STIP APS Addendum 72011519APS00001 Uzbekistan Education Reform Activity.pdf

KAZAKHSTAN TAJIKISTAN TURKMENISTAN UZBEKISTAN

41 Kazibek Bi Street, Almaty 050010, Kazakhstan; tel: (727) 250-7612; mission website: https://www.usaid.gov/central-asia-regional

Issue Date: April 24, 2019 Questions Due: May 3, 2019 at 10 AM Almaty time Concept Papers Due: May 31, 2019 at 10 AM Almaty time

Subject: Science, Technology, Innovation, and Partnerships (STIP) in

Higher Education Annual Program Statement (APS)

7200AA18APS00003

Addendum Title: Uzbekistan Education Reform

72011519APS00001

To: All Interested Respondents/Parties

The United States Government, represented by the United States Agency for International Development (USAID) invites Concept Notes supporting Uzbekistan Education Reform that capitalize on the expertise, ingenuity, and passion of the higher education community to accelerate institutional capacity development through partnerships and innovation.

Subject to the availability of funds, an award will be made to the responsible applicant(s) whose application(s) best meets the objectives of this funding opportunity and the merit criteria contained herein. USAID/Central Asia anticipates supporting one new Cooperative Agreement of up to $19.5 million over the course of four years. USAID reserves the right to fund any or none of the application(s) submitted.

Issuance of this Addendum does not constitute an award commitment on the part of the Government nor does it commit the Government to pay for any costs incurred in preparation or submission of comments/suggestions, Concept Notes, co-creation, or applications. Concept Notes and Applications are submitted at the risk of the applicant. All preparation and submission costs are at the applicant’s expense.

To be eligible for award, the applicant must provide all information as required in this Addendum and meet eligibility standards of this Addendum. This funding opportunity is posted on www.grants.gov, and may be amended. Potential applicants should regularly check the website to ensure they have the latest information pertaining to this notice of funding opportunity.

Sincerely, /s/ Jonathan Chappell Regional Agreement Officer https://www.usaid.gov/central-asia-regional

APS No.: 7200AA18APS00003-STIP

Addendum No.: 72011519APS00001 Uzbekistan Education Reform

USAID Science, Technology, Innovation, and Partnerships in Higher Education Program

APS Addendum

I. Background:

The Government of Uzbekistan’s (GOU) new administration, including the Ministry of Public Education (MOPE), is reform-minded and eager to make the education sector an example of effective and transparent government. MOPE is embarking on a comprehensive public education sector reform and has requested USAID assistance to support their reform efforts.

President Mirziyoyev and his administration have set in motion sweeping reforms of the education sector that include increasing the country’s standing in key measures used by the World Bank's Human Capital Index and joining international standardized tests such as the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and Progress in International Reading Literacy Study (PIRLS). The GOU also plans to increase the quality and availability of English language instruction, introduce ICT-based instruction at all levels of public schools to create an “IT Nation”, and create world-class Presidential Schools in each of the country’s 13 regions.

To respond to the GOU’s request, USAID conducted a preliminary assessment to identify options for short, medium, and long term assistance to the basic education sector. Critical areas that MOPE and donor partners identified for immediate support are assessment and data management, curriculum reform, teacher preparation and continuous professional development, head teacher and school management training, and strategic and organizational planning. In support of, and in close collaboration with, the GOU, USAID/Central Asia has proposed a multi-phased, multi-year approach. Phase 1 will include a nationwide Early Grade Reading and Math Assessments (EGRA and EGMA) and the provision of embedded technical advisors to MOPE.

These initial assessments are being conducted through an existing USAID-supported mechanism and are planned for the Fall of 2019. Preliminary results are expected to be available in early 2020. USAID/Central Asia has also committed to providing both short-term and longer term technical assistance to MOPE, which will include a Senior Education Technical Advisor that will be embedded at MOPE for up to two years. The Advisor will support the roll-out and utilization of the EGRA/EGMA assessment findings and will help coordinate USG support to the basic education sector. Both the EGRA and EGMAs and the embedded Advisor are funded through an instrument separate from this solicitation. This APS Addendum represents Phase 2 of the strategy.

USAID’s assistance to the GOU is designed on the principle of assisting them becoming more fully self-reliant and capable of leading their own development journeys. USAID’s Education Policy1 defines self-reliance in the education sector as “...the ability of a country to sustainably

1 https://www.usaid.gov/sites/default/files/documents/1865/2018_Education_Policy_FINAL_WEB.pdf https://www.usaid.gov/sites/default/files/documents/1865/2018_Education_Policy_FINAL_WEB.pdf finance and equitably deliver services that measurably improve learning outcomes and skill acquisition for all children and youth, from early childhood and primary education to secondary and higher education. The journey to self-reliance in education depends upon the capacity for, and commitment to, plan, finance, and deliver education and related services effectively, inclusively, and accountably.” Of particular note, as outlined in the Policy, is the importance of ensuring the following:

● Children and youth are prepared to learn in a safe environment;

● Teachers, instructors, and faculty members have the skills, motivation, and support to teach effectively;

● Inputs, such as textbooks and instructional materials, reach classrooms at all educational levels and improve learning; and

● Management and governance structures support education quality, whether provided by state or non-state schools and providers.

USAID/Central Asia plans to use scientific, technological, and innovative approaches and engagement with a diversity of partners in partnership with the GOU to strengthen the host government’s technical capacity to deliver basic education services and, together, be successful in addressing key education issues in Uzbekistan.

II. Funding Opportunity

The four-year $19.5 million Uzbekistan Education Reform Activity will directly contribute to USAID’s mission to support the GOU to become fully self-reliant and capable of leading their own development journey by increasing their capacity to deliver high quality basic education services. This activity will support the President of Uzbekistan and MOPE’s ambitious efforts to reform and modernize the education sector and ensure that the human capital development needs of the country are met through the provision of high-quality basic education service delivery.

The activity must be based on engagement and collaboration with key partners supporting Uzbekistan education reforms. The principal host-country counterpart for this program is the Republic of Uzbekistan’s Ministry of Public Education and relevant technical and policy units at the national, sub-national, and school level. Other partners may include local and U.S. higher education institutions, research organizations, local education organizations and experts, and the private sector.

The primary goal of the Activity is to develop, test, implement, and evaluate effective and scalable education reforms that improve learning outcomes for Uzbek students throughout the country. To assist MOPE in achieving this, and in sustaining system-wide reforms, the Activity will work closely with MOPE and GOU counterparts to identify, select, and then support targeted interventions in primary and secondary2 schools, or clusters of schools, throughout the country. After numerous consultations between USAID and MOPE the following three components have been prioritized for this activity:

COMPONENTS BACKGROUND/ ILLUSTRATIVE RESULTS

Component 1: Improve Reading and Math Outcomes

LOE - 50%

Grades 1 - 6

● Results of EGRA/EGMA available in early 2020

● Implementing partner will use this data to improve reading and math curriculum in primary schools

● Improve teaching via professional development training

Component 2: Support IT Nation Initiative

LOE - 30%

Grades 1 - 11

● Develop evidence-based strategies for enhancing and implementing MOPE’s “IT Nation” initiative for both primary and secondary schools

● Support ICT-based curriculum and materials

● Interventions are envisioned to enhance, amplify, or accelerate improvements in teacher and learning outcomes

Component 3: Improve English Language Instruction

- 20% Grades 1 - 6

● Focus on English language curriculum

● Strengthen and enhance MOPE’s plans to improve English language instruction nationwide

Component 1: Improve Reading and Math Outcomes - Data on early grade learning outcomes will be available in early 2020 through the USAID-supported EGRA and EGMA. However, preliminary assessments, including classroom observations, interviews with MOPE officials, and the World Bank’s recent Sector Assessment3, indicate that the quality of teaching and learning throughout the country is well below international standards. Component 1 will support the GOU’s efforts to improve learning outcomes throughout the country. Applicants are strongly encouraged to propose interventions that incorporate global and regional evidence on effective basic education inventions that can adapt to, and incorporate, the forthcoming EGRA and EGMA findings into a scalable and sustainable model.

Component 2: Support IT Nation Initiative - In 2018 MOPE launched its “IT Nation” initiative, which aims to develop and revise computer science curriculum in order to equip primary and secondary students and teachers with the skills necessary to utilize information technology to improve learning outcomes. Component 2 will focus on developing evidence-based strategies for enhancing and implementing MOPE’s “IT Nation” initiative to support ICT-based curriculum and materials in primary and secondary schools. ICT interventions are

2 USAID/CA is particularly aware of the need to concentrate limited USG resources in areas and ways that maximize impact and sustainability. Applicants are encouraged to propose interventions in either that have the greatest chance to realize and sustain increased student learning outcomes.

3 http://documents.worldbank.org/curated/en/379211551844192053/Uzbekistan-Education-Sector-Analysis http://documents.worldbank.org/curated/en/379211551844192053/Uzbekistan-Education-Sector-Analysis envisioned to enhance, amplify, or accelerate improvements in teacher and learning outcomes.

Interventions should also focus on piloting innovative strategies for empowering primary and secondary head teachers and teachers to implement ICT-based curriculum and materials. These interventions will amplify MOPE’s ability to transform the way schools are managed, teachers are trained, instruction is delivered, learning materials are developed and utilized, and will result in improved student learning. USAID/Central Asia prioritizes ICT-based education interventions that are evidence based, cost effective, and sustainable.

Component 3: Improve English Language Instruction - Component 3 will explore opportunities to link with, strengthen, and enhance the GOU’s plans to improve English language instruction. While research, data, and USAID implementation experience have demonstrated the strong correlation between mother tongue instruction and improved early grade learning outcomes, MOPE has placed a primary emphasis on strengthening English language instruction nationwide. USAID/Central Asia recognizes the complexities and sensitivities inherent in national language policies and practice. Applicants are encouraged to draw upon international and regional best practices and lessons learned from multilingual programs when considering English language support activities.

To achieve the program goals, USAID/Central Asia expects that the successful applicant will coordinate with other development organizations including USG agencies, bilateral and multilateral donor partners, and will leverage external resources to overcome barriers that local institutions face in conducting and using research to improve education systems, service delivery, and learning outcomes. This could involve partnering with US higher education institutions to directly support local researchers, institutions, agencies, or regional associations.

This may also involve working with USAID and other donors to identify local potential, help unlock local resources (i.e. from the GOU), or foster partnerships across regions (including other developed and developing countries). With a small and under-developed private sector in Uzbekistan, USAID is also interested in potential collaboration with the nascent private sector to mobilize and apply private sector expertise, capabilities and resources, and build robust development cooperation between universities and industry.

During the initial concept paper phase of the application process it is critical for Applicants to propose a suite of related, sequenced, evidence-based activities that pose the highest chance for successfully developing, testing, implementing, and evaluating effective and scalable education reforms that will demonstrate that the Presidential reforms are reaching Uzbek students throughout the country. The proposed interventions must be technically sound, but also flexible enough to allow for adaptation to country context during the co-creation phase that will take place in Uzbekistan and will include MOPE, USAID, and other USG entities.

III. Merit Review Criteria

Concept Notes and Full Applications (if requested by USAID after Co-Creation) will be evaluated based on the following Merit Review Criteria, which are equally weighted.

Criterion 1: Alignment with USAID/Central Asia’s Objectives and Programming Priorities in Uzbekistan.

1.1 Strategic Alignment to USAID Education Policy Priorities: The degree to which the proposed technical approach aligns with and supports the priorities and programming principles of the USAID Education Policy

1.2 Strategic Alignment to USAID/Central Asia Regional Development Cooperation Strategy (RDCS): The degree to which the proposed technical approach aligns with and supports the priorities of USAID/Central Asia’s RDCS

Criterion 2: Provision of Quality Education Advisory Services through Collaboration and Partnerships:

The Concept Note/Full Application must be based on engagement and collaboration with the U.S. higher education community for activities such as problem identification and definition, the development of the proposed approaches to solve the prioritized problem(s), and implementation of the proposed project. The proposed work should clearly reflect the interests of the proposed university partners and clearly engage resources, assets, and expertise from the higher education community in the implementation of activities. Applicants must demonstrate the organizational capacity and management systems to ensure the provision of high quality technical services.

If a Concept Note/Full Application does not demonstrate strong/significant engagement and collaboration with other partners, the Concept Note/Full Application will be deemed ineligible and USAID has no obligation to review the Concept Note/Full Application.

Concept Notes/Full Applications which demonstrate a diversity of higher education institutions (HEIs) (including female researchers and researchers from U.S. minority-serving institutions (MSIs)), will be evaluated favorably under this sub-criterion. If a Concept Note/Full Application does not demonstrate engagement and collaboration with the higher education community, the Concept Note/Full Application will be deemed ineligible and USAID has no obligation to review the Concept Note/Full Application.

Criterion 3: Potential for Impact:

The Degree to which Concept Notes/Applications present a realistic approach to achieving the Goal of this STIP APS Addendum and realizing development outcomes paying particular attention to the following:

● Scalable Outcomes: Developing and institutionalizing interventions that will improve teaching and learning outcomes within target schools. The extent to which strategies and approaches can be scaled with realistic domestic financial and institutional resources.

● Feasibility: The proposed approach should have well-defined and achievable objectives.

The enabling environment and the proposed combination of partner assets, resources and expertise should be sufficient to yield significant impact on a specific and important development challenge. Financial and technical approaches must be viable. In addition, the involvement of local partners (particularly local universities, government entities responsible for curriculum development, and teacher training institutes) and/or beneficiaries in the development and implementation of the Activity should be clear and sufficient enough to indicate the Activity will be successful.

● Sustainability: The proposed Activity should demonstrate the potential to yield sustainable solutions to the development challenge being addressed. These solutions should indicate how implementers will engage with an inclusive set of stakeholders and leverage resources from said stakeholders to ensure the Activity is long-standing.

● Gender Equality and Female Empowerment: Gender equality and women’s empowerment is at the core of development, and USAID is dedicated to ensuring gender-inclusive programming and promoting female empowerment and gender equality.

Concept Notes/Applications that demonstrate an evidence-based plan for ensuring gender inclusion and female empowerment will be viewed favorably.

IV. Eligibility

Qualified U.S. and Non-U.S. Organizations may submit Concept Notes in response to this Addendum. Traditional and non-traditional USAID partners are encouraged to apply. At least one prime or sub-partner must represent a U.S.-based HEI or HEI consortium. Consistent with guidance from USAID/E3/Education, a higher education institution is defined as an organization that provides educational opportunities that build on secondary education, providing learning activities in specialized fields; this may include public or private universities, colleges, research institutes, training institutes, etc.

V. Concept Note/Co-Creation/Full Application Instructions and Review Process

The USAID/Central Asia Mission will be responsible for the review of Concept Notes, Full Applications, and management of any awards issued under this addendum.

Concept Note Submission: All Concept Notes must be prepared and submitted in English using the provided Concept Note Template (Attachment A) and Concept Note Budget Template (Attachment B). Concept Notes are due to USAID/CA by the date and time listed in the cover letter of this APS Addendum.

Concept Notes must be submitted to Almaty AA Solicitations at:

AlmatyAASolicitations@usaid.gov mailto:AlmatyAASolicitations@usaid.gov

After a Concept Note is received, USAID/Central Asia reserves the right to request supplementary information or pose clarifying questions to any applicant. Requesting supplementary information or posing clarifying questions to one applicant does not obligate USAID/Central Asia to do so with all applicants nor does it guarantee invitation to engage in co-creation or submit a Full Application.

Co-Creation: After review of Concept Notes by USAID/Central Asia, applicants will receive instructions from the USAID/Central Asia Agreement Officer on whether to proceed with co-creation as described in the STIP APS.

Full Applications: The Agreement Officer will provide further instructions on the submission of a Full Application if USAID/Central Asia decides a Full Application is warranted after the Co- Creation process. Any applicant submitting a Full Application must be registered in the System for Award Management at www.sam.gov.

Notes: USAID’s communication during the co-creation process provided by this APS should not be interpreted as a commitment to making an award of USAID funding. Further, USAID’s request of a Full Application does not constitute an award commitment on the part of the Government.

Applicants are advised that participation in the Concept Note, Co-Creation, or Full Application process under this APS is entirely at their own risk; the Government is not responsible for any costs incurred by the Applicant prior to an award. A commitment to an award of USAID funding is only made when an award agreement is signed.

VI. Questions and Further Assistance

Questions regarding the substance and objectives of this activity must be submitted by the date and time listed in the cover letter to this APS Addendum. Questions must be directed to Almaty AA Solicitations at AlmatyAASolicitations@usaid.gov. The primary points of contact for this Addendum are Jonathan Chappell, USAID/Central Asia Agreement Officer at jchappell@usaid.gov and Gulzhanat Rysdauletova, USAID/Central Asia Acquisition and Assistance Specialist at grysdauletova@usaid.gov.

USAID’s Science, Technology, Innovation, and Partnerships in Higher Education Program APS 7200AA18APS00003 can be found at the following web address:

https://www.grants.gov/web/grants/view-opportunity.html?oppId=301213 http://www.sam.gov/ mailto:AlmatyAASolicitations@usaid.gov mailto:jchappell@usaid.gov mailto:grysdauletova@usaid.gov https://www.grants.gov/web/grants/view-opportunity.html?oppId=301213