USAID Office of Education: Supporting Holistic and Actionable Research in Education (SHARE) Addendum

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Please search grants.gov for a current HELIX addendum opportunity for Niger Resilience and Agribusiness Master’s Program (N-RAMP) (72068522APS00001) (posted by the regional office in Senegal) closing February 14, 2022.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.

Meaningful progress on partner countries’ Journey to Self-Reliance in education requires timely, relevant, context-specific, and robust data and evidence. Commitment to evidence-based programming, continuous learning, accountability, a deep understanding of context, and focus on results are the central principles that will drive evidence and data priorities. To be realized, development actors need timely, relevant, and robust data and evidence. Such data and evidence are frequently unavailable, inaccessible, of poor quality, or in need of translation for policy and practice. Additional research is therefore needed to fill these gaps. When such data and evidence are available, their use is frequently undermined by the inability of decision-makers to access them and to use them appropriately.In broad consultations with internal and external stakeholders, as well as reviews of the literature and available evidence, the USAID Office of Education has identified critical gaps in the evidence base across the spectrum of education related technical areas and produced four associated Learning Agendas to help inform research and learning in the education sector. The Learning Agendas were developed through deliberative, collaborative perspective with internal and external stakeholders in the global education sector, including other donors. These Learning Agendas also incorporate cross-cutting themes such as gender, equity, disability inclusion, education finance, cost, and information and communications technology.     

Advancing USAID learning priorities in the global education sector as a global good to improve education and learning outcomes is the overarching goal of this Addendum to the HELIX APS.

The Supporting Holistic and Actionable Research in Education (SHARE) Addendum is not a Request for Application (RFA) but rather a request for Concept Note(s) in response to this Addendum published under the HELIX APS. To be competitive, the Concept Note submission must be fully responsive to all directions under this Addendum and HELIX APS. Based on the submitted Concept Note, USAID’s E3 Bureau’s Office of Education (E3/ED) will determine whether to request a Full Application from an eligible organization.