade reading on the district agendas.

Monitoring and evaluation for the Schools and Systems Activity will be conducted using GoR systems, to the extent possible, and in close collaboration with MINEDUC through REB and URCE (with the activity’s technical support), in order to build the capacity of government institutions to lead research and apply findings to continually improve education in Rwanda.

The Schools and Systems Activity will utilize a behavior change approach to achieve results among key stakeholders such as teachers and local education officials. Innovative techniques will be used to evaluate behavior change outcomes so that these interventions ensure that results will be sustained beyond the life of this activity.

The activity will work hand-in-hand with the Homes and Communities activity at the national and local levels to ensure holistic support for systems affecting children’s learning. This will include joint working planning at national and local levels, and shared responsibility for supporting district-level governance of education of foundational skills.

9 Information and communication technologies 10 Private sector engagement: https://www.usaid.gov/work-usaid/private-sector-engagement

Cross-cutting: Gender and inclusion of students with special needs, ICT, 9 PSE 10 https://www.usaid.gov/work-usaid/private-sector-engagement

The model for collaboration with the GoR will require careful management such that staff of the GoR and the Schools and Systems Activity are working collaboratively with a shared vision, and that GoR expectations align with the support available from the activity. Management will include discussion and shared planning to come to a common understanding of the roles and responsibilities of each person. This collaborative and cooperative management approach with the GoR, combined with research and evaluation capacity development, will improve the prospects for sustained improvements in early grade reading.

The proposed key aspects of the approach for each IR are detailed below:

(i) IR 1: Pre-primary education system enhanced to develop, promote and improve emergent literacy

Evidence shows that pre-primary education supports long-term student learning outcomes and that the foundation for learning is determined in the first years of a child’s life. Early grade reading (EGR) and literacy programs can enhance quantifiable outcomes in reading performance by investing in emergent literacy skills development through quality preschool and early home interventions. 11 This activity will:

- Expand the initial work of training pre-primary teachers done during the USAID Itegure Gusoma pilot, 12 and other related activities in the sector, and focus on equipping them with the knowledge, skills, attitudes and practices in evidence-based and inclusive emergent literacy. The activity will also increase school leaders’ involvement in supporting pre-primary teachers and coordinating with local government education officials, parents, caregivers and the community to maintain a standard of sufficient quality with teachers who understand how to effectively support language development and create enriching early literacy experiences for all children;

- Expand achievements gained through the USAID Itegure Gusoma pilot in working with pre-primary teachers to develop inclusive, locally-resourced teaching and learning materials (TLM), deliver gender-sensitive and inclusive play-based aspects of the competence-based curriculum (CBC), and use learner-centered and participatory approaches to storytelling, corner play and developmentally appropriate group work and also coordinate with other USAID activities and development partners to build capacity of TLM publishers and suppliers in ensuring developmentally appropriate materials are produced to promote emergent literacy for all pre-primary children.

- Build on USAID’s previous support to TTCs for effective pre-service training for pre-primary teachers and also support the GoR in elaborating specific standards for pre-primary teachers and developing and supporting effective CPD systems with a focus on improving the quality of pre-primary education. 13

(ii) IR 2: Lower primary reading classroom instruction improved

11 USAID Education Policy (2018): https://www.usaid.gov/education/policy 12 USAID Itegure Gusoma (2017 - 2020) was implemented in 16 districts (around the 16 TTCs) and trained a total of 80 pre-primary teachers. Relevant activity documents are available at USAID’s Development Experience Clearinghouse: https://dec.usaid.gov/dec/home/Default.aspx 13 We may engage with specific support for tutors around the curriculum if the early childhood development (ECD)/ early childhood education (ECE) curriculum for TTCs is finalized.

https://www.usaid.gov/education/policy https://dec.usaid.gov/dec/home/Default.aspx

Reading and literacy are the foundation for success in school and life. Reading is the foundational skill necessary for all other academic progress. 14 Approaches for improving reading and literacy outcomes include promoting quality teacher instruction and ensuring sufficient instructional time; producing and distributing high quality textbooks and supplementary materials; employing a language of instruction that students and their families use and understand, including local languages, based on evidence-based best practices; differentiating instruction to reach children at different levels; and using assessments to support instruction. 15

- The Schools and Systems Activity will build on the achievements made by USAID Soma Umenye in supporting REB to improve the capacity of pre-service teacher education to effectively prepare lower primary reading teachers, continuing training teachers on their use of evidence-based and inclusive Early Grade Reading (EGR) pedagogy and formative assessment, and expand accessibility of TLMs through digitization and replenishment of existing materials.

- This activity will also support social and emotional learning through advocating with REB for the inclusion of socio-emotional skills components in the pre-service education curricula, training educators on these skills so as to help children learn better in safe environments and integrating Social and Emotional Learning content into existing digitized TLMs.

(iii) IR 3: School environments improved for increased lower primary reading outcomes

Supportive and safe school environments have an effect on student learning. The involvement of school leaders ensures teacher accountability, improves teacher time on task, ensures safety of all learners and teachers, and supports regular evaluation of the quality of instruction.

- The Schools and Systems Activity will collaborate with REB in the implementation of special teacher statutes with a focus on strengthening CPD for lower primary teachers of reading, supporting REB in developing a CPD strategy/system for school leaders that includes EGR support and strengthening district and sector level fora (i.e.DCCs/SCCs) to support CPD of lower primary teachers of Kinyarwanda.

- This activity will continue the achievements made through USAID Soma Umenye by training school leaders to be effective coaches and mentors for lower primary teachers of Kinyarwanda, and ensuring the school plans and timetable include time for supporting teachers and providing TLMs to be used in the Head Teachers’ regular communities of practice, where they can share best practices and learn from each other on supporting these teachers.

- This activity will draw from evidence to support REB in reviewing current discipline trends in schools and develop a practical strategy for scaling socio-emotional skills training in all school environments, build the capacity of school leaders in relation to socio-emotional skills, and support them in developing strategies to embed a culture of child-safety in their schools.

- The Schools and Systems Activity will support MINEDUC/REB in implementation of the draft National Literacy Policy, if approved, continue to support the Soma Rwanda platform secretariat, determine how best to integrate literacy activities into existing

14 USAID Education Policy (2018): https://www.usaid.gov/education/policy 15 Ibid https://www.usaid.gov/education/policy community structures, and collaborate with other GoR ministries and agencies, other DPs and the USAID Homes and Communities Activity and parents and communities for joint advocacy on children’s literacy issues.

(iv) IR 4: Education systems management strengthened for improved literacy outcomes

USAID defines an education system as consisting of the people, public and private institutions, resources, and activities whose primary purpose is to improve, expand, and sustain learning and educational outcomes. Stakeholders include national and local governments, schools, teachers, students, parents and caregivers, NGOs, faith-based and community organizations, universities, and the private sector, among others. There is strong will and commitment from the GoR to strengthen and improve the management of the Rwandan education system, as shown through the various standards and policies initiated by the GoR and the various coordination platforms with different DPs.

- The Schools and Systems Activity will continue to conduct research with higher education institutions (HEIs), like URCE, and learning labs with education officials to generate relevant data to inform EGR policy reforms, strengthen the education system’s capability of making decisions based on data, evidence and comprehensive research on how the decision will be implemented, and produce sufficient data indicating learning gains.

- This activity will support MINEDUC/REB to implement crisis-sensitive planning, collaborate with the Smart Education project to ensure continuity of EGR instruction and collaborate with the Homes and Communities Activity to build resilience in schools, home s and communities.

- The early grade reading assessment systems in Rwanda are a work in progress. This activity will analyze the extent to which the EGRA and the Local Early Grade Reading Assessment (LEGRA) are institutionalized and owned by the GoR and strengthen them together with building institutional capacity of assessment developers within the yet-to-be formed National Examinations and Standards Agency and at the decentralized levels for sustainability.

- This activity will also support MINEDUC/REB in putting in place and strengthening education resource management strategies, increase citizen-responsiveness to GoR service delivery, and strengthen the capacity of district and sector education officials and school leaders to identify and effectively manage education resources they have access to to promote inclusive early grade reading.

- This activity will support efficient coordination between MINEDUC/REB and district education officials for effective systems and build the capacity of DDEs, District Education Officers (DEOs) and Sector Education Inspectors (SEIs) to ensure literacy outcomes for children are prioritised at the decentralized levels.

To ensure sustainability, a ctivity interventions will be built into GoR systems and/or strengthen existing systems from the start in order to maintain program results and impact beyond the life of the activity.

C. Coordination with other partners and activities

The Schools and Systems Activity will liaise closely with the interventions of other development partners who are also investing in Rwanda’s education sector, including but not limited to: the World Bank, the British High Commission (BHC) in Rwanda, UNICEF and the MasterCard Foundation. Coordination efforts will also include participation in the Soma Rwanda (formerly Rwanda Reads) Technical Committee, that brings together all literacy-focused actors in Rwanda to share information, coordinate, leverage resources and advocate for reading as a national priority. There are various ongoing projects and activities with which this activity will coordinate, including collaboration with local partners and private sector actors and any other counterparts that can be leveraged to improve early grade reading outcomes. The collaboration will be largely in joint advocacy strategies, active participation in technical working groups and task forces, and regular one-to-one engagement to align and support each other’s interventions.

These include but are not limited to the following:

(i) Rwanda Quality Basic Education (QBE) for Human Capital Development Project (2019-2024) : This World Bank-funded project focuses on English proficiency, digital literacy, supporting the professional development of math and science teachers, strengthening the preparation of new teachers in TTCs, developing model schools to support innovative instructional practices, enhance the school environment to improve student learning by reducing overcrowding and distance to schools, strengthening early learning environments (particularly for pre-primary aged children) and supporting gender sensitive learning in schools.

The similarities between the Schools and Systems Activity and the QBE project are that they are both nationwide, focus on developing the institutional capacity of MINEDUC, and strengthen the education system’s resilience and effectiveness. The QBE project focuses on infrastructure development, strengthening the current teacher recruitment and deployment, school inspection, and learning assessment mechanisms. Collaboration between this activity and the QBE project will be instrumental.

(ii) Building Learning Foundations Program (BLF) (2017- 2023): This is a national project under the BHC-funded Learning for All Programme. It focuses on all teachers and pupils in public and government-aided primary schools (Primary 1-3), Head Teachers, other education leaders and MINEDUC and REB. BLF is jointly implemented by the Education Development Trust, British Council and Voluntary Services Overseas to improve learning outcomes in English and Mathematics, promote teacher development, improve leadership for learning (Head Teacher coaching model) ,and strengthen systems, with a crosscutting theme of inclusion.

USAID Soma Umenye has collaborated with BLF in some activities, especially the assessment of learners, school leadership training and systems strengthening. A continued collaboration between the Schools and Systems Activity and BLF will ensure that these gains from Soma Umenye are institutionalized and owned by GoR as an outcome from joint advocacy.

(iii) Leaders in Teaching - Professional development of Secondary School leaders and teachers (2018-2021): This is a Mastercard Foundation-funded project that focuses on teachers, SEIs, DDEs, Deputy Head Teachers, NQTs and indirectly benefits 250,000 students. It is implemented by VVOB in partnership with MINEDUC, REB and URCE. VVOB’s role in Leaders in Teaching centres on raising the effectiveness of teachers and school leaders in secondary education by improving the delivery, sustainability and institutionalisation of continuous professional development (CPD) services. It is implemented in 14 districts in Rwanda.

There are similarities between the Schools and Systems Activity and the Leaders in Teaching project even though the latter focuses mostly on secondary schools. They both have a focus on strengthening CPD and professional learning communities for teachers and school leaders which will provide areas for joint advocacy and collaboration.

(End of Request for Information)

Annex:

- LEARN Project Fact Sheet