Opportunity Information: Apply for 72068524RFA00009
Increasing Pathways to Learning (IPL) is a USAID-funded education activity designed to expand safe, fair, and practical non-formal learning options for out-of-school youth in Niger, with a deliberate focus on meeting the needs of girls. The central aim is to help young people build either foundational skills (such as literacy and numeracy) or job-relevant vocational skills so they can realistically move into formal schooling or gainful employment. The program is intended for youth ages 9 to 18 and will concentrate its work in the regions of Maradi, Tillaberi, Zinder, and Dosso, where many children and adolescents face barriers that keep them out of classrooms and away from skills training.
The opportunity is based on the recognition that out-of-school adolescents, especially girls and young people impacted by conflict and crisis, often lack access to learning environments that are safe, equitable, and relevant to their daily realities. USAID/Niger frames the problem not simply as a shortage of schools, but as a broader set of constraints that include insecurity, social and gender norms, limited vocational pathways, and weak access to supportive services that would allow youth to keep learning. The description highlights that resilience is a major theme: learning opportunities are seen as a way for youth to strengthen their ability to cope with shocks and stresses while also contributing positively to their communities.
A key design element is the emphasis on accelerated non-formal education and vocational training as tools that can do more than deliver instruction. According to the education sector analysis referenced in the announcement, these approaches can also help shift harmful gender norms and support girls education when they engage not only learners, but also the wider community. That means the activity is expected to work with adolescents alongside traditional leaders and community members, reflecting an understanding that girls participation in learning is often shaped by family and community decision-making, not just individual motivation.
IPL targets four main groups within the non-formal education ecosystem. First are the out-of-school youth themselves, including those who never enrolled and those who dropped out, with special attention to girls at risk of early marriage, girls who are already married, young mothers, and other marginalized youth. Second are educators in non-formal settings, including teachers, instructors, and facilitators who need the capacity and tools to deliver effective, context-appropriate instruction. Third are parents, caregivers, and community leaders whose support can determine whether youth, especially girls, are allowed and encouraged to participate. Fourth are local institutions and civil society organizations that can sustain programming, coordinate services, and strengthen local ownership over time.
The solicitation calls for a flexible, adaptable implementation approach. This is important in areas affected by instability, displacement, or evolving community needs, where programs may have to adjust delivery models, safeguarding measures, or community engagement strategies quickly. The intent is to maintain continuity of learning and protect youth wellbeing even as local conditions shift, rather than relying on a rigid program model that could break down during crises.
From a funding and administrative standpoint, IPL is a discretionary funding opportunity issued by USAID (listed under USAID-Dakar/Senegal in the source data) for an education activity (CFDA 98.001). The funding instrument is a cooperative agreement, which typically means USAID expects substantial involvement during implementation compared to a standard grant. Eligibility is unrestricted, the anticipated number of awards is one, and the award ceiling is listed at $30,000,000. The funding opportunity number is 72068524RFA00009, the opportunity title is Increasing Pathways to Learning (IPL), the posting date is January 16, 2024, and the original closing date is March 1, 2024.Apply for 72068524RFA00009
- The Senegal USAID-Dakar in the education sector is offering a public funding opportunity titled "Increasing Pathways to Learning (IPL)" 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 2024-01-16.
- Applicants must submit their applications by 2024-03-01. (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 $30,000,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Unrestricted.
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Frequently Asked Questions (FAQs) - Increasing Pathways to Learning (IPL)
What is the Increasing Pathways to Learning (IPL) opportunity?
Increasing Pathways to Learning (IPL) is a USAID-funded education activity designed to expand safe, fair, and practical non-formal learning options for out-of-school youth in Niger, with a deliberate focus on meeting the needs of girls.
What is the main goal of IPL?
The central aim is to help young people build either foundational skills (such as literacy and numeracy) or job-relevant vocational skills so they can realistically move into formal schooling or gainful employment.
Who is IPL designed to serve?
IPL is intended for out-of-school youth ages 9 to 18 in Niger, with particular attention to adolescents who face barriers to education and skills training, especially girls.
Which regions in Niger will IPL focus on?
The activity will concentrate in the regions of Maradi, Tillaberi, Zinder, and Dosso.
Why is this activity focused on out-of-school youth, especially girls?
The opportunity is based on the recognition that out-of-school adolescents, especially girls and young people impacted by conflict and crisis, often lack access to learning environments that are safe, equitable, and relevant to their daily realities.
What types of learning does IPL support?
IPL supports non-formal learning options, including accelerated non-formal education and vocational training, to help learners build foundational literacy/numeracy skills or job-relevant vocational skills.
What does USAID describe as the core challenge IPL is responding to?
USAID/Niger frames the problem not simply as a shortage of schools, but as a broader set of constraints that can include insecurity, social and gender norms, limited vocational pathways, and weak access to supportive services that help youth keep learning.
How does resilience fit into IPL?
Resilience is a major theme. Learning opportunities are presented as a way for youth to strengthen their ability to cope with shocks and stresses while also contributing positively to their communities.
What is meant by "safe, fair, and practical" learning options?
In the context of the opportunity description, these terms refer to learning environments that protect youth wellbeing, are equitable (including for girls), and are relevant to learners real-life needs and pathways toward schooling or employment.
How does IPL address gender norms that affect girls education?
According to the description and the referenced sector analysis, accelerated non-formal education and vocational training can help shift harmful gender norms and support girls education when they engage not only learners, but also the wider community.
Who are the primary target groups within the IPL non-formal education ecosystem?
IPL targets four main groups: (1) out-of-school youth, (2) educators in non-formal settings, (3) parents/caregivers and community leaders, and (4) local institutions and civil society organizations that can help sustain and coordinate programming.
What types of youth are specifically highlighted for special attention?
The activity highlights special attention to girls at risk of early marriage, girls who are already married, young mothers, and other marginalized youth, as well as youth who never enrolled in school or who dropped out.
What role do educators play in IPL?
Educators in non-formal settings (including teachers, instructors, and facilitators) are a key target group and are expected to need capacity and tools to deliver effective, context-appropriate instruction.
Why are parents, caregivers, and community leaders included as a target group?
The description notes that girls participation in learning is often shaped by family and community decision-making. Support from parents, caregivers, and community leaders can determine whether youth, especially girls, are allowed and encouraged to participate.
What role do local institutions and civil society organizations have in IPL?
Local institutions and civil society organizations are included to help sustain programming, coordinate services, and strengthen local ownership over time.
What implementation approach does the solicitation call for?
The solicitation calls for a flexible, adaptable implementation approach, particularly important in areas affected by instability, displacement, or evolving community needs.
Why does IPL emphasize adaptability?
The intent is to maintain continuity of learning and protect youth wellbeing even as local conditions shift, rather than relying on a rigid program model that could break down during crises.
What is the funding instrument for this opportunity?
The funding instrument is a cooperative agreement, which typically means USAID expects substantial involvement during implementation compared to a standard grant.
What agency is offering this funding opportunity?
The opportunity is issued by USAID and is listed under USAID-Dakar/Senegal in the source data.
What is the CFDA number associated with this opportunity?
The CFDA number listed is 98.001.
Is eligibility restricted?
Eligibility is listed as unrestricted.
How many awards does USAID anticipate making?
The anticipated number of awards is one.
What is the award ceiling for IPL?
The award ceiling is listed at $30,000,000.
What is the funding opportunity number?
The funding opportunity number is 72068524RFA00009.
What is the official opportunity title?
The official title is Increasing Pathways to Learning (IPL).
When was the opportunity posted?
The posting date is January 16, 2024.
What was the original closing date for applications?
The original closing date is March 1, 2024.
Does the opportunity description indicate whether IPL is focused on formal schooling, non-formal learning, or both?
The activity focuses on non-formal learning options (including accelerated education and vocational training) designed to help youth transition to formal schooling or to gainful employment.
How does IPL connect education to employment pathways?
IPL aims to help youth build job-relevant vocational skills so they can realistically pursue gainful employment, alongside building foundational skills that support transitions back into formal education.
How does the opportunity describe youth affected by conflict and crisis?
The description highlights that youth impacted by conflict and crisis are among those who often lack access to safe and equitable learning environments, and it emphasizes the need for program flexibility in unstable or changing conditions.
Does IPL address supportive services beyond instruction?
The problem statement notes weak access to supportive services as part of the broader constraints that keep youth from continuing to learn, and it emphasizes coordination and community engagement as part of the ecosystem approach.
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