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Find similar grantsRegional Teachers Initiative for Africa (RTIA) Facility Window 2: Teacher Training and Professional Development is sponsored by European Union, UNESCO, African Union Commission. This opportunity supports mission-aligned projects and measurable outcomes.
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Regional Teachers Initiative for Africa - International Partnerships Regional Teachers Initiative for Africa Regional Teachers Initiative for Africa Empowering Teachers; Inspiring Futures The Regional Teachers Initiative for Africa (RTIA) is a partnership between the European Union, UNESCO, and the African Union Commission, designed to tackle the critical shortage of qualified teachers in Sub-Saharan Africa .
By supporting teacher governance, professional development, and education reforms, the initiative ensures that schools have enough skilled, motivated, and inclusive teachers to deliver high-quality education for all . With 15 million new qualified teachers needed by 2030, the RTIA addresses persistent challenges such as improving teacher training, working conditions, and professional development .
Launched under the EU–Africa Global Gateway Investment Package and aligned with the African Union’s Continental Education Strategy for Africa and the Global Gateway Strategy , the RTIA fosters collaboration between African and European countries, contributing to UN Sustainable Development Goal 4 : quality education and lifelong learning opportunities for all.
Location: Sub-Saharan Africa (SSA) Duration: February 2024 – January 2030 (two 3-year phases) Total budget: € 100 million African Union Commission (AUC) EU MS Consortium (in charge of the Facility): France (Expertise France; Facility coordination lead) Finland (the Finnish National Agency for Education, EDUFI) Belgium (Enabel, VVOB, APEFE) The RTIA puts an emphasis on: Technical assistance for countries to support the development and implementation of policies, education, and professional development for teachers.
Testing and scaling up of successful programmes on teacher education and training focusing on selected priorities (e.g. foundational learning, digital and green skills, gender-responsive pedagogy) including in crisis contexts. Research partnerships (regional and AU-EU) on teacher policies, their satisfaction and well-being, and evidence for better teacher governance and professional development.
Strengthening regional capacity, coordination and frameworks (e.g. the implementation of the Continental Teacher Qualifications Framework and development of a continental digital competency framework for teachers). Regional knowledge sharing, advocacy, coordination and capacity building for teacher policy and professional development.
Within the RTIA, the Facility - supported by Belgium, France, and Finland - focuses on 3 key priorities: Governance and policy through demand-driven technical assistance. Teacher training and professional development through testing and scaling up innovative solutions. Research and production of knowledge on teacher issues.
Opportunities for collaboration The RTIA offers multiple opportunities for collaboration through its three Facility windows .
Facility Window 1: Demand-driven technical assistance International and national expertise will be leveraged to support Sub-Saharan African countries in designing and implementing system reforms and policies , as well as strengthening capacity in areas such as teacher governance, education, and professional development. Ministries of Education or equivalent organisations are eligible to apply for the technical assistance window.
The Facility provides support through Country Action Plans (CAPs) , which outline tailored steps for each country. These plans are developed in consultation with local education groups, EU representatives, and other agencies to ensure alignment with national needs and priorities. This component is implemented by Expertise France, Enabel, and EDUFI .
During its first phase, the Facility aims to assist at least 25 countries in developing and executing CAPs. For more information, click here .
Facility Window 2: Teacher training and professional development This window aims to test and scale effective programmes for teacher education and professional development in the thematic areas of digital skills, gender, green skills, and pedagogical skills, including in the context of refugees and displaced populations.
In June 2024, two Calls for Proposals (CfPs) were launched to enhance teacher education and professional development, focusing on innovation and addressing challenges in crisis contexts. Both calls for proposals are now closed, with future opportunities to be announced later.
Facility Window 3: Research and production of knowledge on teacher issues This research window aims to generate new evidence and promote its integration into policy-making processes and the design of teacher education and professional development programmes.
A CfP was launched in September 2024 to support research on teacher governance, education, and professional development, prioritising the integration of findings into policies and training practices. It also seeks to encourage collaborations between European and African institutions, enhancing partnerships among universities and research centres. For more information, click here .
Regional Teachers Initiative map For any questions or additional information about the RTIA, please contact requests rtia-facility [dot] eu ( requests[at]rtia-facility[dot]eu ) . Quality education in Africa: EU launches €100 million Regional Teachers' Initiative
Based on current listing details, eligibility includes: Ministries of Education or equivalent organizations in Sub-Saharan African countries. Applicants should confirm final requirements in the official notice before submission.
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Improving Undergraduate STEM Education: Education & Human Resources (IUSE: EHR) Program is sponsored by National Science Foundation (NSF). This program promotes novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. It supports projects that bring recent advances in STEM knowledge into undergraduate education, adapt, improve, and incorporate evidence-based practices, and lay the groundwork for institutional improvement in STEM education. Professional development for instructors to ensure adoption of new and effective pedagogical techniques is a potential topic of interest.
The National Leadership Grants for Libraries Program (NLG-L) supports projects that address critical needs of the library and archives fields and have the potential to advance practice and strengthen library and archival services for the American public. Successful proposals will generate results such as new models, tools, research findings, services, practices, and/or alliances that can be widely used, adapted, scaled, or replicated to extend and leverage the benefits of federal investment. Applications to IMLS should both advance knowledge and understanding and ensure that the federal investment made generates benefits to society. Specifically, the goals for this program are to generate projects of far-reaching impact that: • Build the workforce and institutional capacity for managing the national information infrastructure and serving the information and education needs of the public. • Build the capacity of libraries and archives to lead and contribute to efforts that improve community well-being and strengthen civic engagement. • Improve the ability of libraries and archives to provide broad access to and use of information and collections with emphasis on collaboration to avoid duplication and maximize reach. • Strengthen the ability of libraries to provide services to affected communities in the event of an emergency or disaster. • Strengthen the ability of libraries, archives, and museums to work collaboratively for the benefit of the communities they serve. Throughout its work, IMLS places importance on diversity, equity, and inclusion. This may be reflected in an IMLS-funded project in a wide range of ways, including efforts to serve individuals of diverse geographic, cultural, and socioeconomic backgrounds; individuals with disabilities; individuals with limited functional literacy or information skills; individuals having difficulty using a library or museum; and underserved urban and rural communities, including children from families with incomes below the poverty line. Application Process: The application process for the NLG-L program has two phases; applicants must begin by applying for Phase I. For Phase I, all applicants must submit Preliminary Proposals by the September 20th deadline listed for this Notice of Funding Opportunity. For Phase II, only selected applicants will be invited to submit Full Proposals, and only those Invited Full Proposals will be considered for funding. Invited Full Proposals will be due March 20, 2024. Funding Opportunity Number: NLG-LIBRARIES-FY24. Assistance Listing: 45.312. Funding Instrument: G. Category: AR,HU. Award Amount: $50K – $1M per award.
The California Department of Education (CDE) Early Education Division is making approximately .7 million available to expand California State Preschool Program (CSPP) services statewide, appropriated under the 2021 Budget Act. Eligible applicants are local educational agencies (LEAs), including school districts, county offices of education, community college districts, and direct-funded charter schools—both current CSPP contractors and new applicants. Funding supports full-day/full-year or part-day/part-year preschool services for income-eligible children beginning in FY 2024–25. Awards are allocated by county based on Local Planning Council priority areas and application scores, with redistribution provisions if county allocations are underutilized.