Opportunity Information: Apply for 2013 4 7
Apply for 2013 4 7
- The Agency for International Development in the education sector is offering a public funding opportunity titled "All Children Reading Grand Challenge for Development" and is now available to receive applicants.
- This funding opportunity was created on Apr 9, 2014 and posted on Jul 17, 2013.
- Applicants must submit their applications by Sep 30, 2013. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- 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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Opportunity Summary:
The All Children Reading Grand Challenge for Development was a USAID-led government funding opportunity, supported in partnership with AusAID and World Vision (in both the United States and Australia), aimed at improving early grade reading outcomes through innovative uses of technology. The opportunity anticipated a second competitive round launching in Fall 2013 and was framed as part of USAID's broader "Grand Challenges for Development" approach, which is meant to draw in fresh, non-traditional ideas and partners to solve persistent development problems that standard methods have not solved well. The central emphasis was on solutions grounded in science and technology that are practical in real-world settings, affordable, and capable of scaling to reach many learners.
The focus of this round was specifically on advancing the impact, scale, and long-term sustainability of early grade reading programs. Rather than funding reading programs in a conventional sense, the challenge sought technology-driven innovations that could strengthen how reading instruction is delivered and supported, especially in environments where resources, trained teachers, and learning materials may be limited. The opportunity signaled that eligible concepts could involve tools, platforms, or approaches that measurably improve reading skills, make program delivery more efficient, or help systems continue operating effectively after external funding ends.
Two main funding pathways were anticipated: a grant competition and prize-based competitions. The grant competition element suggested more traditional funding for selected proposals, while the prize approach pointed to outcome-driven awards intended to spark rapid experimentation and attract inventors, entrepreneurs, researchers, and implementers who might not typically pursue government grants. The themes likely to be emphasized included several common bottlenecks in early grade literacy: language of instruction (for example, how to support children learning to read in their mother tongue versus a national language), data (such as assessment tools, learning analytics, or monitoring systems to guide instruction and program decisions), community engagement (ways to involve parents and communities to support reading practice and attendance), and disability (inclusive education solutions that ensure children with disabilities can access reading instruction and materials).
In the posted opportunity details, the activity category was Education, and the opportunity category and instrument type were listed as "Other," reflecting its challenge-based structure rather than a standard grant program alone. It did not require cost sharing or matching. Eligibility was described as unrestricted, meaning it was broadly open to many entity types, subject to any additional eligibility clarifications in the full announcement text. Key dates included a posted date of July 17, 2013, with an original and current closing date of September 30, 2013, and an archive date of October 30, 2013. The listing showed award ceiling and floor values as 0, which often indicates that specific award sizes were not defined in the summary record and would instead be detailed in the full solicitation or associated materials.
Applicants or interested parties were directed to USAID's Grand Challenges web resources, including the All Children Reading site and USAID's Grand Challenges page, for further details and context. A government point of contact was provided for access issues: William Franklin, Contracts Specialist, with a listed phone number of 202-567-5315.
FAQs: All Children Reading Grand Challenge for Development (USAID-led)
What is the All Children Reading Grand Challenge for Development?
It was a USAID-led government funding opportunity, supported in partnership with AusAID and World Vision (in both the United States and Australia), focused on improving early grade reading outcomes through innovative uses of technology.
What development problem was this opportunity trying to solve?
The challenge targeted persistent early grade literacy problems by seeking science- and technology-grounded approaches that can improve reading outcomes in practical, real-world settings, especially where resources are limited.
How does this fit into USAID's "Grand Challenges for Development" approach?
It was framed as part of USAID's broader "Grand Challenges for Development" model, which aims to bring in fresh, non-traditional ideas and partners to address development challenges that standard approaches have not solved well.
Was this meant to fund traditional reading programs?
No. Rather than funding early grade reading programs in a conventional sense, the emphasis was on technology-driven innovations that strengthen how reading instruction is delivered and supported.
What kinds of solutions was the challenge looking for?
Concepts could include tools, platforms, or approaches that measurably improve reading skills, make program delivery more efficient, or help education systems continue operating effectively after external funding ends.
What were the key priorities for this round?
The focus of the anticipated round was advancing the impact, scale, and long-term sustainability of early grade reading programs, with an emphasis on solutions that are practical, affordable, and capable of scaling to reach many learners.
What role did technology play in proposed solutions?
Technology was central. The opportunity specifically sought innovations using technology to improve early grade reading outcomes and to strengthen delivery and support of reading instruction.
What kinds of environments or contexts were highlighted?
The opportunity highlighted settings where resources, trained teachers, and learning materials may be limited, and where improvements to efficiency, support, and sustainability are especially important.
What themes or problem areas were likely to be emphasized?
The listing pointed to several common bottlenecks in early grade literacy, including language of instruction, data, community engagement, and disability (inclusive education).
What does "language of instruction" mean in this context?
It referred to challenges such as supporting children learning to read in their mother tongue versus a national language, and how solutions can help address that instructional transition or choice.
What did the opportunity mean by "data" as a theme?
It referred to elements such as assessment tools, learning analytics, or monitoring systems that can guide instruction and inform program decisions.
What did "community engagement" cover?
Community engagement included ways to involve parents and communities to support reading practice and attendance.
How was disability or inclusion addressed?
Disability was identified as a theme for inclusive education solutions that ensure children with disabilities can access reading instruction and materials.
What funding pathways were anticipated?
Two main pathways were anticipated: a grant competition and prize-based competitions.
How did the grant competition differ from the prize-based competitions?
The grant competition suggested more traditional funding for selected proposals, while the prize approach pointed to outcome-driven awards designed to encourage rapid experimentation and attract a wide range of innovators.
Who was this opportunity trying to attract?
It aimed to draw inventors, entrepreneurs, researchers, and implementers, including non-traditional partners who might not typically pursue government grants.
What was the activity category for this opportunity?
The activity category was listed as Education.
Why were the opportunity category and instrument type listed as "Other"?
They were listed as "Other" to reflect the challenge-based structure, rather than a standard grant program alone.
Was cost sharing or matching required?
No. The opportunity did not require cost sharing or matching.
Who was eligible to apply?
Eligibility was described as unrestricted, meaning it was broadly open to many entity types, subject to any additional eligibility clarifications in the full announcement text.
When was the opportunity posted?
The posted date was July 17, 2013.
What was the closing date for submissions?
The original and current closing date was September 30, 2013.
When was the opportunity archived?
The archive date was October 30, 2013.
Was there a second competitive round mentioned?
Yes. The opportunity anticipated a second competitive round launching in Fall 2013.
What were the award floor and ceiling amounts?
The listing showed award ceiling and floor values as 0, which commonly indicates that specific award sizes were not defined in the summary record and would be detailed in the full solicitation or related materials.
Does an award ceiling/floor of 0 mean there was no funding?
Not necessarily. In this listing, the 0 values were presented as a summary-record detail that often means the actual award sizes were not specified there and would instead appear in the full announcement or associated documents.
Where were applicants directed for more information?
Applicants were directed to USAID's Grand Challenges web resources, including the All Children Reading site and USAID's Grand Challenges page, for further details and context.
Who was the government point of contact for access issues?
The point of contact listed for access issues was William Franklin, Contracts Specialist, phone: 202-567-5315.
What should someone do if they had trouble accessing the opportunity materials?
The listing specifically provided a point of contact for access issues (William Franklin, Contracts Specialist) along with a phone number, indicating that access problems should be routed there.
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