English Access Scholarship Program | STI40024CA0001

Frequently Asked Questions (FAQs)

What is the English Access Scholarship Program (Access) in Tajikistan?

The English Access Scholarship Program (Access) is a U.S. Embassy Dushanbe, Tajikistan Public Diplomacy funding opportunity to select an implementing organization to run a two-year English language scholarship program for underserved Tajik youth. It is part of the global U.S. Department of State Access program launched in 2004.

What is the main purpose of this grant opportunity?

The purpose is to select an organization that can design and deliver a full two-year program that builds students English skills while also strengthening life skills and the Access program pillars, with a specific emphasis in this competition on media literacy and civic engagement.

What type of award will be issued (grant or cooperative agreement)?

The award will be structured as a cooperative agreement. This means the U.S. Embassy will have an active, ongoing role in major decisions and oversight during planning and implementation.

How involved will the U.S. Embassy be during the project?

The Embassy will play an active role, including approving plans and expenses, supporting recruitment and selection of teachers and students, advising on curriculum, visiting sites, and participating in major program events.

Who is eligible to apply as the implementing organization?

The implementer must be a legally recognized non-governmental organization (or other eligible entity such as a public organization or private higher education institution) that can meet both U.S. and Tajikistan legal and technical requirements.

What organizational capacity is expected of applicants?

Applicants are expected to manage compliance-heavy grant administration, including financial documentation and auditing standards, and to maintain strong financial controls aligned with U.S. government regulations.

Who are the intended student participants?

The program targets bright, economically disadvantaged youth, typically 9th graders aged 14 to 15. In Tajikistan, the focus is on youth from low-income communities, especially areas heavily affected by labor migration and considered vulnerable to extremist influence, and students with beginning-level English who show promise and motivation.

What geographic areas are prioritized for recruiting students?

The opportunity highlights rural communities in Khatlon (including villages around Kulob, Danghara, Qubodiyon, and Shahrituz) and districts under Dushanbe Republican Subordination (including Tursunzoda, Rudaki, Obigarm, and other remote areas).

How long is the Access program and how many hours does it include?

The program is designed as a two-year, 360-hour experience combining after-school classroom instruction and structured off-site activities that reinforce classroom learning.

What are the weekly instructional requirements?

The in-class component must run at least 6 hours per week, with no more than 2 instructional hours per day. Students are expected to commit for the full two years.

What is meant by a "full program model" in the proposal?

Applicants are expected to propose more than just English classes. The proposal should include a clear pedagogical approach, student recruitment and selection processes (coordinated with the Embassy), a plan for grouping students by proficiency level, strategies for retention and consistent attendance over two years, and a parent/community engagement approach.

What curriculum themes must be included?

The required curriculum is built around the Access program pillars: global citizenship themes, U.S. culture and values, 21st-century skills, and English language instruction.

What special curriculum emphasis is required for this Tajikistan opportunity?

The Embassy specifies that the curriculum must emphasize media literacy and civic engagement.

What does the media literacy emphasis involve?

Students should improve reading, writing, listening, and speaking through content that helps them analyze and evaluate information, recognize disinformation, identify credible sources, and understand rights and responsibilities connected to communication and ethical participation in public life.

What does the civic engagement emphasis involve?

Civic engagement is expected to be experiential, using volunteerism, community service, leadership practice, and community problem-solving activities so students connect English learning to real-life contexts and active citizenship.

Are off-site activities required, and what are they for?

Yes. The program blends after-school classroom instruction with structured off-site activities that directly reinforce what students learn in class.

What kinds of student interests does the program aim to support?

The opportunity notes themes such as volunteerism, sustainability and environment, technology, and womens empowerment, with the broader goal of helping youth build skills linked to future careers and Tajikistans economic development.

How should students be selected and who approves selection?

The implementer must propose a detailed recruitment and selection process for students and coordinate with the Embassy on selection. The Embassy will be actively involved in key aspects of recruitment and selection.

How should the program handle different English proficiency levels?

Proposals should include a plan for organizing students by different English proficiency levels to support appropriate instruction and progression.

What strategies should be included to keep students attending for two years?

Proposals are expected to include strategies to motivate and retain students for consistent attendance over the full two-year commitment.

How should parents and the community be involved?

Applicants should include a parent and community engagement approach so families understand the programs purpose and support student participation.

What are the expectations for monitoring and evaluation (M&E)?

Proposals must include a monitoring and evaluation plan with specific outputs and outcomes aligned to the opportunity objectives, using the required Performance Monitoring Plan framework referenced in the attachments.

What are the expectations for teacher quality and teacher development?

Teacher quality and professional development are central. The implementer should train teachers before instruction begins on all four program pillars and continue professional development throughout the two-year period.

Is there a recommended textbook series?

Yes. The Embassy recommends using American Headway textbooks across four levels: Starter, Elementary, Pre-Intermediate, and Intermediate. Implementers are expected to plan for purchasing books and supplies.

Are teachers expected to participate in ongoing professional development during the program?

Yes. Providers are strongly encouraged to budget for teachers to participate in at least two hours per month of professional development through the free Access Teacher Community of Practice (CoP), which provides model lessons and webinars (including American culture topics).

What training resources are referenced for teacher preparation?

The opportunity references resources such as OPEN courses and trainings supported by the Regional English Language Office, as sources to help train teachers on the four program pillars before instruction begins.

What are the implementers core responsibilities once awarded?

The selected provider will be responsible for delivering instruction and off-site activities, supporting teacher development, monitoring implementation quality, and keeping the Embassy informed of progress, challenges, and notable achievements.

What are the expectations related to Embassy participation in events and site visits?

The provider must invite Embassy staff to key events and site visits, and the Embassy may visit program sites as part of its ongoing oversight role.

Are student success stories required?

Yes. The provider is expected to submit student success stories in a timely manner for Embassy use, including on social media.

What financial and documentation standards apply?

Strong financial controls are essential. The provider must document participant costs (such as transportation and snacks), materials, staffing, administration, and other direct program expenses in line with U.S. government regulations, and be able to meet auditing standards.

How much funding is available under this opportunity?

The award amount range is $24,000 to $50,000, with a $50,000 ceiling and a $24,000 floor.

What is the expected cost per student?

Funding is expected to average about $1,000 per student for the two-year program.

How many students are typically served?

Projects typically serve up to 50 students, though proposals that reach more students at lower cost are encouraged.

How many sites should a project include?

The notice indicates one award per grantee for two or more sites.

Does the opportunity expect multiple awards overall?

Yes. While the notice indicates one award per grantee for two or more sites, the broader opportunity record also notes multiple expected awards overall.

When is the anticipated project start date?

The anticipated start date is November 30, 2024.

How long is the performance period?

The performance period is two years (or less), consistent with the two-year program model described.

What must applicants submit as part of the application?

Applicants must submit both a technical proposal and a detailed cost proposal, and should be prepared for substantial Embassy involvement in approvals and compliance throughout the project.

What do students receive upon successful completion?

Successful participants receive a U.S. Embassy certificate of completion.

How does Access connect to other exchange or scholarship opportunities?

The program is positioned as a pipeline to help motivated students compete later for exchanges and scholarships such as FLEX, TechGirls, UGRAD, and Fulbright-related opportunities.