Contracting Authority: European Commission
Building Resilience: Education Opportunities in Fragile and Crisis Affected Environments
Guidelines for grant applicants
Budget line : 21.020703
Reference:
EuropeAid/154521/DH/ACT/Multi
Deadline for submission[1] of concept notes:
April 6th, 2017 – 16h00 (Brussels date and time)
(in order to convert to local time click here[2])
NOTICE
This is a restricted call for proposals. In the first instance, only concept notes (Annex A.1) must be submitted for evaluation. Thereafter, lead applicants who have been pre-selected will be invited to submit a full application. After the evaluation of the full applications, an eligibility check will be performed for those which have been provisionally selected. Eligibility will be checked on the basis of the supporting documents requested by the Contracting Authority and the signed ‘declaration by the lead applicant’ sent together with the full application.
These guidelines are published in English and French. In case of any discrepancy between the linguistic versions of this call, the English version will prevail.
To apply to this call for proposals organisations must register in PADOR and submit their application in PROSPECT (see section 2.2.2 of the guidelines). The aim of PROSPECT is to increase the efficiency of the management of the call for proposals and to offer a better service to civil society organisations through a new panel of functionalities such as the on-line submission and the possibility to follow up online the status of their application.
Preparation:
To help applicants familiarise themselves with the system before the online submission, an information session will be organised on 27 February 2017, 15.00h (Brussels time) Brussels.
Should you be interested in this session, please send an email by 25 February 2017, 12.00h (Brussels time) to , indicating: name, surname, nationality, date of birth, ID/Passport number and email address of the persons who are going to participate as well as their organisation (max. two participants per organisation). No costs incurred by the applicants for attending this information session are reimbursable.
All organisations can find the e-learning (Annex L) and the PROSPECT users' manual (Annex M) and the FAQ published together with the documents of this call. You may also contact our technical support team via the online support form in PROSPECT[3].
A functional mailbox specifically dedicated to this call has been set up:
It shall be used exclusively for sending clarification requests within the deadlines set in paragraph 2.2 of these guidelines, No other functional mailbox will be used. The Contracting Authority reserves the right to close this mailbox without prior notice once this call for proposals is closed and not to reply to requests which do not fall under one of the afore-mentioned category.
Concept notes or full applications submitted by e-mail via this mailbox or any other mailbox will not be considered.
Even though the verification of eligibility is foreseen to be carried out only for the provisionally selected applicants at the end of the procedure, the Evaluation Committee may decide to verify this point at any previous step of the procedure. Consequently, any proposal found to be non-compliant with all the mandatory conditions set in these guidelines can be automatically rejected on that sole basis, at any stage of the procedure and without any prior notice or clarification request. Applicants are therefore strongly advised to fill in scrupulously the "Check List for Concept Note" (Annex A1) and the "Checklist for the Full Application form" (Annex A.2.). Any missing supporting document or any incoherence between the declarations and the supporting documents may lead to the rejection of the proposal on that sole basis.
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Table of contents
1 BUILDING RESILIENCE: Education Opportunities in Fragile and Crisis Affected Environments
1.1 Background 5
1.2 Objectives of the programme and priority issues 6
1.3 Financial allocation provided by the contracting authority 7
2 Rules FOR thIS call for proposalS 8
2.1 Eligibility criteria 8
2.1.1 Eligibility of applicants (i.e. lead applicant and co-applicant(s)) 8
2.1.2 Affiliated entities 10
2.1.3 Associates and Contractors 11
2.1.4 Eligible actions: actions for which an application may be made 12
2.1.5 Eligibility of costs: costs that can be included 14
2.2 How to apply and the procedures to follow 18
2.2.1 Concept note content 18
2.2.2 Where and how to send concept notes 19
2.2.3 Deadline for submission of concept notes 20
2.2.4 Further information about concept notes 20
2.2.5 Full applications 21
2.2.6 Where and how to send full applications 22
2.2.7 Deadline for submission of full applications 23
2.2.8 Further information about full applications 23
2.3 Evaluation and selection of applications 25
2.4 Submission of supporting documents for provisionally selected applications 32
2.5 Notification of the Contracting Authority’s decision 33
2.5.1 Content of the decision 33
2.5.2 Indicative timetable 35
2.6 Conditions for implementation after the Contracting Authority’s decision to award a grant 35
2.7 Early warning system and central exclusion database 36
3 LIST OF annexes 37
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1 Building resilience: Education Opportunities in Fragile and Crisis Affected Environments
1.1 Background
Education in fragile and crisis-affected environments is a priority within the European Union’s development and cooperation policy. The EU’s thematic program ‘Global Public Goods and Challenges’ has its legal basis in Regulation 233/2014 of the European Parliament and of the Council of 11 March 2014, establishing a financing Instrument for Development Cooperation (DCI).[4] The program prioritizes education opportunities in fragile and crisis affected environments.
In addition, over half of the countries where the EU’s geographic programs focus on education, are fragile or conflict affected. The EU is also one of the first donors to have gradually increased the allocation of its humanitarian budget to education in crises, reaching now 6%.
The EU also has a number of overarching policies that prioritizes protection and educational needs of children and youth affected by crises. Education has been reflected in the Global Strategy on the EU's Foreign and Security Policy, as an essential means to address wider global challenges related to peace, stability and prosperity, to strengthen societal resilience, pluralism and coexistence. The proposal for a new European Consensus on Development refers to education as a main component to address the needs of displaced people and their integration into wider development planning. The proposal also refers to the need to deliver humanitarian and development assistance in a coherent way.
The Communication (2016) “Lives in Dignity: from Aid-dependency to Self-Reliance Forced Displacement and Development” recognizes that a development approach is needed to address educational needs in protracted crises. The Communication (2008) “A Special Place for Children in EU External Action” and the accompanying Action Plan commit to eliminating all forms of violence against children, including in armed conflicts. The new EU Gender Action Plan (GAP) for 2016-2020 prioritises an increase in the number of girls and women receiving quality education. This includes ensuring a safe environment corresponding to child protection principles, free of sexual gender-based violence.
There is international consensus on the need for stronger global action on access to safe and quality education in protracted crises. The new United Nations 2030 Agenda for Sustainable Development clearly states that if the education needs of millions of children affected by crises are not being addressed, the Sustainable Development Goal (SDG) 4, which calls to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all, runs the risk of not being met. At the Oslo Summit on Education for Development (July 2015), senior representatives of international agencies, governments, and non-governmental organizations made a commitment to address the disruption of education and to improve learning outcomes in countries experiencing emergencies and protracted crises.
Children living in crisis situations face a higher risk of being left behind. Approximately 37 million primary and lower secondary age children are out of school in crisis affected countries. This is a full 30% of those out of school globally across these age groups. There are currently at least 14 million refugee and internally displaced children aged 3-15 in affected countries. Very few of these go to pre-primary, 1 in 2 to primary and 1 in 4 to lower secondary school. Girls are disproportionately affected, especially by conflict. Girls are 2.5 times more likely to be out of school than their male peers in conflict-affected contexts. The majority of children affected by crises are living in conflict contexts, with significant minorities experiencing complex emergencies, natural disasters, and public health emergencies. Crises are increasingly protracted in nature. At the end of 2014, UNHCR estimated that some 6.4 million refugees - i.e. 45% of all refugees - lived in protracted displacement situations (lasting five years or more), with an average duration of 17 years. Nearly 90% of the world's Internally Displaced People have lived in displacement for ten years or more.
1.2 Objectives of the programme and priority issues
The global objective of this call for proposals is to maintain and contribute to improved access to quality basic education (pre-school, primary and lower secondary education) for children in fragile and crisis-affected environments.
The specific objective of this call for proposals is to develop evidence-based models and deliver safe quality basic education for children in fragile and protracted crisis environments, contributing to building at the same time societal and institutional resilience to make these actions sustainable over time.
Priority areas
Please note that each proposal must address all of the below priorities. Should this not be the case the application will be rejected.
Safe learning environments
The UN Study on Violence against Children shows how children around the globe are subject to violence in and around schools with girls disproportionally affected. This is especially the case for children living in crisis situations. The sources of risk and danger are multiple and complex. In conflict situations, students and schools are often subject to attacks. The Education under Attack Report (2014) reveals how “over the past five years, armed non-state groups, state military and security forces, and armed criminal groups have attacked thousands of schoolchildren, university students, teachers, academics and education establishments in at least 70 countries worldwide.” Proposed actions will need to focus on safe learning environments that make sure that children are safe in and around schools and that contribute to the emotional, psychological and physical wellbeing of children.
Teaching and learning
Student achievement is inextricably linked to teacher quality but precisely one of the greatest challenges is to leverage the role of teachers in a crisis context. Teachers in crisis situations face numerous challenges and even though they play a central role in ensure quality of education they often are last in line for resources and support. Many teachers working with children in crisis situations are volunteers or emergency teachers and lack the necessary skills to teach students with different backgrounds and needs. Actions will need to focus on professional development for teachers and school leadership in crisis environments and help teachers navigating a dual role of helping students coping with conflict and crisis whilst at the same time experiencing psychosocial challenges themselves.
Research , data management and evidence building
Proposed actions will need to address the common challenge of collecting accurate data about education including teachers and children in need of education, their access to educational opportunities and the quality of the education they receive. Where possible, actions will need to focus on strengthening education authorities both at national and local level to efficiently manage data collection for analysis, planning and implementation purposes.
The lack of funding and prioritization of education in crisis situations has led to a limited evidence base of what works in providing access to quality education in fragile and crisis situations, leaving a pressing need for a greater understanding of what works in a crisis context. Research on teaching and learning will need to be imbedded into project proposals to ensure evidence building as a sound basis for policy development and action at national, regional and global level. Linkages should be made to existing global and regional knowledge management networks and initiatives and platforms.
Conflict sensitiveness:
Proposed actions need to adopt a conflict sensitive approach and take into account the International Network for Education in Emergencies (INEE) Minimum Standards for Education including the Standards for Conflict Sensitive Education with the purpose of reducing conflict and doing no harm.
The proposed action needs to builds on the logic underpinning each of the action’s interrelated and mutually reinforcing components. Safe learning environments are essential to both access and quality of education. Investment in teachers' professional development and better teaching and learning resources contributes to improved quality of education and well-being of teachers.
Interventions should be linked to existing education systems where they exist and are functioning at both central and local level.
1.3 Financial allocation provided by the contracting authority
The overall indicative amount made available under this call for proposals is EUR 21 million. The Contracting Authority reserves the right not to award all available funds. Likewise, this amount could be increased should more funds become available
Size of grants
Any requested EU contribution under this call for proposals must fall between the following minimum and maximum amounts:
· minimum amount: EUR 4 million
· maximum amount: EUR 5 million
Any requested EU contribution under this call for proposals must fall between the following minimum and maximum percentages of total eligible costs of the action:
· Minimum percentage: 51% of the total eligible costs of the action.
· Maximum percentage: 90% of the total eligible costs of the action for lead applicants established in the country where the action takes place and 80% for lead applicants established in a Member State of the European Union, OECD countries and contracting parties to the Agreement on the European Economic Area (see also section 2.1.5).
The balance (i.e. the difference between the total cost of the action and the amount requested from the Contracting Authority) must be financed from sources other than the European Union Budget or the European Development Fund[5].