Opportunity Information: Apply for 72051723RFA00004
The Basic Education Recovery Activity is a five-year USAID cooperative agreement opportunity managed by USAID-Santo Domingo (Agency for International Development, Dominican Republic). It is a discretionary funding opportunity with a total funding availability and award ceiling of $24,000,000, and USAID anticipates making one award. The program is designed to support the Dominican Republics Ministry of Education (MINERD) in meeting goals set out in the ISP by improving the quality of early-grade primary education, with a strong emphasis on addressing persistent learning gaps that existed before and were made worse by COVID-19-related school closures.
At its core, the activity targets the early years of schooling, specifically pre-first through third grade, because these grades are foundational for long-term academic success. The intent is not only to raise overall learning outcomes, but also to reduce inequities in performance among students, particularly those who are most vulnerable to falling behind. The program is framed as a recovery effort, meaning it prioritizes practical interventions that can accelerate learning and rebuild key skills that may have been disrupted during periods of interrupted schooling.
The activity is organized around four main objectives. First, it aims to improve literacy instruction in pre-first and the early primary grades by strengthening how reading is taught and learned in the classroom. This objective typically implies better instructional methods, stronger alignment with early literacy development, and classroom-level supports that help teachers deliver effective reading instruction consistently. Second, it includes targeted remedial reading interventions for students in grades one through three who are most at risk of academic failure. This component focuses on identifying struggling readers and providing additional, structured support to help them catch up before gaps widen and become harder to remediate in later grades.
Third, the activity incorporates social and emotional learning (SEL) interventions for all students in pre-first through third grade. This reflects the understanding that early learning outcomes are closely linked to childrens well-being, ability to regulate emotions, classroom behavior, and relationships with peers and teachers. By embedding SEL broadly across these grades, the activity seeks to improve classroom climate and help children develop skills that support learning readiness and resilience, which became even more critical after the disruptions and stressors associated with the pandemic period.
Fourth, the activity emphasizes strengthening system-level inputs and processes to sustain improved reading and SEL outcomes for all children. This objective points beyond direct classroom interventions and toward the education system mechanisms that make improvements last, such as coordination with MINERD, strengthening implementation processes, improving the way programs are supported and monitored, and ensuring the conditions are in place for quality instruction and student support at scale. In practical terms, this system-strengthening focus is meant to make gains durable and replicable rather than limited to short-term pilots.
From an administrative standpoint, the opportunity is listed under Funding Opportunity Number 72051723RFA00004 and is associated with CFDA number 98.001. Eligibility is listed as unrestricted, meaning it is open to any type of entity, although applicants are expected to review any additional eligibility details in the full announcement. The opportunity was created on July 21, 2023, with an original closing date of September 6, 2023. Overall, this grant opportunity concentrates on early-grade literacy recovery, targeted support for the most at-risk readers, universal early-grade SEL, and the system-level improvements needed to sustain better outcomes in reading and student well-being nationwide.Apply for 72051723RFA00004
- The Agency for International Development, Dominican Republic USAID-Santo Domingo in the education sector is offering a public funding opportunity titled "Basic Education Recovery Activity" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 98.001.
- This funding opportunity was created on Jul 21, 2023.
- Applicants must submit their applications by Sep 06, 2023. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $24,000,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Unrestricted (i.e., open to any type of entity above), subject to any clarification in text field entitled Additional Information on Eligibility.
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Frequently Asked Questions (FAQs) - Basic Education Recovery Activity (USAID)
1) What is the Basic Education Recovery Activity?
The Basic Education Recovery Activity is a five-year USAID cooperative agreement opportunity managed by USAID-Santo Domingo. It is designed as a recovery-focused effort to help improve early-grade education outcomes in the Dominican Republic, especially where learning gaps existed before and were worsened by COVID-19-related school closures.
2) Who is managing this funding opportunity?
The opportunity is managed by USAID-Santo Domingo (Agency for International Development, Dominican Republic).
3) What type of award is this?
This is a USAID cooperative agreement and is described as a discretionary funding opportunity.
4) How long is the activity period?
The activity is planned as a five-year program.
5) What is the total funding available and the award ceiling?
The total funding availability and the award ceiling are listed as $24,000,000.
6) How many awards does USAID expect to make?
USAID anticipates making one award.
7) What country and education system is this activity intended to support?
The activity is intended to support the Dominican Republic, specifically the Ministry of Education (MINERD).
8) What is the main purpose of the activity?
The activity aims to support MINERD in meeting goals set out in the ISP by improving the quality of early-grade primary education, with a strong emphasis on addressing persistent learning gaps that were present before COVID-19 and worsened by pandemic-related school closures.
9) Which grade levels are targeted by this program?
The activity targets the early years of schooling: pre-first through third grade. Some components are described for specific grades within that range (for example, remedial reading interventions for grades one through three).
10) Why does the activity focus on pre-first through third grade?
These grades are described as foundational for long-term academic success. The program is framed around strengthening early learning to improve later outcomes and to prevent learning gaps from widening.
11) Is this program focused only on raising average learning outcomes?
No. In addition to raising overall learning outcomes, the activity also aims to reduce inequities in performance, particularly for students most vulnerable to falling behind.
12) What does it mean that this activity is a "recovery" effort?
As described, the recovery framing means prioritizing practical interventions that can accelerate learning and rebuild key skills disrupted during periods of interrupted schooling, including those linked to COVID-19-related closures.
13) What are the four main objectives of the activity?
The activity is organized around four objectives: (1) improve literacy instruction in pre-first and early primary grades, (2) provide targeted remedial reading interventions for at-risk students in grades one through three, (3) implement social and emotional learning (SEL) interventions for all students in pre-first through third grade, and (4) strengthen system-level inputs and processes to sustain improved reading and SEL outcomes.
14) What is included under the objective to improve literacy instruction?
This objective focuses on strengthening how reading is taught and learned in the classroom. The description points to better instructional methods, stronger alignment with early literacy development, and classroom-level supports that help teachers deliver effective reading instruction consistently.
15) Who is the remedial reading component intended for?
The remedial reading interventions are intended for students in grades one through three who are most at risk of academic failure, with an emphasis on identifying struggling readers and providing additional structured support to help them catch up.
16) Why are remedial reading interventions emphasized for grades 1-3?
The description highlights that early intervention helps students catch up before gaps widen and become harder to remediate in later grades.
17) What does the activity mean by social and emotional learning (SEL) interventions?
SEL interventions are described as supports that relate to children's well-being, emotion regulation, classroom behavior, and relationships with peers and teachers. The activity includes SEL interventions for all students in pre-first through third grade.
18) Are SEL interventions limited to certain students?
No. The information provided states that SEL interventions are for all students in pre-first through third grade.
19) Why does the activity include SEL as a major component?
The description links early learning outcomes to children's well-being, readiness to learn, resilience, classroom climate, and the ability to regulate emotions and build positive relationships. It also notes these needs became more critical after pandemic-related disruptions and stressors.
20) What does "system-level strengthening" refer to in this activity?
System-level strengthening refers to improving the education system mechanisms that help make reading and SEL gains last and scale. The description points to coordination with MINERD, strengthening implementation processes, improving how programs are supported and monitored, and ensuring conditions for quality instruction and student support at scale.
21) Is the activity intended to be a short-term pilot?
No. The system-strengthening focus is described as a way to make gains durable and replicable rather than limited to short-term pilots.
22) What is the Funding Opportunity Number for this announcement?
The Funding Opportunity Number is 72051723RFA00004.
23) What CFDA number is associated with this opportunity?
The opportunity is associated with CFDA number 98.001.
24) Who is eligible to apply?
Eligibility is listed as unrestricted, meaning it is open to any type of entity. Applicants are expected to review any additional eligibility details in the full announcement.
25) When was the opportunity created?
The opportunity was created on July 21, 2023.
26) What was the original closing date for applications?
The original closing date listed is September 6, 2023.
27) What are the main issue areas this grant concentrates on?
Based on the description provided, the opportunity concentrates on early-grade literacy recovery, targeted support for the most at-risk readers (grades 1-3), universal early-grade SEL (pre-first to grade 3), and system-level improvements needed to sustain better outcomes in reading and student well-being nationwide.
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