Opportunity Information: Apply for 72039123RFA00001
The Education Resilience Activity (ERA) is a USAID/Pakistan grant opportunity designed to strengthen Pakistan's basic education system so that marginalized children can access and remain in quality schooling. The activity is framed as a five-year effort focused on districts affected by floods and conflict, where disruption and vulnerability tend to push children out of school and reduce learning outcomes. A central theme is inclusion, with specific attention to improving participation and learning for girls and children with disabilities, and ensuring that support for these students is not temporary or isolated but built into the way local education systems function.
ERA is structured around change at three connected levels because lasting improvement in education typically requires coordination across policy, communities, and schools. First, it emphasizes local policy implementation, working with provincial and district education departments to translate inclusive education commitments into practical steps that increase classroom participation for girls and children with disabilities. Second, it prioritizes community mobilization, recognizing that social norms, household pressures, safety concerns, and lack of local support can prevent children from attending regularly even when schools exist. In this layer, the activity intends to reinforce inclusive practices and build community buy-in so families and local stakeholders actively support girls' education and disability inclusion. Third, ERA focuses on improving the school environment itself by promoting safe, accessible, and supportive learning spaces that reflect the diversity of student needs, including through Universal Design for Learning (UDL), an approach that encourages flexible teaching methods, materials, and assessments so more learners can succeed without being singled out or excluded.
The opportunity is offered as a discretionary cooperative agreement, meaning USAID expects to be substantially involved during implementation, often through technical collaboration, monitoring, and joint problem-solving rather than simply issuing funds and stepping back. The funding opportunity number is 72039123RFA00001 under CFDA 98.001, issued by the U.S. Agency for International Development (USAID), Pakistan (USAID-Islamabad). The notice was created on August 29, 2023, with an original closing date of October 12, 2023. USAID anticipates making a single award, with an award ceiling of $20,000,000, indicating a fairly large, concentrated investment intended to operate at meaningful scale rather than being split among multiple grantees.
Programmatically, ERA is positioned to support USAID/Pakistan's 2023-2028 Country Development Cooperation Strategy (CDCS), specifically Development Objective 3, "A healthier, more educated population." Within that, it aligns to Intermediate Result 3.1, which targets strengthening health and education systems to respond to key priorities, and Intermediate Result 3.2, which focuses on improving inclusive access to and quality of services. Beyond immediate service improvements, ERA is also meant to help inform how Pakistan and development partners adapt foundational learning and early childhood education efforts to be more inclusive, particularly by demonstrating practical classroom and system adjustments that can be replicated and sustained.Apply for 72039123RFA00001
- The Agency for International Development, Pakistan USAID-Islamabad in the education sector is offering a public funding opportunity titled "Education Resilience Activity (ERA)" 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 Aug 29, 2023.
- Applicants must submit their applications by Oct 12, 2023. (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 $20,000,000.00 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).
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Education Resilience Activity (ERA) - FAQs
What is the Education Resilience Activity (ERA)?
The Education Resilience Activity (ERA) is a USAID/Pakistan grant opportunity intended to strengthen Pakistan's basic education system so marginalized children can access and remain in quality schooling, especially in places where floods and conflict have disrupted education and reduced learning outcomes.
What is the main goal of ERA?
The main goal is to improve education resilience and inclusion so children who are most likely to be pushed out of school, particularly girls and children with disabilities, can participate in learning and stay enrolled in quality schooling.
How long is ERA expected to run?
ERA is framed as a five-year effort.
Which areas in Pakistan does ERA focus on?
ERA focuses on districts affected by floods and conflict, where disruption and vulnerability commonly lead to dropout and lower learning outcomes.
Who are the priority learners and communities for ERA?
ERA prioritizes marginalized children, with specific attention to improving participation and learning for girls and children with disabilities.
What does ERA mean by "inclusion"?
In ERA, inclusion means strengthening education systems so support for girls and children with disabilities is not temporary or isolated, but built into how local education systems function on an ongoing basis.
Why does ERA work at multiple levels instead of focusing only on schools?
ERA is structured around change at three connected levels because lasting improvements typically require coordination across policy, communities, and schools rather than only classroom-level interventions.
What are the three levels of change in ERA?
ERA focuses on: (1) local policy implementation with provincial and district education departments, (2) community mobilization to build local support and address barriers to attendance, and (3) improving the school environment to be safe, accessible, and supportive for diverse learners.
What does ERA do related to local policy implementation?
ERA emphasizes working with provincial and district education departments to translate inclusive education commitments into practical steps that increase classroom participation for girls and children with disabilities.
What does ERA mean by community mobilization?
Community mobilization in ERA recognizes that social norms, household pressures, safety concerns, and limited local support can keep children from attending regularly even when schools exist. ERA intends to reinforce inclusive practices and build community buy-in so families and local stakeholders actively support girls' education and disability inclusion.
What types of school environment improvements are emphasized in ERA?
ERA focuses on promoting safe, accessible, and supportive learning spaces that reflect diverse student needs, so students can learn in environments designed to reduce exclusion and barriers to participation.
What is Universal Design for Learning (UDL), and how does ERA relate to it?
Universal Design for Learning (UDL) is an approach that encourages flexible teaching methods, materials, and assessments so more learners can succeed without being singled out or excluded. ERA highlights UDL as part of making learning spaces more supportive and inclusive.
What type of funding instrument is ERA?
ERA is offered as a discretionary cooperative agreement.
What does a discretionary cooperative agreement imply for implementation?
A discretionary cooperative agreement means USAID expects to be substantially involved during implementation, often through technical collaboration, monitoring, and joint problem-solving rather than simply issuing funds and stepping back.
Which USAID office is issuing this opportunity?
The opportunity is issued by the U.S. Agency for International Development (USAID), Pakistan (USAID-Islamabad).
What is the funding opportunity number for ERA?
The funding opportunity number is 72039123RFA00001.
What is the CFDA number listed for this opportunity?
The CFDA number is 98.001.
When was the opportunity notice created?
The notice was created on August 29, 2023.
What was the original closing date for applications?
The original closing date was October 12, 2023.
How many awards does USAID anticipate making under ERA?
USAID anticipates making a single award.
What is the maximum funding amount (award ceiling) for ERA?
The award ceiling is $20,000,000.
What does it mean that USAID anticipates a single award with a $20,000,000 ceiling?
It indicates a large, concentrated investment intended to operate at meaningful scale rather than being split among multiple grantees.
How does ERA connect to USAID/Pakistan's broader strategy?
ERA is positioned to support USAID/Pakistan's 2023-2028 Country Development Cooperation Strategy (CDCS), specifically Development Objective 3: "A healthier, more educated population."
Which CDCS intermediate results does ERA align with?
ERA aligns with Intermediate Result 3.1 (strengthening health and education systems to respond to key priorities) and Intermediate Result 3.2 (improving inclusive access to and quality of services).
Beyond immediate education services, what else is ERA intended to contribute?
ERA is also meant to help inform how Pakistan and development partners adapt foundational learning and early childhood education efforts to be more inclusive by demonstrating practical classroom and system adjustments that can be replicated and sustained.
Is ERA focused only on access to school, or also on learning outcomes?
ERA is concerned with both access and learning. It is designed to address factors that push children out of school and that reduce learning outcomes, with a strong focus on quality and inclusion.
Does ERA address barriers that occur outside the school?
Yes. ERA explicitly includes a community mobilization layer that addresses barriers such as social norms, household pressures, safety concerns, and lack of local support that can prevent regular attendance.
Does ERA aim for temporary support programs or long-term system change?
ERA emphasizes long-term system change by building inclusion into the way local education systems function, rather than relying on temporary or isolated support for specific groups.
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