Purpose
Through this 2024 APS, DISP is calling for applications from higher education institutions (HEIs), local civil society organizations (CSOs) and community-based organizations (CBOs), and other non-governmental organizations (NGOs) supporting basic education and higher education in Burma and the surrounding region. The call is also open to individuals who support education services in and around Burma or conduct research on topics related to the Burma education system.
Within this context, DISP strongly encourages and will prioritize applications from partnership consortiums comprised of Burmese CSOs/CBOs/NGOs and U.S./E.U./Australian HEIs who are providing/will expand interventions in basic education and higher education.
Additionally, it should be noted that 60% of DISP GUC funding has been earmarked for basic education. Accordingly, applications that support basic education interventions or a combination of basic education and higher education interventions will be prioritized. As seen below in the list of illustrative activities, basic education is comprised of primary education, secondary education, workforce development, and capacity building interventions that support teachers, administrators, counselors, and youth workers.
Below is an illustrative but non-exhaustive list of activities that could be funded through this APS:
Basic Education
- Measurable improvements in literacy, numeracy, and other basic skills development that prepare an individual to be an active, productive member of society and the workforce.
- Workforce development, vocational training, and digital literacy (for individuals at the secondary or lower education levels) informed by real market needs and opportunities and that results in measurable improvements in employment.
- Programs and activities designed to demonstrably improve:
- Early childhood, pre-primary education, primary education, and secondary education, which can be delivered in formal or non-formal education settings.
- Learning for out-of-school youth and adults at the secondary or lower education levels.
- Capacity building for teachers, administrators, counselors, and youth workers results in measurable improvements in student literacy, numeracy, or employment.
- Programs at the pre-primary level should take a holistic approach to measurably improve learning and educational in at least three of the following domains:
- Language and emergent literacy
- Emergent numeracy and cognition
- Social-emotional learning
- Physical development
Higher Education
- Developing, expanding, or improving relevant, contextualized HE course content to be made available to regional or local scholars through in-person, virtual, and/or blended learning modalities.
- Promoting collaboration between U.S. universities, particularly engaging minority serving institutions, Historically Black Colleges and Universities, and other institutions not traditionally leveraged for supporting international development and education activities.
- Promoting collaboration between regional HEIs, local private HEIs, NGOs, and diaspora groups to support the goal of this activity.
- Supporting community-based work by NGOs, HEIs, diaspora groups, or other organizations that advance HE access, quality, diversity, equity and/or inclusion.
- Supporting community-based work to assist youth in acquiring knowledge and developing skills and behaviors to find jobs, establish viable self-employment ventures, and/or stay employed and productive in a changing economy.
- (Individuals and Organizations) Supporting research on higher education in Burma/Myanmar.
- (Individuals) Supporting relevant work of scholars at risk from Burma/Myanmar
- (Individuals) Sponsoring visiting scholars at risk from Burma/Myanmar at U.S. or regional HEIs
- (Individuals) Sponsoring visiting faculty positions (regionally or within the US) or short-term visits or exchanges in fields of study supported by this Activity.
- (Individuals) Supporting community-based work by individual scholars or cohort groups that advances HE access, quality, diversity, equity and/or inclusion.
Cross-Cutting Themes
Applicants are also strongly encouraged to integrate the following cross-cutting themes into their projects, as relevant and appropriate:
- Gender equality and women’s empowerment
- LGBTQI equality and empowerment
- Disability rights and inclusiveness
- Innovative uses of technology
- Strengthening and leveraging networks and coalitions