Opportunity Information: Apply for DRLA DRLAQM 12 058
Apply for DRLA DRLAQM 12 058
- The Bureau of Democracy, Human Rights and Labor in the community development education employment, labor and training other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Strengthening Teachers Unions and Developing Human Rights Curriculum" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 19.345 International Programs to Support Democracy, Human Rights and Labor.
- This funding opportunity was created on May 24, 2012 and posted on May 22, 2012.
- Applicants must submit their applications by Jun 15, 2012 No Explanation. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $500,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $500,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Private institutions of higher education Public and State controlled institutions of higher education Nonprofits that do not have a 501(c)(3) status with the IRS, other than institutions of higher education Nonprofits having a 501(c)(3) status with the IRS, other than institutions of higher education.
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Opportunity Summary:
The Bureau of Democracy, Human Rights and Labor (DRL) offered this discretionary grant opportunity to support a single, multi-country program aimed at strengthening teachers unions and embedding human rights-related values in education. The core idea is that teachers often function as both educators and community leaders, so their working conditions, organizational strength, and public standing can have a direct impact on democratic culture, civic participation, and social stability. DRL framed the opportunity against a backdrop of growing tensions in the education sector in various countries, including more frequent strikes, declining public perceptions of teachers, and, in some cases, harassment, violence, or conflict connected to educators roles in society.
The program was designed to operate in at least three of four named countries: Egypt, Georgia, Honduras, and Zimbabwe. Rather than funding separate projects in each country, DRL sought proposals for one overall initiative that could be implemented across multiple contexts while still responding to local realities. The overarching purpose was to advance worker rights and civil participation by engaging directly with teachers and the organizations that represent them, positioning teachers unions not only as labor actors but also as civil society organizations that can contribute to dialogue, inclusion, and rights-respecting governance.
DRL highlighted two main pillars. First, proposals were expected to focus on strengthening teachers organizations as independent, democratic, and genuinely representative bodies. This includes technical assistance that improves internal governance, membership representation, and operational capacity so that unions can function credibly and transparently. A key emphasis is helping unions engage constructively with authorities and other stakeholders, with the practical goal of improving the mechanisms for dialogue between teachers unions and local officials. Second, proposals were expected to support the integration of tolerance, respect, inclusion, and human rights concepts within curriculum and teaching practice, reinforcing the idea that public education can be a vehicle for civic values and protections for marginalized communities.
The opportunity also stressed improving the ability of individual teachers to play constructive roles beyond the classroom. That includes participating in local community life, contributing to national education debates, and promoting tolerance and respect, with explicit attention to broader political and civil rights for women and other marginalized groups. In countries where more than one organization represents the majority of teachers, DRL expected applicants to engage multiple unions equitably, with an intentional effort to build consensus around shared activities, deliverables, and intended impact rather than amplifying rivalry or fragmentation.
In terms of program activities, DRL described a menu of capacity-building and engagement components. These included strengthening unions technical skills in collective bargaining and alternative dispute resolution so labor conflicts can be handled more effectively and with fewer destabilizing strikes. They also included social and economic literacy and awareness-raising for teachers, plus broader skills training aimed at improving the quality of public education and raising the professional status and public image of teachers. DRL also encouraged professional exchanges and union-to-union collaboration, implying cross-border learning in which unions can compare approaches, adapt proven models, and document cases that can be shared internationally.
Funding details indicate that DRL expected to make one award, with an estimated total funding amount of $500,000. The award ceiling was $500,000 and the floor was $350,000, and there was no cost-sharing or matching requirement. Eligible applicants included nonprofits (both with and without 501(c)(3) status, other than institutions of higher education) and public or private institutions of higher education. The opportunity was posted in May 2012, with an original and current closing date of June 15, 2012, and it was archived in July 2012. DRL also noted that, depending on future funding availability and an assessment of progress, the project could be extended or expanded into a later phase with additional activities, signaling an interest in scalable, measurable results and a program design that can grow if it demonstrates clear impact.
Frequently Asked Questions (FAQs)
What is this grant opportunity about?
This discretionary grant opportunity from the Bureau of Democracy, Human Rights and Labor (DRL) was designed to support one multi-country program that strengthens teachers unions and helps embed human rights-related values in education. The idea behind the program is that teachers often serve as both educators and community leaders, so their working conditions, organizational strength, and public standing can influence democratic culture, civic participation, and social stability.
Who is the funding agency?
The funding agency is the U.S. Department of State's Bureau of Democracy, Human Rights and Labor (DRL).
How many awards was DRL expecting to make?
DRL expected to make one award.
How much funding was available?
The estimated total funding amount was $500,000.
What were the minimum and maximum award sizes?
The award floor was $350,000 and the award ceiling was $500,000.
Was cost-sharing or matching required?
No. There was no cost-sharing or matching requirement.
Which countries were included, and how many had to be covered?
The program was designed to operate in at least three of these four named countries: Egypt, Georgia, Honduras, and Zimbabwe.
Was DRL looking for separate country projects or one combined initiative?
DRL sought proposals for one overall initiative implemented across multiple contexts, rather than separate projects in each country. The expectation was that the initiative could be applied across countries while still responding to local realities.
What was the overall purpose of the program?
The overarching purpose was to advance worker rights and civil participation by engaging teachers and the organizations that represent them, and by positioning teachers unions as both labor actors and civil society organizations that can contribute to dialogue, inclusion, and rights-respecting governance.
Why did DRL emphasize teachers and teachers unions?
DRL framed the opportunity around growing tensions in the education sector in various countries, including more frequent strikes, declining public perceptions of teachers, and, in some cases, harassment, violence, or conflict connected to educators' roles in society. The premise was that strengthening teacher organizations and supporting teachers' civic roles can contribute to stability and democratic culture.
What were the two main pillars DRL highlighted for proposals?
DRL highlighted two main pillars: (1) strengthening teachers organizations as independent, democratic, and genuinely representative bodies; and (2) supporting the integration of tolerance, respect, inclusion, and human rights concepts within curriculum and teaching practice.
What does "strengthening teachers organizations" mean in this opportunity?
It includes technical assistance to improve internal governance, membership representation, and operational capacity, so unions can function credibly and transparently. It also includes helping unions engage constructively with authorities and other stakeholders, with a practical focus on improving mechanisms for dialogue between teachers unions and local officials.
What does the grant say about human rights-related values in education?
Proposals were expected to support integrating tolerance, respect, inclusion, and human rights concepts into curriculum and teaching practice, reinforcing the idea that public education can be a vehicle for civic values and protections for marginalized communities.
Did the opportunity include a focus on individual teachers, not just unions?
Yes. DRL stressed improving the ability of individual teachers to play constructive roles beyond the classroom, such as participating in local community life, contributing to national education debates, and promoting tolerance and respect.
Was there an emphasis on women and marginalized groups?
Yes. The opportunity explicitly called for attention to broader political and civil rights for women and other marginalized groups.
How should applicants approach countries where multiple unions represent most teachers?
In contexts where more than one organization represents the majority of teachers, DRL expected applicants to engage multiple unions equitably and to intentionally build consensus around shared activities, deliverables, and intended impact rather than amplifying rivalry or fragmentation.
What types of activities did DRL describe as part of the program?
DRL described capacity-building and engagement components such as: strengthening unions' technical skills in collective bargaining and alternative dispute resolution; social and economic literacy and awareness-raising for teachers; broader skills training aimed at improving public education quality and raising the professional status and public image of teachers; and professional exchanges and union-to-union collaboration for cross-border learning and sharing documented cases internationally.
How did DRL connect the program to labor conflict and strikes?
One suggested activity area was improving collective bargaining and alternative dispute resolution so labor conflicts can be handled more effectively and with fewer destabilizing strikes.
What did DRL mean by professional exchanges and cross-border collaboration?
DRL encouraged professional exchanges and union-to-union collaboration, implying that unions could compare approaches, adapt proven models, and document cases that can be shared internationally.
Who was eligible to apply?
Eligible applicants included nonprofits (both with and without 501(c)(3) status, other than institutions of higher education) and public or private institutions of higher education.
When was the opportunity posted and when did it close?
The opportunity was posted in May 2012. The original and current closing date was June 15, 2012.
Is the opportunity still open?
No. The opportunity was archived in July 2012, and the closing date listed was June 15, 2012.
Did DRL indicate potential future funding beyond this award?
Yes. DRL noted that, depending on future funding availability and an assessment of progress, the project could be extended or expanded into a later phase with additional activities.
What did DRL signal about the kind of program design it wanted?
DRL signaled interest in scalable, measurable results and a program design that can grow if it demonstrates clear impact, since it mentioned the possibility of extension or expansion based on progress and future funding availability.
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