Opportunity Information: Apply for RFI 720517 22 USAID READING
The USAID/Dominican Republic Early Grade Reading and Remediating Education Activity is described through a Request for Information (RFI), not a Notice of Funding Opportunity (NOFO). In practical terms, that means USAID is gathering input from the public and potential partners, but it is not promising that a formal competition will be launched, that an award will be made, or that any costs associated with responding will be reimbursed. USAID also makes clear it is not obligated to buy or fund the services described, is not required to use any information it receives, and is keeping flexibility to change its approach later. This kind of RFI is often used to test the market, refine activity design, and understand what approaches and capabilities exist before deciding whether and how to solicit applications.
If pursued as an actual program, the central goal would be to improve early grade reading outcomes in the Dominican Republic, specifically increasing the number of students who can read at grade level. The target group is learners in grades 1 through 3, with a strong emphasis on supporting children returning to school in the post-COVID-19 context. The activity is framed around two connected needs created or intensified by the pandemic: learning loss (especially in foundational literacy) and the social-emotional challenges that can block learning, such as stress, disengagement, anxiety, and difficulties re-adjusting to classroom routines. As a result, the activity is not only about teaching reading skills, but also about incorporating support that helps children feel safe, regulated, and ready to learn.
A major feature of the concept is remedial or "catch-up" education. This typically refers to structured interventions designed to bring students who have fallen behind back to expected proficiency levels, often through targeted instruction, additional practice time, diagnostic assessment to identify specific skill gaps, and differentiated teaching strategies. The wording suggests USAID is interested in approaches that can rapidly rebuild foundational reading skills in the early grades, where phonemic awareness, decoding, fluency, vocabulary, and comprehension form the base for all later learning. The activity is also positioned to respond to changing conditions by allowing remote and hybrid education services as needed, acknowledging that disruptions may continue and that the system may need flexible delivery models that work both in-person and at a distance.
Beyond remediation, the activity is meant to build on prior USAID investments, particularly the accomplishments of the USAID Read Program. The intent is not to start from scratch, but to leverage what has already been developed, tested, and learned to raise reading proficiency across all learners in the targeted geographic areas. This includes a longer-term education system objective: enabling students to move forward successfully through their education and reducing repetition rates (students repeating grades), which are often linked to weak early literacy. In other words, improving early grade reading is presented as a strategy to improve overall educational progression and efficiency, not just a narrow literacy outcome.
From the opportunity data provided, the activity falls under the Education sector and is associated with CFDA number 98.001 (USAID foreign assistance). The anticipated funding instrument type, if it becomes a funded opportunity, is a cooperative agreement, which usually implies substantial involvement by USAID during implementation compared with a standard grant. The opportunity is listed as discretionary and shows an award ceiling of up to USD 20,000,000, indicating the potential scale of the activity, although the RFI language emphasizes that no award is guaranteed. The listed eligibility is "unrestricted," meaning that, if a solicitation were eventually issued, it may be open to a wide range of applicants rather than limited to a narrow applicant class, though final eligibility rules would only be confirmed in a formal NOFO. The issuing office is USAID Santo Domingo (Dominican Republic), and the RFI reference number is RFI 720517 22 USAID READING, with a posted date of March 21, 2022 and an original closing date of April 11, 2022 for information submissions.
Overall, this RFI signals USAID interest in a sizeable early-grade literacy and learning recovery effort in the Dominican Republic that combines foundational reading improvement, targeted remediation for learning loss, and social-emotional supports for young learners, with built-in flexibility for remote or hybrid delivery. The focus on grades 1-3 and on reducing repetition rates reflects the broader development logic that strong early reading is a gateway skill that shapes long-term educational outcomes.Apply for RFI 720517 22 USAID READING
- The Dominican Republic USAID-Santo Domingo in the education sector is offering a public funding opportunity titled "USAID/Dominican Republic Early Grade Reading and Remediating Education Activity" 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 2022-03-21.
- Applicants must submit their applications by 2022-04-11. (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.
- Eligible applicants include: Unrestricted.
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FAQs: USAID/Dominican Republic Early Grade Reading and Remediating Education Activity (RFI)
1) Is this a grant competition (NOFO) that I can apply to right now?
No. The information provided describes a Request for Information (RFI), not a Notice of Funding Opportunity (NOFO). An RFI is used to gather input from the public and potential partners and is not a formal application process for an award.
2) Does the RFI mean USAID will definitely launch a funded program later?
No. The RFI language makes clear that USAID is not promising that a formal competition will be launched, that an award will be made, or that any particular approach will be pursued. It is a market-sounding and design-refinement step, not a commitment to fund.
3) Will USAID reimburse the costs of responding to this RFI?
No. USAID states that any costs associated with responding to the RFI will not be reimbursed.
4) Is USAID obligated to use the information submitted in response to the RFI?
No. USAID notes it is not required to use any information it receives through the RFI process.
5) Can USAID change its approach after issuing this RFI?
Yes. The RFI explicitly indicates USAID is keeping flexibility to change its approach later based on what it learns and evolving conditions.
6) What is the central goal of the activity concept (if it becomes a program)?
The stated goal is to improve early grade reading outcomes in the Dominican Republic by increasing the number of students who can read at grade level, with a focus on foundational literacy in the early primary years.
7) Which students are targeted?
The target group is learners in grades 1 through 3.
8) Why is there a strong focus on post-COVID-19 support?
The activity concept is framed around two pandemic-related needs: learning loss (especially in foundational literacy) and social-emotional challenges that can interfere with learning, such as stress, disengagement, anxiety, and difficulties re-adjusting to classroom routines.
9) Does the concept focus only on reading instruction?
No. While improving reading skills is central, the concept also emphasizes incorporating supports that help children feel safe, regulated, and ready to learn, recognizing that social-emotional barriers can block academic progress.
10) What does "remedial" or "catch-up" education mean in this context?
Based on the description provided, remedial or catch-up education refers to structured interventions intended to help students who have fallen behind reach expected proficiency. This can include targeted instruction, additional practice time, diagnostic assessments to identify skill gaps, and differentiated teaching strategies.
11) What specific reading skills are implied as priorities for remediation?
The description highlights foundational early grade literacy components, including phonemic awareness, decoding, fluency, vocabulary, and comprehension.
12) Does the activity concept include remote or hybrid learning?
Yes. The concept acknowledges that disruptions may continue and indicates an interest in delivery models that can work in-person and also support remote and hybrid education services as needed.
13) Is USAID intending to start a brand-new approach, or build on prior work?
The concept is meant to build on prior USAID investments, specifically referencing the accomplishments of the USAID Read Program, with the intent to leverage what has already been developed, tested, and learned rather than starting from scratch.
14) What broader education system outcomes are connected to early grade reading in this concept?
In addition to improving literacy outcomes, the concept links stronger early reading to helping students progress successfully through school and reducing repetition rates (students repeating grades), which are often associated with weak early literacy.
15) What sector is this opportunity associated with?
The opportunity is listed under the Education sector.
16) What CFDA number is associated with this activity?
The associated CFDA number provided is 98.001 (USAID foreign assistance).
17) If this becomes a funded opportunity, what instrument type is anticipated?
The anticipated funding instrument type shown is a cooperative agreement, which generally implies substantial involvement by USAID during implementation compared with a standard grant.
18) What is the potential funding size mentioned?
The opportunity data shows an award ceiling of up to USD 20,000,000, indicating the potential scale, while also emphasizing that the RFI does not guarantee any award.
19) What does "unrestricted eligibility" mean here?
The listing indicates eligibility as "unrestricted," suggesting that if a formal solicitation were issued, it may be open to a wide range of applicants rather than limited to a narrow class. Final eligibility rules would only be confirmed in an actual NOFO.
20) Which USAID office is associated with this RFI?
The issuing office is USAID Santo Domingo (Dominican Republic).
21) What is the reference number for this RFI?
The RFI reference number provided is RFI 720517 22 USAID READING.
22) When was this RFI posted and when was it originally due?
The posted date is March 21, 2022, and the original closing date for information submissions is April 11, 2022.
23) Is this opportunity considered discretionary?
Yes. The opportunity is listed as discretionary in the provided data.
24) What is USAID using the RFI for, in practical terms?
The RFI is used to gather input, test the market, refine the activity design, and understand what approaches and capabilities exist before deciding whether and how to solicit applications.
25) Does the RFI mean USAID will buy or fund the services described?
No. USAID explicitly states it is not obligated to buy or fund the services described in the RFI.
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