Opportunity Information: Apply for SCAISB 23 AW 013 03032023
The Pakistan English Language Professional Development for Teachers, Students, and Young Professionals opportunity is a U.S. Department of State grant competition run through the Regional English Language Office (RELO) at the U.S. Embassy in Islamabad, under the Public Diplomacy Section. The central idea is workforce and human-capacity development: the funded project is expected to raise English proficiency while also strengthening employability, leadership, and critical thinking, with an emphasis on expanding access for youth and communities that are often left out of mainstream opportunities.
This funding is offered as a cooperative agreement, which typically means the U.S. government expects to be more actively engaged than with a standard grant, such as through coordination, oversight, and collaboration during implementation. Only one award is expected, with a maximum budget (award ceiling) of USD 500,000 and an implementation period of up to three years. Applicants are told to design a single proposal that can deliver all required elements, rather than proposing just one slice of the program.
A key requirement of the NOFO is that proposals must address all three program components. The first component focuses on professional development for English language teachers working in non-mainstream institutions, which generally signals schools or learning settings that are under-resourced, less connected to formal professional networks, or outside the most recognized urban and elite systems. The intent is to upgrade teaching quality and classroom effectiveness by improving teachers English skills and deepening their familiarity with current English Language Teaching (ELT) methods, so that students ultimately benefit from stronger instruction.
The second component targets novice Pakistani English teachers, meaning early-career educators who may have basic qualifications but still need structured mentoring, practical training, and exposure to effective pedagogy. This is aimed at building a stronger pipeline of capable teachers who can deliver modern, student-centered instruction and who can support learners in developing real-world communication skills tied to study and work environments.
The third component centers on professional development for transgender youth and for Afghan teachers, students, and young professionals living in Pakistan. This portion highlights the program's inclusion goals by explicitly prioritizing groups that may face social, economic, or institutional barriers. The NOFO frames this as a way to expand language learning and professional advancement opportunities for marginalized populations, while also strengthening leadership skills and community participation.
Beyond the technical training goals, the opportunity is closely tied to U.S. public diplomacy priorities in Pakistan. The embassy describes English language programming as a major tool for long-term engagement, relationship-building, and expanding educational and professional connections. Funded projects are expected to advance three public diplomacy goals: strengthening people-to-people ties between Pakistanis and Americans through shared experiences and expertise; strengthening civil society and local organizations by building capacity and durable institutional linkages between U.S. and Pakistani partners; and promoting community cohesion by supporting inclusive perspectives that encourage social tolerance and counter extremist narratives.
In practical terms, the ideal project concept under this NOFO is a comprehensive, multi-year professional development initiative that combines improved English proficiency with updated ELT pedagogy and leadership development, delivered to carefully selected cohorts across the three required target groups. The NOFO also signals openness to either U.S. or Pakistani implementing partners, with a clear preference for approaches that demonstrate credible reach into underserved communities, the ability to run quality training at scale over time, and the organizational capacity to manage a three-year cooperative agreement within the USD 500,000 ceiling. Basic opportunity details include the funding opportunity number SCAISB 23 AW 013 03032023, CFDA 19.501, an original posting date of March 3, 2023, and an original closing date of May 3, 2023.Apply for SCAISB 23 AW 013 03032023
- The Department of State, U.S. Mission to Pakistan in the other (see text field entitled explanation of other category of funding activity for clarification) sector is offering a public funding opportunity titled "Pakistan English Language Professional Development for Teachers, Students, and Young Professionals" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 19.501.
- This funding opportunity was created on Mar 03, 2023.
- Applicants must submit their applications by May 03, 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 $500,000.00 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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Frequently Asked Questions (FAQs)
1) What is the name of this grant opportunity?
The opportunity is titled "Pakistan English Language Professional Development for Teachers, Students, and Young Professionals."
2) Which U.S. government office is running this competition?
It is a U.S. Department of State grant competition run through the Regional English Language Office (RELO) at the U.S. Embassy in Islamabad, under the Public Diplomacy Section.
3) What is the main purpose of the funded project?
The central focus is workforce and human-capacity development. The project is expected to raise English proficiency while also strengthening employability, leadership, and critical thinking, with an emphasis on expanding access for youth and communities often left out of mainstream opportunities.
4) What type of award is this?
This funding is offered as a cooperative agreement.
5) What does a "cooperative agreement" mean in this context?
A cooperative agreement typically means the U.S. government expects to be more actively engaged than with a standard grant, including coordination, oversight, and collaboration during implementation.
6) How many awards are expected to be made?
Only one award is expected.
7) What is the maximum budget amount (award ceiling)?
The maximum budget is USD 500,000.
8) How long can the project run?
The implementation period can be up to three years.
9) Can an applicant propose only one part of the program?
No. Applicants are instructed to design a single proposal that delivers all required elements, rather than proposing only one slice of the program.
10) How many program components must proposals address?
Proposals must address all three program components.
11) What is Component 1 focused on?
Component 1 focuses on professional development for English language teachers working in non-mainstream institutions, generally meaning under-resourced or less-connected settings outside the most recognized urban and elite systems. The aim is to improve teaching quality by strengthening teachers English skills and their familiarity with current English Language Teaching (ELT) methods.
12) What is the intended outcome of improving teacher professional development in Component 1?
The intent is to improve classroom effectiveness and, ultimately, strengthen student learning through better instruction.
13) What is Component 2 focused on?
Component 2 targets novice Pakistani English teachers (early-career educators) who need structured mentoring, practical training, and exposure to effective pedagogy.
14) What does the program aim to build through Component 2?
It is designed to build a stronger pipeline of capable teachers who can deliver modern, student-centered instruction and help learners develop real-world communication skills connected to study and work environments.
15) What is Component 3 focused on?
Component 3 centers on professional development for transgender youth and for Afghan teachers, students, and young professionals living in Pakistan.
16) Why does Component 3 prioritize transgender youth and Afghan participants in Pakistan?
This component is explicitly tied to inclusion goals, prioritizing groups that may face social, economic, or institutional barriers. It is framed as expanding language learning and professional advancement opportunities for marginalized populations, while also strengthening leadership skills and community participation.
17) Besides English instruction, what other skills does the program emphasize?
In addition to raising English proficiency, the program emphasizes employability, leadership, and critical thinking.
18) How is this opportunity connected to U.S. public diplomacy in Pakistan?
The embassy describes English language programming as a major tool for long-term engagement, relationship-building, and expanding educational and professional connections.
19) What public diplomacy goals are funded projects expected to advance?
Funded projects are expected to advance three goals: (1) strengthening people-to-people ties between Pakistanis and Americans through shared experiences and expertise; (2) strengthening civil society and local organizations by building capacity and durable institutional linkages between U.S. and Pakistani partners; and (3) promoting community cohesion by supporting inclusive perspectives that encourage social tolerance and counter extremist narratives.
20) What kind of project concept seems most aligned with the NOFO?
The NOFO indicates a preference for a comprehensive, multi-year professional development initiative that combines improved English proficiency with updated ELT pedagogy and leadership development, delivered to selected cohorts across all three required target groups.
21) Are U.S. organizations or Pakistani organizations preferred as implementers?
The NOFO signals openness to either U.S. or Pakistani implementing partners.
22) What implementation strengths does the NOFO appear to value?
It emphasizes credible reach into underserved communities, the ability to deliver quality training at scale over time, and the organizational capacity to manage a three-year cooperative agreement within the USD 500,000 ceiling.
23) What is the funding opportunity number?
The funding opportunity number is SCAISB 23 AW 013 03032023.
24) What is the CFDA number listed for this opportunity?
The CFDA number is 19.501.
25) When was the opportunity originally posted?
The original posting date is March 3, 2023.
26) What was the original closing date?
The original closing date is May 3, 2023.
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