Opportunity Information: Apply for RFA 165 12 000001
Apply for RFA 165 12 000001
- The Hungary USAID Budapest in the education sector is offering a public funding opportunity titled "Teacher Career and Professional Development Project" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 98.001 USAID Foreign Assistance for Programs Overseas.
- This funding opportunity was created on Jul 10, 2012 and posted on May 29, 2012.
- Applicants must submit their applications by Aug 10, 2012. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $950,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $950,000.00 in funding.
- The number of recipients for this funding is limited to 1 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- Local Macedonian Non Governmental Organizations
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Opportunity Summary:
The Teacher Career and Professional Development (TCPD) Project is a USAID/Macedonia education grant opportunity announced as an advance notice of a forthcoming Request for Applications (RFA). USAID planned to award a single 30-month Cooperative Agreement to a local, indigenous Macedonian organization to help the Government of Macedonia strengthen the national system for teachers ongoing professional learning and career advancement. The overall development objective is an improved institutional framework for teacher career and professional development, with a focus on building a transparent, functional system that can be sustained and managed through national structures rather than ad hoc training events.
The project is designed around three complementary components (described as intermediate results) that together are meant to formalize how teacher development works in practice: the rules, the funding, and the standards. First, it aims to put a comprehensive legal and regulatory foundation in place by improving bylaws and other regulative frameworks for continuous professional development and by supporting the creation of a career advancement system with clear procedures and criteria that apply to all teachers. Second, it targets the financial side of TCPD by reviewing how teacher professional development is budgeted at the national level and presenting the Government of Macedonia with realistic funding scenarios for ongoing support, which is intended to move professional development from being donor-driven to being predictably financed. Third, it focuses on defining and strengthening standards for teacher competencies, including taking stock of existing expectations, further developing clear competency standards, mapping professional development opportunities to those competencies, and creating tools to evaluate teacher progress against the standards.
The primary beneficiaries are in-service public school teachers across Macedonia, but the project is also meant to support the wider education system that supervises and guides teacher practice. This includes advisors from the Bureau for Development of Education (BDE), staff connected to the Vocational Education and Training (VET) Center, and education inspectors working at state and regional or local levels. A notable feature of the design is its emphasis on school- and community-level engagement. Because teacher development systems only work when they are used and understood locally, the project expects active involvement from teachers, school leadership, school boards, parent councils, local government actors such as mayors and municipal councils, and even students, so that new rules, standards, and financing approaches translate into day-to-day practice.
In funding terms, USAID estimated total support in the range of roughly $850,000 to $950,000 over the life of the award, with an award ceiling of $950,000 and an award floor of $650,000. No cost sharing or matching was required. The opportunity anticipated one award, starting around October 2012, for a 30-month period of performance. Eligibility was aimed at local Macedonian non-governmental organizations, and USAID noted that given the size and scope of the work, applicants might need to form partnerships. In that scenario, one organization would serve as the prime implementer and submit the proposal on behalf of the group, with partner organizations participating as subgrantees to cover the full range of technical and operational skills required.
Administrative details in the notice include the opportunity number (RFA 165 12 000001), the instrument type (Cooperative Agreement), the activity category (Education), and the CFDA listing (98.001, USAID Foreign Assistance for Programs Overseas). The posting and application timeline in the record shows the notice posted May 29, 2012, with a closing date that was extended to August 10, 2012 (from an original closing date of July 25, 2012). The listed agency point of contact for access issues was Szidonia Szekeres at USAID (sszekeres@usaid.gov, phone 3614754914).
Teacher Career and Professional Development (TCPD) Project - FAQs
What is the Teacher Career and Professional Development (TCPD) Project?
The TCPD Project is a USAID/Macedonia education grant opportunity announced as an advance notice of a forthcoming Request for Applications (RFA). It was designed to help the Government of Macedonia strengthen the national system for teachers ongoing professional learning and career advancement.
Is this notice the full Request for Applications (RFA)?
No. The opportunity was described as an advance notice of a forthcoming RFA, meaning it served as early notification about the planned funding opportunity.
What is the overall objective of the TCPD Project?
The overall development objective is an improved institutional framework for teacher career and professional development, with a focus on building a transparent, functional system that can be sustained and managed through national structures rather than ad hoc training events.
What type of award was USAID planning to make?
USAID planned to award a single Cooperative Agreement.
How many awards were anticipated?
The notice anticipated one award.
What was the planned period of performance?
The planned period of performance was 30 months.
When was the award expected to start?
The anticipated start date was around October 2012.
What was the estimated funding amount for the project?
USAID estimated total support in the range of roughly $850,000 to $950,000 over the life of the award.
What were the award ceiling and floor?
The award ceiling was $950,000 and the award floor was $650,000.
Was cost sharing or matching required?
No. The notice stated that no cost sharing or matching was required.
Who was eligible to apply?
Eligibility was aimed at local, indigenous Macedonian non-governmental organizations.
Could applicants apply as a partnership or consortium?
Yes. USAID noted that given the size and scope of the work, applicants might need to form partnerships.
If multiple organizations partner, who submits the application?
In a partnership scenario, one organization would serve as the prime implementer and submit the proposal on behalf of the group.
How would partner organizations participate under a partnership arrangement?
Partner organizations were expected to participate as subgrantees to cover the full range of technical and operational skills required.
Who are the primary beneficiaries of the project?
The primary beneficiaries are in-service public school teachers across Macedonia.
Which other parts of the education system were expected to benefit or be involved?
The project was also meant to support the wider education system that supervises and guides teacher practice, including advisors from the Bureau for Development of Education (BDE), staff connected to the Vocational Education and Training (VET) Center, and education inspectors working at state and regional or local levels.
What are the main components (intermediate results) of the project?
The project is designed around three complementary components intended to formalize how teacher development works in practice: (1) rules, (2) funding, and (3) standards.
What does the project mean by improving the "rules" for teacher professional development?
The first component focuses on putting a comprehensive legal and regulatory foundation in place by improving bylaws and other regulative frameworks for continuous professional development and by supporting the creation of a career advancement system with clear procedures and criteria that apply to all teachers.
What does the project mean by improving the "funding" for teacher professional development?
The second component targets the financial side of TCPD by reviewing how teacher professional development is budgeted at the national level and presenting the Government of Macedonia with realistic funding scenarios for ongoing support, intended to move professional development from being donor-driven to being predictably financed.
What does the project mean by strengthening "standards" for teacher competencies?
The third component focuses on defining and strengthening standards for teacher competencies by taking stock of existing expectations, further developing clear competency standards, mapping professional development opportunities to those competencies, and creating tools to evaluate teacher progress against the standards.
How does the project approach sustainability?
The design emphasizes a national system that can be sustained and managed through national structures, with predictable financing and clear rules and standards, rather than relying on ad hoc training events.
What role does local engagement play in the project design?
The project emphasizes school- and community-level engagement, expecting active involvement from teachers and school leadership, along with other local stakeholders, so that new rules, standards, and financing approaches translate into day-to-day practice.
Which local stakeholders were expected to be actively involved?
The notice expects involvement from teachers, school leadership, school boards, parent councils, local government actors such as mayors and municipal councils, and students.
What is the opportunity number for this notice?
The opportunity number listed was RFA 165 12 000001.
What activity category does this opportunity fall under?
The activity category listed was Education.
What CFDA listing was associated with this opportunity?
The CFDA listing provided was 98.001, USAID Foreign Assistance for Programs Overseas.
When was the notice posted?
The notice was posted on May 29, 2012.
What was the application closing date?
The closing date was extended to August 10, 2012 (from an original closing date of July 25, 2012).
Who was the listed point of contact for access issues?
The listed agency point of contact for access issues was Szidonia Szekeres at USAID (sszekeres@usaid.gov, phone 3614754914).
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