Request for Applications (RFA): Collaborative Partnerships – South Africa

Date Issued: March 12, 2008
Deadline: May 19, 2008

HED expects to make one (1) award of up to $225,000 for a three-year higher education partnership. The award will enhance secondary mathematics teacher education at the University of Kwazulu-Natal in South Africa, to increase the number of qualified teachers with the skills and competencies necessary to teach higher levels of secondary school mathematics, specifically for grades 10 through 12.
  
For further information regarding this RFA, please contact Lisa Leander at (202) 243-7680 or lleander@hedprogram.org.

Background
Context
Partnership Description
Eligibility
Application Review Guidelines
Application Format, Submission, and Review
Terms of the Solicitation

Background

Higher Education for Development and the U.S. Agency for International Development

Higher Education for Development (HED) mobilizes the expertise and resources of the higher education community to address global development challenges. HED accomplishes this by administering a cooperative agreement (AEG-A-00-05-00007-00) funded by the United States Agency for International Development (USAID). Under the Leader with Associate Cooperative Agreement, signed in September 2005, HED manages a competitive awards process to access expertise within the higher education community in coordination with the American Council on Education (ACE), the American Association of Community Colleges (AACC), the American Association of State Colleges and Universities (AASCU), the Association of American Universities (AAU), the National Association of Independent Colleges and Universities (NAICU), and the National Association of State Universities and Land-Grant Colleges (NASULGC). 

Funding by USAID’s Bureau for Economic Growth, Agriculture and Trade, Office of Education (EGAT/ED), as well as USAID’s functional and regional Bureaus and worldwide Missions, supports higher education partnerships to advance global development through economic growth, good governance, and healthy societies. These partnerships provide training, applied research, program evaluation, policy analysis, and program implementation, which are critical to promote USAID’s foreign assistance goals. More information on USAID and its role in economic and humanitarian assistance worldwide over the past 40 years is available on our website.

Context

South Africa would like to address its shortage of skilled professionals such as engineers, scientists, managers and technical employees needed to meet the demands for increased economic growth. Unemployment in the country, estimated between 27 to 41 percent, remains a serious problem. Critical gaps in education must be overcome to equip all South Africans with the skills and knowledge required by an educated workforce. To grow the workforce, there is a specific need to improve the quality of education in mathematics for students, and most importantly, increase the number of historically disadvantaged black African students, especially girls, enrolled in the higher levels of mathematics. Of the 500,000 candidates who write the National Senior Certificate examinations each year, fewer that five percent are black African students taking the mathematics portion. Only about two percent of those students pass the higher-grade level in mathematics.  

The Further Education and Training (FET) branch of the Department of Education is responsible for education policy for grades 10-12 in public and independent schools. Since the introduction of South Africa’s new National Curriculum Statement and a new curriculum for mathematics in 2006, it has become important to ensure that all current and new mathematics teachers in South African schools have the knowledge and skills to teach the new curriculum.

A large number of under-qualified teachers continue to be employed or may use outdated course materials and textbooks. Most of the teachers of mathematics in secondary schools have only a secondary school teaching diploma and lack the content knowledge to teach upper level secondary mathematics. Many schools, lacking qualified teachers are unable to offer the new mathematics curriculum to grades 10 through 12, leaving their students at a major disadvantage in terms of workforce readiness. Of the approximately 1,600 schools in the province of KwaZulu-Natal, approximately 300 secondary schools are unable to provide higher levels of mathematics education due to a lack of qualified teachers.

Partnership Description

The new University of KwaZulu-Natal in Durban, South Africa was established in 2004 as the result of the merger of two previously racially segregated education institutions, University of Natal and the University of Durban-Westville. A process of consultation is still underway to streamline services, decrease areas of duplication, and ensure equity in educational opportunity. The College of Humanities, containing the Faculty of Education envisions being the lead research and teacher education institution in the region. This Faculty currently offers a wide range of undergraduate degrees, diplomas, postgraduate certificates, honors, master’s and doctoral studies programs in education. The Faculty of Science and Agriculture in the College of Agriculture, Engineering and Science is comprised of ten schools that offer a variety of degree programs in mathematics, sciences, agribusiness and agricultural sciences.

This partnership will support a collaboration between two Faculties within the University of KwaZulu-Natal, the Faculty of Education’s School of Math, Science, and Technology Education and the Faculty of Science and Agriculture to develop a cadre of teachers committed to pursuing the bachelor of science degree (BSc) and implement the new FET mathematics curriculum in grades 10-12. The partnership will identify a cohort of 50 teachers currently teaching the new mathematics FET curriculum but lacking the background, skills and expertise to teach grades 10-12 mathematics. 

The partners will create a two-year pilot program that gives this selected cohort of secondary level teachers the opportunity to earn credits towards a BSc degree on a part-time basis through flexible delivery mechanisms. The U.S. partner(s) will work jointly with both Faculties to develop innovative pedagogy to deliver the mathematics content modules of the BSc and new mathematics education courses and modules to enhance the pedagogical skills of mathematics teachers to facilitate delivery of the new National South African FETS Mathematics Curriculum for grades 10–12. This innovative partnership will include mathematics and mathematics education modules, and courses developed jointly by these two Faculties.

The university strategy is a two-pronged approach:

a. Increase mathematics knowledge of the cohort of teachers to the level of the first year of the B.Sc. degree program. Teachers will complete math content modules/courses in the Faculty of Science and Agriculture; and,

b. Strengthen teacher pedagogical skills by developing math teacher education modules within Faculty of Education.

Partnership Objectives

• The development of mathematics and mathematics education modules and courses to be integrated into the BSc Program to increase the number of current secondary teachers with the knowledge and skills to teach the grade 10-12 mathematics curriculum;
• As a result of the two-year pilot program, the cohort of teachers identified for this program will demonstrate proficiency in mathematics as established by the university;
• The determination of suitable methods and a flexible schedule for offering the BSc curriculum to the cohort of mathematics teachers in this pilot that will encourage the teachers to participate throughout the entire planned training, resulting in nearly all teachers completing the upgraded two-year pilot program;
• The design of new and improved materials and methods for the cadre of teachers in the pilot that can be incorporated quickly into their classroom experiences; and,
• An increase in the number of students studying mathematics in grades 10-12 and improvement in the performance of students taking the grade 12 exit examination in mathematics as a result of the expanded the number of qualified mathematics teachers, the new curriculum.

Examples of possible partnership activities:

• Collaborate on criteria for the selection of a cohort of teachers who are currently teaching the new mathematics FET curriculum, but do not have adequate teacher training/preparation and BSc degrees in mathematics;
• Review math proficiency requirements for current secondary school teachers of mathematics in grade 10–12 to determine needed competencies;
• Partners jointly develop tools to assess the specific mathematics competency needs of the selected cohort of teachers;
• Review current math courses offered as part of the BSc degree of the Faculty of Science and Agriculture to determine fit with the competencies required for teaching grade 10–12 mathematics utilizing the new curriculum;
• Develop courses and modules to be offered for the BSc degree in mathematics covering both teaching methods, assessment strategies and other topics in mathematics education, for the cohort of teachers in the pilot; and,
• Develop a hands-on classroom support system as part of the pilot program that will be available to the teachers as they implement what they are learning.

Monitoring and Evaluation (M&E)

The application must describe a monitoring and reporting plan to address the partnership activities and outcomes as described in the objectives. The monitoring and reporting plan should demonstrate how progress towards objectives will be tracked, and how results of partnership activities will be summarized. The monitoring and evaluation plan should include a baseline assessment of the current program needs for secondary mathematics teacher education.

An external evaluation of program impact at the conclusion of the funding period must be included in the M&E plan, and the qualifications of the designated external evaluator described in the application. The M&E plan must include a detailed description of how results will be communicated and reported to USAID/South Africa through HED.

Contact Information

Professor Renuka Vithal
Dean of Education
Faculty of Education
University of KwaZulu-Natal
Edgewood Campus
Private Bag X03
Ashwood 3605
SOUTH AFRICA
Tel.: 27-31-260-3459
E-mail: vithalr@ukzn.ac.za
Website: www.ukzn.ac.za

Eligibility

HED welcomes applications from the member institutions of ACE, AACC, AASCU, AAU, NAICU, and NASULGC, and from other regionally accredited, degree granting, U.S. higher education institutions. U.S. colleges and universities may apply individually, or in partnership with each other. HED encourages applications from or with the participation of minority-serving institutions.

Application Review Guidelines

Peer reviewers will use the following criteria to evaluate the applications:

I. Alignment with the Goals of the RFA and Overall Partnership Design  (15 points)

• Demonstrated understanding of the current best practices for secondary level mathematics education and teacher preparation;
• Alignment of the partnership activities and outcomes with the objectives stated in the RFA; and,
• Demonstrated understanding of the educational context in South Africa for secondary mathematics education in the public school system.

II. Strengthening Mathematics Education Programs (50 points)

• Demonstrated knowledge of methodology for teaching mathematics in secondary schools;
• Adequate plan to determine initial competencies required for teaching advanced secondary mathematics;
• Fair and transparent process for selection of the South African teachers for this pilot;
• Adequacy of plans for developing appropriate mathematics teaching courses, modules, materials and methods; and,
• Evidence that the delivery plan for the two-year pilot program will enable the cohort of teachers to complete the program successfully and on time.

IV. Expertise and Collaboration  (15 points)

• Professional credentials and expertise of the U.S. partner in mathematics teacher education;
• Partnership personnel’s knowledge and experience in South Africa and/or or other developing countries with a similar context; and,
• Evidence of institutional commitment (engagement of faculty, students and administrators) among all partners in the United States and South Africa.

V. Cost Effectiveness and Cost Share of Overall Budget  (10 points)

• Cost sharing (recommended at 25% of the award amount), including expected cash or in-kind contribution from all the partners; and,
• Demonstrated cost-effectiveness in program design; and equitable distribution of funds between U.S. and South African partners.

VI. Monitoring, Reporting and Evaluation Plan  (10 points)

• Evidence of valid and reliable methodology for collecting baseline data, monitoring partnership activities, and reporting outcomes; and,
• Clearly articulated plan for an external evaluation to assess the partnership’s impact.

Total Points: 100 points

Application Format, Submission and Review

Application Format
How to Submit an Application
Peer Review

Application Format

Please provide the contents of the application in the following order:

1. Title Page (Please complete HED form in full and obtain signatures of authorized officials.)

2. Table of Contents

3. Abstract (not to exceed 3 typed, double-spaced pages, 12-point font, 1-inch margins). The abstract should contain a summary of the narrative, workplan and budget.

4. Narrative (not to exceed 20 typed, double-spaced pages, 12-point font, 1-inch margins) Address the criteria listed in Application Review Guidelines I-VI (see above).

5. The 20-page application must describe a monitoring and reporting plan for the partnership, including an initial baseline assessment, that shows how progress and results will be communicated and reported to USAID through HED.

6. Appendices (Attachments beyond the stated appendices will not be read nor taken into consideration):
    * Annual workplan for the funding period (Use HED form).
    * Budget forms (Use HED form. Complete all tabs).
    * Résumés of the proposed U.S. institution director(s) and host institution personnel, not to exceed 2 one-sided pages per person.
    * Signed letters of support from the presidents, chancellors, or other chief executive officers of the cooperating institution in the United States.
* Signed letters of support from appropriate university leaders of the overseas partner institution as well as partnership directors. University leaders from the overseas partner may include deans, rectors, or university presidents.
    * Signed letter from appropriate official at applicant institution verifying that all costs cited conform to established institutional policies and practices.

How to Submit an Application

Applications must be received at HED by 5:00PM, Eastern Time (ET), May 19, 2008. Faxed or electronically transmitted applications will not be accepted. All elements of the application must be received by the deadline. HED recognizes that original, signed cover letters and letters of support from overseas partners may be subject to delays due to factors beyond the applicant’s control. Only in these exceptional cases, faxed or scanned copies of the application title page and letters that include all necessary signatures may be submitted in the application, provided signed originals are received at HED within seven (7) calendar days of the deadline.

Applicants should submit the original application plus seven (7) hard copies of the complete application package containing title page, table of contents, abstract, narrative, and appendices (all on loose-leaf paper, clipped together — no three-ring binders, staples, or plastic bindings), and a diskette or CD (with files saved as Microsoft Word/Excel for PC) containing the entire application, including all budget forms, budget narrative, and other appendices.

Applications should be sent to: (*NOTE: This is a NEW address)

Collaborative Partnership: South Africa
Higher Education for Development
1 Dupont Circle NW, Room 1B30
Washington, D.C. 20036-1193

Once an application has been received, there is to be no contact with the HED program office until the completion of the peer review process in order to ensure fairness to all parties concerned.

Peer Review

Applications will be reviewed by expert panelists, which include representatives from higher education, international development, and USAID.  Awards will be made on the basis of reviewers’ recommendations of merit, and USAID. Peer review of applications is slated for early June 2008.

Letters of communication from members of the U.S. Congress in support of an application are discouraged as these may be thought to prejudice the peer-review process. Such letters will not be forwarded to peer reviewers.

Notification about awards is expected following the completion of peer review. Upon final announcement of awards, the person named in the application as partnership director may submit a written request for copies of the peer reviewers’ scores for the application. No personal reviews will be granted, and no comparative score tabulations will be shared.

Terms of the Solicitation

Cost Share
Execution of Awards
Post Award Briefings
TraiNet Requirements
Health and Accident Insurance
Reporting

Cost Share

The minimum suggested total cost share from all U.S. partners is 25 percent of the award amount. Reported cost share must be auditable. Non-auditable contributions may not be used to meet the minimum, but can be indicated separately and attached to the budget detail form.

Higher education institutions are expected to leverage support from the private sector in addition to the cost sharing provided by their institutions. Applicants should itemize all cost sharing and in-kind contributions.

Cash and in-kind contributions will be accepted as part of the applicant’s cost sharing when such contributions are: (a) verifiable from the applicant’s records; (b) not included as contributions for any other federally-assisted program; (c) reasonable for the accomplishment of partnership objectives; and (d) not paid by the federal government under another grant.

In-kind contributions may include, but are not limited to: waivers of tuition and fees for students participating in academic exchanges; donation of library and classroom materials to the partner; ICT infrastructure and Internet Service Provider subscription subsidy for the partner and exchange students; faculty salaries; travel and/or per diem for faculty and administrators to participate in professional exchange and development programs; and indirect costs.

Execution of Awards

Awards will be executed as sub-agreements between the designated U.S. university, college, community college, or consortium, and the American Council on Education (ACE), through the Higher Education for Development (HED) office, under USAID Cooperative Agreement AEG-A-00-05-00007-00. The institution recommended for award will receive a draft version of the sub-agreements to review. The award recipient will be expected to submit a marking plan related to USAID branding as part of the sub-agreement that clearly indicates the support provided by USAID for activities conducted under the award.

Please note that no award nor cost share funds may be expended prior to a fully executed (i.e., signed by both parties) sub-agreement between ACE and the designated U.S. institution unless pre-award expenses have been approved as a part of the negotiation of the sub-award. Activities are expected to commence immediately after the sub-agreement is executed.

Award funds will be disbursed to the designated U.S. university, college, community college, or consortium, based on the applicant’s implementation of the work plan, stated budget, and submission to HED of financial, tax, and narrative progress reports. It is the designated U.S. institution’s responsibility to provide disbursements (reimbursements) for its collaborating partner(s) in accordance with the agreed-upon activity schedule and budget.

Post Award Briefings

Partnership directors, and/or their designees, are required to participate in two post-award briefings. The first briefing, conducted in a virtual format, will review reporting, monitoring and evaluation requirements. The second briefing via a conference call will address general requirements of the award.

TraiNet Requirements

To comply with the Department of Homeland Security, U.S Citizenship and Immigration Services (USCIS), Department of State, and USAID regulations regarding tracking and monitoring of Exchange Visitors, foreign nationals whose costs are paid, fully or partially, directly or indirectly using USAID program funds for training, non-training, and invitational travel, must enter the U.S. on a J-1 visa (non-immigrant Exchange Visitor visa) processed under one of USAID’s two program numbers, unless otherwise waived according to the procedure in ADS 252.3. J-2 visa applications for family members are not supported per USAID policy.

USAID expects that all DS-2019 documents (paperwork needed for J visas) and in-country or third country training be processed through the USAID Training, Results and Information Network (TraiNet) system. Institutions may not directly access the Student and Exchange Visitor Information System (SEVIS) to issue DS-2019 documents internally. Information regarding USAID’s J-1 visa requirements may be found online at the Participant Training website. Administrators must adhere to the regulations detailed under TraiNet, Visa Compliance System (VCS), the Student Exchange Visitor Information System (SEVIS), and USAID’s Automated Directives System (ADS) 252-Visa Compliance for Exchange Visitors, and 253-Training for Development. U.S. institutions should allow up to 12 weeks for the processing of visas when planning activities in the United States.

TraiNet management requires a significant commitment of staff time and applicants are encouraged to take this into consideration when developing the program budget.

USAID Health and Accident Coverage (HAC) Insurance Program

The U.S. institution is responsible for enrolling each participant traveling to the United States or a third country in the official USAID Health and Accident Coverage (HAC) insurance program. Participants entering the United States on J-1 visas are required to obtain HAC from the official USAID vendor. Institutions may not use award funds to cover their own institutional HAC insurance. More information on the USAID HAC insurance program is available online. The cost of HAC for participants must be included in the budget.

Reporting

Awardees will be required to submit to HED:

· Financial reports are due quarterly to record expenditures for the following periods: Jan. 1-March 31, April 1-June 30, July 1-Sept. 30, and Oct. 1-Dec. 31;

· Semi-annual narrative progress reports for the following reporting periods may be sent via e-mail: April 1-September 30 and Oct. 1-March 30;

· Both financial reports and semi-annual progress reports are due within one-month after the corresponding reporting period closes: Jan. 31, April 30, July 31, and Oct. 31;

· A final narrative report (due 30 days after the conclusion of program activities); and,

· Final financial reports (due no later than 90 days after the sub-agreement closing date).