education project funding

Find all funding opportunities for education and training

How funding is given and where to find opportunities.

Funding programmes

The European Commission provides funding to projects and organisations in the form of a call for proposals. Funding is provided for a broad range of projects and programmes covering a wide range of areas including education.

Funding is carried out through decentralised and centralised actions

• decentralised actions are managed at national level by national agencies located in EU countries
• centralised actions are managed at a European level by the European Commission

National agencies are separate from the EU institutions. They are legal entities set up to perform specific technical and scientific tasks that help the European Commission carry out policies.

Find a national agency

Funding opportunities in education

Funding opportunities exist in education and training in the form of the Erasmus+ programme, which is a funding scheme to support activities in education, training, youth and sport. The European Commission is responsible for Erasmus+ policies and oversees the overall programme implementation.

Find funding opportunities in education

More about Erasmus+

Centralised actions are managed at European level by the European Education and Culture Executive Agency (EACEA).

A list of centralised actions can be found on the European Commission's Funding Tender Opportunities Portal (F&TP)

Decentralised actions can be found by checking national agency websites.

Employment, skills and training

Calls for proposals relating to skills and training are also offered through the Directorate-General for Employment, Social Affairs and Inclusion.

Search for funding opportunities in employment, social affairs and inclusion.

The Marie Skłodowska Curie actions (MSCA) provide grants for researchers at all stages of their careers - be they doctoral candidates or highly experienced researchers.

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45 Best Education Grants for Teachers and Schools

Looking for school funding? Bookmark this list.

It’s no secret that teachers spend money out of their own pockets to make sure students have the tools and resources they need to learn. In fact, a 2021 teacher-spending survey by nonprofit adoptaclassroom.org found that 30% of teachers spend $1,000 or more of their own money on their classrooms during the school year. And they shouldn’t have to do it. Fortunately, there are many companies and organizations that offer education grants, and teachers can definitely use them!

It’s often time-consuming, however, to find the grants that are worth your time to fill out an application. Here is our big list of school grants and classroom education grants for teachers, separated by category so you can easily find the ones that best work for you and your school. While we’ve included an overview of the application guidelines, it’s important to read them directly on the programs’ websites for the most complete and accurate information.

(We are always looking for more resources! Want to submit your education grant to us for review? Send details, including the grant amount and deadline, to [email protected]!)

Jump to a section below:

• General Education Grants

Professional Development Grants for Teachers

• STEAM Education Grants
• Literacy Education Grants
• Arts Education Grants
• School Grounds Education Grants

Tips for Applying for Education Grants

Applying for classroom grants might seem like navigating a maze, but with a few smart strategies, you can find your way to success. Here are some quick tips to help you get started.

• Look for grants that feel like a perfect match for your classroom, project, or organization.
• Carefully read the grant guidelines so you understand exactly what the funder is looking for.
• Create a proposal that feels like it was made just for them, from the way it’s structured right down to the nitty-gritty details.
• Open with an executive summary that packs a punch—it should quickly tell the story of your project, why it’s amazing, and how it lines up with the funder’s dreams and desires.
• Keep your plan straightforward: what you aim to do, how you plan to do it, and why you’re the one to make it happen.
• Map out a budget that makes sense and shows you’ve thought everything through.

Before you hit send, double-check your work for any typos and make sure you’ve ticked all the boxes. A well-crafted proposal doesn’t just showcase your project’s potential—it shows you’re serious, thoughtful, and ready to make things happen.

General Education Grants for Teachers and Schools

Donorschoose.

• What It Is: Create a fundraiser that allows others to donate toward goals like new school resources or classroom projects. Get crayons, books, cleaning supplies, technology, and more to help students get back to learning.
• Award: Varies
• Deadline: Ongoing
• Application Requirements: For teachers or full-time educators who work directly with students.

Voya Unsung Heroes

• What It Is: Recognizes innovative and progressive thinking in education by providing grants for educators to fund classroom projects.
• Award: $25,000 (first place), $10,000 (second place), and $5,000 (third place). Each of the 50 finalists will receive an award of $2,000.
• Deadline: April 19, 2024
• Application Requirements: Full-time educators, teachers, principals, paraprofessionals, or classified staff with effective and innovative projects that improve student learning. Must be employed by an accredited K-12 public or private school located in the United States.

Mitsubishi Electric America Foundation

• What It Is: Dedicated to helping young Americans with disabilities maximize their potential and fully participate in society. A major program emphasis is inclusion: enabling young people with disabilities to have full access to educational, vocational, and recreational opportunities, and to participate alongside their non-disabled peers.
• Award: $10K to $100K/year, for one to two years
• Deadline: MEAF accepts online proposals from July 15 to November 1 to be considered for the following year’s funding.
• Application Requirements: MEAF defines youth from birth through college age (about 26).

ConocoPhillips

• What It Is: ConocoPhillips offers Charitable Investment Grants in the areas of education, the arts, health and safety, natural resources, civic and social services, and disaster relief.
• Deadline: July 31
• Application Requirements: To qualify for a ConocoPhillips charitable contribution in the United States, organizations must be either IRS-recognized 501(c)(3) public charities, government subdivisions, or accredited schools/systems.

Ezra Jack Keats Foundation

• What It Is: Mini-Grant programs give teachers and librarians a unified, flexible way to meet Common Core goals, and offer students a fun experience, a sense of achievement, and a source of pride.
• Deadline: September 30
• Application Requirements: Public schools, public libraries, preschools, Head Start programs located in the United States and U.S. commonwealths and territories, including Puerto Rico and Guam. Only one application per library or school may apply.

Association of American Educators Foundation

• What It Is: Classroom grants can be used for a variety of projects and materials, including but not limited to books, software, calculators, math manipulatives, art supplies, audiovisual equipment, and lab materials.
• Award: Up to $500
• Deadline: October 1, March 1
• Application Requirements: For full-time educators who have not received a grant or scholarship from AAE in the past two years. AAE members receive additional weight in the scoring rubric.

Casey’s Cash for Classrooms Grant Program

• What It Is: In 2021, Casey’s awarded $1 million to benefit K-12 public and nonprofit private schools through 99 grants. Categories include physical improvements, material needs, teacher support, and community engagement. (Note: Open to K-12 public and private schools within Casey’s 16-state footprint: IA, IL, IN, AR, NE, MO, KS, KY, MI, MN, ND, OH, OK, SD, TN, WI.)
• Award: $3,000 to $50,000
• Deadline: November 30
• Application Requirements: An organization may only submit one application during the current cycle. A K-12 public or nonprofit private school in Casey’s 16-state footprint can receive more than one donation if submitted by different organizations. These organizations must have tax-exempt status under Section 501(c)(3) of the Internal Revenue Code, listed on the IRS Master File, and conduct activities within the United States.
• What It Is: Providing after-school enrichment, tutoring, or vocational training for low-income individuals and families in the United States.
• Award: $250 to $5,000
• Deadline: Quarterly—April 15, July 15, October 15, and December 31
• Application Requirements: Organizations must have a Spark Good account and be verified by Deed, Walmart’s third-party verification service provider. All grants are disbursed through electronic payment, so organizations must provide electronic payment information to complete the approval process. They must also meet specific tax criteria outlined on the program’s website .

U.S. General Services Administration Computers for Learning Program

• What It Is: K-12 educators can apply for this computer grant, which aims to provide students in disadvantaged communities with equipment for their schools.
• Deadline: Registration is ongoing
• Application Requirements: Must be a school or educational nonprofit organization with a National Center for Education Statistics (NCES) number, serve some portion of pre-K through 12, and be located in the United States (including U.S. Virgin Islands, American Samoa, Guam, Commonwealth of Puerto Rico, Commonwealth of Northern Mariana Islands).

Pets in the Classroom Grants

• What It Is: This small grant provides financial support toward the purchase of a classroom pet.
• Award: Varies depending on the pet store you choose.
• Deadline: Applications open for each school year in August.
• Application Requirements: Teachers in public or private schools from pre-K through 9th grade level qualify. School librarians are also eligible to apply. High school grades 10 through 12, homeschools, home daycare centers, and home-based preschools do not qualify.

Jordan Fundamentals Grant

• What It Is: This education grant provides funding for schools with the goal of improving academic outcomes, school communities, teacher-student relations, and teacher development.
• Award: The average award is $10,000 but can vary.
• Deadline: April 15
• Application Requirements: For public school teachers or paraprofessionals working with students in grades 1 through 12 in the United States (all 50 states and the District of Columbia). At least 50% of the school’s student population must be eligible for the free or reduced school lunch program at the time of application.

Albert Einstein Distinguished Educator Fellowship Program

• What It Is: This grant offers a unique professional development opportunity for K-12 teachers who have taught STEM subjects for at least five years. These educators participate in 10- or 11-month positions in federal agencies or U.S. congressional offices across the country before returning to the classroom.
• Award: $6,000 monthly stipend, $1,000 monthly living expenses
• Deadline: See website for key dates .
• Application Requirements: Candidates must be U.S. citizens with at least five years of full-time teaching experience in a STEM field, excluding student teaching. Applicants should have taught full-time in a public or private K-12 school for five of the past seven years, with current employment in such settings or as a district official. A letter of recommendation from a school district official among three required letters and the ability to secure a leave of absence for an 11-month program participation are also necessary.

Fund for Teachers

• What It Is: These self-designed awards allow educators to create their own unique professional development grants for teachers based on what they know they need to grow.
• Award: $5,000 to $10,000
• Deadline: January 18, 2024
• Application Requirements: For those who teach full-time in a public, private, charter, or religious school with at least 50% of instruction in a classroom or classroom-like setting (including a library, gym, or pull-out scenario), who will return to the classroom the following year, and have completed three years of teaching by the conclusion of the 2023-24 school year.

NEA Foundation Learning & Leadership Grants

• What It Is: These grants are for teachers and school administrators who are current NEA members. They support educators from districts with limited budgets with the funding to access professional development opportunities.
• Award: Between $1,500 and $5,000
• Deadlines: May 1, 2024
• Application Requirements: For teachers, education support professionals, or specialized instructional support personnel who are current NEA members. Current NEA Foundation grantees are ineligible for this funding opportunity.

McCarthey Dressman Teacher Development Grants

• What It Is: A grant for teachers that can provide individual or small teams of K-12 teachers the opportunity to engage in insightful professional growth and training to bring fresh and innovative teaching strategies and methods to the classroom.
• Award: Up to $10,000 per year for a maximum of $20,000 over two years.
• Application Requirements: For licensed K-12 teachers employed in public or private schools who have the background and experience to complete the project successfully and are willing to work in collaboration with the foundation.

STEAM Education Grants for Educators and Schools

Dell technologies.

• What It Is: The Dell Technologies Grants Support Program helps get your technology projects funded. As a free service, the Grants Program provides customized reports and consultations regarding ongoing annual technology grants that align with your project.
• Application Requirements: Grants are for public agencies.

National Girls Collaborative Project

• What It Is: Mini-grants are awarded to girl-serving programs that focus on science, technology, engineering, and mathematics (STEM) to support collaboration, address gaps and overlaps in service, and share exemplary practices.
• Award: $1,000
• Application Requirements: At least two programs from distinct organizations listed on the NGCP Program Map must collaborate, with one chosen as the lead, located in a state or region currently offering mini-grants. Preference is given to innovative projects involving first-time collaborations. Projects must extend beyond a single day unless they are part of a larger event.
• What It Is: The foundation awards grants and supports programs that have a particular focus on STEM education and around empowering women in the United States and India.
• Award: $5,000 to $50,000
• Application Requirements: Organizations seeking funding must be tax-exempt under Section 501(c)(3) and classified as public charities under Section 509(a) of the Internal Revenue Code, excluding private foundations and for-profit entities. Churches and religious organizations can qualify for non-sectarian community-benefiting activities. Though some unrestricted funding is available, the foundation predominantly supports specific projects.
• What It Is: For education grants, Verizon Foundation funding is intended to support, among other things, projects that promote science, technology, engineering, and math (“STEM”), including, for example, summer or after-school programs, teacher training, and research on improving learning in STEM areas through use of technology. New applications are by invitation only.
• Application Requirements: Organizations must not replicate public agencies’ efforts, maintain auditable records, adhere to legal standards for registration and reporting, and uphold high business ethics. Additionally, organizations receiving mixed income and those operating in support of these entities are eligible, with specific conditions for K-12 schools, which must be not-for-profit and registered with the NCES. For more, read the full requirements .

Toshiba America Foundation Grants

• What It Is: Supports inquiry-based projects designed by individual teachers and small teams of teachers for use in their own classrooms to improve teaching and learning in science and mathematics.
• Award: Up to $1,000 for K-5, up to $5,000 or over $5,000 for grades 6-12.
• Deadline: October 1 for K-5. March 1, June 1, September 1, and December 1 for under $5k for grades 6-12. May 1 and November 1 for over $5k for grades 6-12.
• Application Requirements: For elementary, middle, or high school teachers with a creative proposal for enhancing STEM (science, technology, engineering, and math) education through project-based learning with quantifiable results, consider identifying specific tools, resources, or technologies that could make learning math and science engaging and enjoyable for your students.
• What It Is: AEP has a special interest in science, mathematics, technology, the study of energy and a sustainable environment, and energy efficiency.
• Award: $100 to $500
• Deadline: Midnight on the third Friday in December
• Application Requirements: For pre-K-12 teachers who live or teach in the AEP service area, or communities with major AEP facilities.

American Chemical Society

• What It Is: The ACS-Hach High School Chemistry Classroom Grants support ideas that enhance classroom learning, foster student development, and reveal the wonders of chemistry.
• Award: Up to $1,800
• Deadline: June 1, 2024
• Application Requirements: For high school chemistry educators teaching in a U.S. or U.S. territory school.

Gravely and Paige Grants for STEM Teachers

• What It Is: The Gravely and Paige Grants provide grants for elementary schools and middle schools in the United States to promote STEM innovation in the classroom, with an emphasis on academic programs.
• Award: Up to $1,000
• Application Requirements: Teachers specializing in STEM subjects at U.S. elementary or middle schools, particularly those serving economically disadvantaged students, are prioritized for these awards. Selection criteria include the teacher’s expertise, the potential for effective use of the grant, and financial need. Applicants must submit a detailed proposal outlining their project, a budget detailing fund utilization, and a letter of recommendation from their school’s principal.
• What It Is: A clear connection to science, technology, engineering, or mathematics (STEM) with an emphasis on aerospace must be included in the grant proposal.
• Deadline: August 31
• Application Requirements: Grant proposals must explicitly link to STEM fields with a special focus on aerospace. Eligible applicants are K-12 classroom teachers, with funds disbursed directly to their schools. Teachers must be active AIAA Educator Associate members before the grant is awarded. Note that each school may receive a maximum of two grants annually. Moreover, allocated funds must be exclusively used for the expenses detailed in the original application.

NCTM’s Mathematics Education Trust

• What It Is: Funding ranges from $490 to $10,000 and is available to help math teachers, prospective teachers, and other math educators improve the teaching and learning of mathematics.
• Award: Up to $24,000
• Deadline: May 1 and November 1
• Application Requirements: The guidelines for each grant are unique. Please see the list of awards to find the specific requirements.

National Science Foundation Discovery Research Grant

• What It Is: NSF offers this ed-tech grant to provide funding for STEM programs for pre-K–12 educators with financial need.
• Award: Varies
• Deadline: Submit a full grant proposal by the first Wednesday in October each year.
• Application Requirements: Choose the award on the list to review the specific guidelines.

ASM’s Kishor M. Kulkarni Distinguished High School Teacher Award

• What It Is: A grant to recognize the accomplishments of a high school science teacher who has demonstrated a significant and sustained impact on pre-college-age students.
• Award: $2,500
• Deadline: June 30
• Application Requirements: Eligible candidates for this opportunity must be either full- or part-time high school teachers actively employed in the USA or Canada. Ideal candidates are those who have previously received ASM Foundation K-12 Teacher Grants or have graduated from the ASM Materials Camp Teachers Camp program. Additionally, any ASM member can submit a qualified application or nomination for consideration.

Edward C. Roy Jr. Award for Excellence in K-8 Earth Science Teaching

• What It Is: The award is designed to recognize one teacher of grades K-8 each year for their leadership and innovation in earth science education.
• Award: $2,500 and $1,500 grants to attend NSTA Conference
• Deadline: TBA for 2025
• Application Requirements: Must be full-time K-8 earth science teachers in the United States or United Kingdom, demonstrating a comprehensive approach to instruction. Required application materials include an essay, a detailed CV or resume, a recommendation letter from the principal, two additional recommendations from educational peers, and a standout earth science lesson plan.

Innovative Technology Education Fund

• What It Is: Supports the integration of innovative technology in education to improve engagement and learning outcomes.
• Deadline: January 31
• Application Requirements: Grants are typically awarded for a one-year period. Applicants must have the endorsement and backing of their superintendent or head of school, as well as their Information Technology department. Recipients are required to showcase adherence to grant conditions via quarterly reports, mid-project visits, and a final report. Eligible applicants are those whose charter has been in effect for at least three years. Proposals can target individual or multiple grade levels, whole schools, or involve partnerships with a 501(c)(3) nonprofit organization that supports students and/or teachers from accredited or charter schools.

Literacy Education Grants for Teachers and Schools

Believe in reading.

• What It Is: Believe in Reading awards grants to existing and provably successful literacy programs.
• Award: Up to $10,000
• Application Requirements: Believe in Reading grants are for established literacy programs with a proven track record of success for at least two years. Eligible recipients must possess tax-exempt status under IRS Code Section 501(c)(3) or an equivalent for educational entities, including public libraries; applications from organizations with pending tax-exempt status are not accepted. The grants support a wide range of reading and literacy initiatives for all ages, encompassing adult literacy, English as a second language (ESL) projects, and Braille programs for the blind or visually impaired.
• What It Is: Provides books for school/educational libraries for disadvantaged students.
• Award: Up to $20,000
• Deadline: Applications are due in February. Please check the application for the precise deadline.
• Application Requirements: School libraries within alternative education settings, such as youth detention centers, in the United States and its territories that cater to disadvantaged youth are eligible to apply for grants. Individuals working across multiple schools may submit separate applications for each or a single district-wide application if they oversee multiple libraries. Libraries serving pre-K–12 students are eligible, and previous applicants, including past grant recipients, are welcome to reapply annually.

International Literacy Association

• What It Is: The Diane Lapp & James Flood Professional Collaborator Award recognizes an ongoing professional collaboration between two or more people who regularly contribute to the professional knowledge base of literacy educators.
• Deadline: March 15
• Application Requirements: Collaborative teams of two or three professionals, known for functioning as a unit in their field, can be nominated or self-nominated for recognition. These teams should have a history of working together on various projects that have significantly contributed to the advancement of literacy education over a minimum of five years. Eligible contributions may include a body of research and practice evidenced through publications or impactful field-based projects that explore new literacies, foster literacy collaborations, or enhance literacy engagement. To qualify, all team members must be members in good standing with the ILA and maintain their active membership throughout the nomination process.

Dollar General Literacy Foundation

• What It Is: Schools, public libraries, and nonprofit organizations that help students who are below grade level or having trouble reading are eligible to apply.
• Deadline: March 7 (Youth Literacy Grant), May 19 (Summer Reading Grant)
• Application Requirements: Schools, public libraries, and nonprofit organizations that help students who are below grade level or having trouble reading are eligible to apply.

The Lois Lenski Covey Foundation

• What It Is: The Lois Lenski Covey Foundation awards grants to organizations that operate a lending bookmobile that travels into neighborhoods populated by underserved youth. For preschool through 8th grade.
• Award: $500 to $3,000
• Deadline: September 1
• Application Requirements: The LLCF Bookmobile Grant Program offers funding for acquiring books for children from preschool through grade 8, encompassing Early Reader to Young Adult and Hi-Lo books. Eligibility is restricted to organizations operating within the United States, its territories, or commonwealths. Recipients of the grant are required to submit a brief questionnaire post-award and provide evidence of how the grant funds were utilized.

American Association of School Librarians Innovative Reading Grant

• What It Is: Members of the American Association of School Librarians can apply for this curriculum grant that supports planning and implementing programs to encourage students, particularly struggling learners, to read.
• Deadline: February 1
• Application Requirements: Applicant must be a personal member of AASL.

The Laura Bush Foundation Grant

• What It Is: This grant is intended for high-needs schools with a significant percentage of students who qualify for the free or reduced lunch program.
• Application Requirements: To qualify, a certified librarian or paid professional must oversee the school library’s collection and maintenance. Eligible public schools must meet Title 1 criteria, including neighborhood, charter, and magnet schools. Private and parochial schools can apply if at least 50% of their students are eligible for financial aid. Applicants must have a designated library space accessible for all students to borrow books. The application requires a digital signature from the principal and complete financial documentation, including the school/district’s W-9 and a voided check or bank letter. Grant funds are strictly for purchasing books, e-books, and magazines for the school library, excluding expenditures on shelving, furniture, equipment, staffing, software, videos, classroom book sets, or similar items.

Arts Education Grants for Teachers and Schools

Max and victoria dreyfus foundation.

• What It Is: The Max and Victoria Dreyfus Foundation awards grants to organizations for whom a small amount of money can make a big difference. The foundation will consider requests to support schools, museums, and cultural and performing arts programs.
• Award: $1,000 to $20,000
• Application Requirements: The application demands comprehensive details including organizational and contact information, confirmation of nonprofit status, a history of past awards or requests, and a synopsis of the organization’s mission and programs. It also requires a plan for the potential use of funds, a formal letter of request, the most recent IRS Form 990 (if applicable), a detailed program budget (for program support applicants), and a copy of the IRS letter confirming Section 501(c)(3) status, excluding private foundations. If the application progresses, additional financial data, such as the last four IRS Form 990s, will be necessary for further evaluation.

Classics for Kids Foundation

• What It Is: Money granted toward the following instruments: violins, violas, cellos, double basses.
• Deadline: June 30, September 30, December 31, and March 31
• Application Requirements: Schools and nonprofit organizations dedicated to incorporating fine instruments into their programs and can demonstrate a genuine need alongside a commitment to raising matching funds are ideal candidates for the Classics for Kids matching grant program.

The Mockingbird Foundation

• What It Is: The Mockingbird Foundation offers competitive grants to schools and nonprofit organizations that effect improvements in music education for children.
• Award: $100 to $10,000
• Deadline: January 15
• Application Requirements: Grants are awarded to 501(c)(3) nonprofits, entities with a 501(c)(3) sponsor, or U.S. government entities like public schools, with required proof of status for full proposals. Exclusions include individuals, research, fundraising events, religious or political programs, and non-U.S. organizations. Applicants must ensure non-discriminatory practices in employment and service delivery.

P. Buckley Moss Foundation for Children’s Education Grants

• What It Is: For projects within schools serving all children that integrate the arts into educational programs. The purpose for this grant is to aid and support teachers who wish to establish or maintain an effective learning tool using the visual arts within the school day.
• Award: Up to $1,000
• Application Requirements: Candidates must focus on creating and applying a hands-on visual art educational resource.

Mr. Holland’s Opus Foundation

• What It Is: Provides vital support services to school districts and new musical instruments to underfunded music programs nationwide. Gives under-represented youth access to the many benefits of music education, leading them to success in school, and inspiring creativity and expression through playing music.
• Application Requirements: By invitation only

Education Grants for School Grounds

Good sports.

• What It Is: Get sports equipment for your school.
• Award: Equipment from their catalog
• Application Requirements: Eligibility for this program requires U.S.-based organizations serving youths ages 3 to 18, particularly in high-poverty areas, with a participation fee of $299 or less. The organization should ensure regular access to physical activity, which does not need to be a structured sports program. For schools, there must be no tuition charges, and over half of the students should qualify for free or reduced lunch.

Whole Kids Foundation

• What It Is: Through their Garden Grant Program, schools and nonprofit organizations turn outdoor spaces into powerful hands-on learning gardens that connect kids with food, spark their curiosity, and support classroom curriculum.
• Award: $3,000
• Deadline: March 1
• Application Requirements: K–12 schools or nonprofit organizations in the United States and Canada.

KidsGardening Youth Garden Grants

• What It Is: Supports school and youth educational garden projects that enhance the quality of life for students and their communities.
• Award: Varies, includes cash and gardening supplies
• Deadline: 2024 date TBA
• Application Requirements: Schools, nonprofits, and youth programs across the United States can apply. Grant awardees are required to complete a year-end report including 5 to 10 digital images of the garden, parental release forms to accompany images of children, and a narrative about the impact of the garden program.

The Herb Society of America’s Classroom Herb Garden Grants

• What It Is: Supports the development of herb gardens in schools as a way to stimulate students’ interest in herb planting and gardening.
• Award: $300
• Deadline: To apply for a 2025 grant, visit the website in the summer of 2024 for more information.
• Application Requirements: K-12 educators who are interested in creating or maintaining an herb garden with their students. The project should have a clear educational outcome related to the study of herbs.

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How to apply for grants

GPE offers different types of grants to support education system transformation in partner countries. View the pathway to grant funding and access relevant documents to help prepare grant applications.

Country-led system transformation

Click on an area to learn more.

GPE supports countries in planning and prioritizing reforms that have the potential to achieve transformation across an education system. After assessing their education system and identifying a priority reform, partner countries can access GPE grants to make focused, evidence-based investments in programs that unlock system bottlenecks.

Grant financing is available for capacity building and program development that might be needed to identify a key education reform and align partner support .

Partner countries can leverage additional external financing through the GPE Multiplier . The system transformation grant delivers funding at scale in support of a country’s reform efforts and both it and the Multiplier can combine with the Girls’ Education Accelerator to spur progress in gender equality.

Beyond support to governments, GPE also allocates grants to promote civil society’s voice and to generate new knowledge on key issues and solutions for the education sector.

• GPE implementation grant policy
• Information on education sector program implementation grants
• GPE finance: Frequently asked questions

The GPE operating model is based on three stages that support countries in moving from analysis and diagnosis of education challenges to reform prioritization and resource alignment, and finally to implementation, learning and adapting

Assess & diagnose

Analysis of a country's performance, opportunities and obstacles under four enabling factors critical to support system transformation: 1) data and evidence, 2) sector coordination, 3) gender-responsive planning and 4) volume, equity and efficiency of domestic public spending on education.

Prioritize & align

The ministry of education, with its partners, prepares a partnership compact to align partners and resources behind a prioritized reform area.

Act, learn & adapt

The country and its partners implement the agreed programs and reforms, tracking agreed results and adjusting as needed.

Partnership compact

The partnership compact details the country's focus on sector bottlenecks and solutions, defines GPE's engagement and ensures that partner financing is complementary and harmonized. Partner countries perform an analysis of education system conditions based on four enabling factors that are assessed by an independent panel of experts.

Country programs

GPE grants support education programs that go beyond piecemeal initiatives, generating systemwide change to put all children on the path to realizing their full potential.

GPE can provide grant financing to partner countries that seek financing to make focused, evidence-based investments in education programs.

System capacity grant

The system capacity grant builds national capabilities to develop, implement and monitor education sector plans and policies.

Program development grant

The program development grant supports the design of an education program that will help a country implement a priority reform.

GPE Multiplier grant

The GPE Multiplier crowds in investment for education by securing new and additional funding at a ratio of US$1 from the Multiplier for every US$3 from development partners and dollar-for-dollar from businesses and foundations.

System transformation grant

Using the system transformation grant, partner countries make focused, evidence-based investments in programs that unblock system bottlenecks and drive systemwide change.

Girls’ Education Accelerator

The Girls’ Education Accelerator provides resources to support gender equality in countries and regions where girls’ education has been identified as a main challenge.

A quality education for every child

All girls and boys, especially those who are marginalized by poverty, displacement or disability, are able to access 12 years of learning.

On this page

Grant eligibility, enabling factors, grant agents and coordinating agencies, gpe multiplier, accelerated funding, advocacy and social accountability grants.

• GPE 2020 grants

See the full list of GPE partner countries and their grant ceilings under the GPE 2025 funding model.

View deadlines for grant applications

The country assesses four enabling factors critical to system transformation:

• data and evidence
• sector coordination
• gender-responsive planning
• volume, equity and efficiency of domestic public spending on education.

The Partnership Compact Guidelines include information about the enabling factors and how to complete the questionnaire and analysis.

• Enabling factors screening questionnaire and analysis
• Domestic financing matrix

Independent Technical Advisory Panel

The Independent Technical Advisory Panel (ITAP) assesses country status against the four enabling factors to inform the partnership compact and GPE financing of system reform.

• Terms of Reference for the Independent Technical Advisory Panel

The partnership compact aligns partners and resources behind a prioritized education reform area. GPE recommends using the compact as a framework for all types of GPE grants, as well as to facilitate alignment between all sources of funding that contribute to education system transformation.

• Partnership Compact Guidelines

Partner countries receive GPE funding through grant agents who are accountable for the use of the resources throughout the grant’s duration. Governments, in consultation with the local education group, are encouraged to select a grant agent who can best assist them in a particular area supported by each GPE grant.

The coordinating agency is designated by the country’s local education group to act as a liaison between it, the government, GPE and other development partners.

• Selection process for grant agents
• Terms of reference for grant agents
• GPE Secretariat checklist for grant agent selection
• Terms of reference for coordinating agencies

Countries can receive up to US$5 million through a system capacity grant to strengthen gender-responsive planning and policy development, mobilize coordinated action and improve government capacity to adapt and learn to drive results at scale. The grant can also be used to develop the country’s partnership compact.

Countries can refer to the system capacity grant guidelines in completing and submitting an application and budget template.

• System capacity grant guidelines
• Application
• Budget template
• Progress report template
• Completion report template

Countries can receive US$200,000 (or double that, in exceptional cases) for the design of an education program that will help the country implement its priority education reform.

• Program development grant guidelines

Countries can receive up to US$162.5 million to finance priority programs to remove reform obstacles and drive change across the education system. Countries need to have completed the enabling factors analysis, developed a partnership compact and selected a suitable grant agent. They can also apply for a GPE Multiplier grant and (if eligible) a Girls’ Education Accelerator grant to maximize their GPE support.

Countries can refer to the system transformation grant guidelines in completing and submitting an application and budget template.

• System transformation grant guidelines
• Quality standards for assessing system transformation and Multiplier grants
• Annual progress report template

Multiplier grants of up to US$50 million are available to countries that can mobilize investment in education from other partners, using a ratio of least $3 in new and additional external financing for every $1 from the GPE Multiplier . The Debt2Ed feature within the Multiplier also offers the opportunity to transform sovereign borrowing into new investments in education, helping to unlock the Multiplier in the same way as cofinancing.

A country first submits an expression of interest detailing the new and additional cofinancing from third parties, establishing the grant amount to be used in its Multiplier application. Countries are expected to have completed or be close to finalizing their partnership compact at the time they apply. Countries can refer to the GPE Multiplier guidelines in completing and submitting the expression of interest and application.

• Expression of interest
• Multiplier guidelines

Some countries applying for a system transformation grant or GPE Multiplier – either singly or in combination – are also eligible for grants under the Girls’ Education Accelerator . This $250-million window ensures countries can maximize every opportunity to help all girls attend school for a full 12 years.

• Please select between the Multiplier or system transformation grant guidelines

GPE can accelerate financing at times of crisis, such as disasters driven by natural hazards, armed conflict, forced displacement, and health emergencies, which threaten the education system.

Countries confronting a crisis can ask for advanced disbursement of up to 20% of a system transformation grant or Multiplier allocation (in countries only eligible for the Multiplier), or US$10 million (whichever is lowest of the three).

• Accelerated funding guidelines
• Operational framework for effective support in fragile and conflict-affected contexts

Through Education Out Loud , GPE supports civil society’s activities and influence in shaping education policy to better meet the needs of communities, especially of vulnerable and marginalized populations.

Implemented by Oxfam Denmark and financed by GPE, Education Out Loud is allocating up to US$133 million through three funding components.

Grants are available for national and international civil society organizations and networks in eligible countries worldwide to support their advocacy and social accountability work between 2019 and 2027.

Learn more about Education Out Loud

Knowledge and innovation (KIX) grants

With a budget of US$164.5 million, the Knowledge and Innovation Exchange (KIX) is the largest fund solely dedicated to meet global public good gaps in education.

KIX activities cover six thematic areas: early childhood care and education, learning assessment systems, gender equality, strengthening data systems, equity and inclusion, and teaching and learning. Knowledge and innovation grants.

Learn more about KIX

Grants under GPE 2020 funding model

Some grant information and documents under the previous funding model are available for a limited period.

Education sector program implementation grants

• Guidelines for education sector program implementation grant
• Variable part financing
• Standardized progress reporting
• Standardized completion reporting

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Funding at NSF

The U.S. National Science Foundation offers hundreds of funding opportunities — including grants, cooperative agreements and fellowships — that support research and education across science and engineering.

Learn how to apply for NSF funding by visiting the links below.

Finding the right funding opportunity

Learn about NSF's funding priorities and how to find a funding opportunity that's right for you.

Preparing your proposal

Learn about the pieces that make up a proposal and how to prepare a proposal for NSF.

Submitting your proposal

Learn how to submit a proposal to NSF using one of our online systems.

How we make funding decisions

Learn about NSF's merit review process, which ensures the proposals NSF receives are reviewed in a fair, competitive, transparent and in-depth manner.

NSF 101 answers common questions asked by those interested in applying for NSF funding. 

Research approaches we encourage

Learn about interdisciplinary research, convergence research and transdisciplinary research.

Newest funding opportunities

Regional resilience innovation incubator (r2i2), science and technology centers: integrative partnerships, postdoctoral research fellowships in biology (prfb), ukri/bbsrc- nsf/bio lead agency opportunity in biological informatics, systems understanding of host-microbe interactions, synthetic cells and cellular systems, and synthetic microbial communities.

The World Bank Group is the largest financier of education in the developing world, working in 94 countries and committed to helping them reach SDG4: access to inclusive and equitable quality education and lifelong learning opportunities for all by 2030.

Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It delivers large, consistent returns in terms of income, and is the most important factor to ensure equity and inclusion.

For individuals, education promotes employment, earnings, health, and poverty reduction. Globally, there is a  9% increase in hourly earnings for every extra year of schooling . For societies, it drives long-term economic growth, spurs innovation, strengthens institutions, and fosters social cohesion.  Education is further a powerful catalyst to climate action through widespread behavior change and skilling for green transitions.

Developing countries have made tremendous progress in getting children into the classroom and more children worldwide are now in school. But learning is not guaranteed, as the  2018 World Development Report  (WDR) stressed.

Making smart and effective investments in people’s education is critical for developing the human capital that will end extreme poverty. At the core of this strategy is the need to tackle the learning crisis, put an end to  Learning Poverty , and help youth acquire the advanced cognitive, socioemotional, technical and digital skills they need to succeed in today’s world. 

In low- and middle-income countries, the share of children living in  Learning Poverty  (that is, the proportion of 10-year-old children that are unable to read and understand a short age-appropriate text) increased from 57% before the pandemic to an estimated  70%  in 2022.

However, learning is in crisis. More than 70 million more people were pushed into poverty during the COVID pandemic, a billion children lost a year of school , and three years later the learning losses suffered have not been recouped .  If a child cannot read with comprehension by age 10, they are unlikely to become fluent readers. They will fail to thrive later in school and will be unable to power their careers and economies once they leave school.

The effects of the pandemic are expected to be long-lasting. Analysis has already revealed deep losses, with international reading scores declining from 2016 to 2021 by more than a year of schooling.  These losses may translate to a 0.68 percentage point in global GDP growth.  The staggering effects of school closures reach beyond learning. This generation of children could lose a combined total of  US$21 trillion in lifetime earnings  in present value or the equivalent of 17% of today’s global GDP – a sharp rise from the 2021 estimate of a US$17 trillion loss. 

Action is urgently needed now – business as usual will not suffice to heal the scars of the pandemic and will not accelerate progress enough to meet the ambitions of SDG 4. We are urging governments to implement ambitious and aggressive Learning Acceleration Programs to get children back to school, recover lost learning, and advance progress by building better, more equitable and resilient education systems.

Last Updated: Mar 25, 2024

The World Bank’s global education strategy is centered on ensuring learning happens – for everyone, everywhere. Our vision is to ensure that everyone can achieve her or his full potential with access to a quality education and lifelong learning. To reach this, we are helping countries build foundational skills like literacy, numeracy, and socioemotional skills – the building blocks for all other learning. From early childhood to tertiary education and beyond – we help children and youth acquire the skills they need to thrive in school, the labor market and throughout their lives.

Investing in the world’s most precious resource – people – is paramount to ending poverty on a livable planet.  Our experience across more than 100 countries bears out this robust connection between human capital, quality of life, and economic growth: when countries strategically invest in people and the systems designed to protect and build human capital at scale, they unlock the wealth of nations and the potential of everyone.

Building on this, the World Bank supports resilient, equitable, and inclusive education systems that ensure learning happens for everyone. We do this by generating and disseminating evidence, ensuring alignment with policymaking processes, and bridging the gap between research and practice.

The World Bank is the largest source of external financing for education in developing countries, with a portfolio of about $26 billion in 94 countries including IBRD, IDA and Recipient-Executed Trust Funds. IDA operations comprise 62% of the education portfolio.

The investment in FCV settings has increased dramatically and now accounts for 26% of our portfolio.

World Bank projects reach at least 425 million students -one-third of students in low- and middle-income countries.

The World Bank’s Approach to Education

Five interrelated pillars of a well-functioning education system underpin the World Bank’s education policy approach:

• Learners are prepared and motivated to learn;
• Teachers are prepared, skilled, and motivated to facilitate learning and skills acquisition;
• Learning resources (including education technology) are available, relevant, and used to improve teaching and learning;
• Schools are safe and inclusive; and
• Education Systems are well-managed, with good implementation capacity and adequate financing.

The Bank is already helping governments design and implement cost-effective programs and tools to build these pillars.

Our Principles:

• We pursue systemic reform supported by political commitment to learning for all children. 
• We focus on equity and inclusion through a progressive path toward achieving universal access to quality education, including children and young adults in fragile or conflict affected areas , those in marginalized and rural communities,  girls and women , displaced populations,  students with disabilities , and other vulnerable groups.
• We focus on results and use evidence to keep improving policy by using metrics to guide improvements.   
• We want to ensure financial commitment commensurate with what is needed to provide basic services to all. 
• We invest wisely in technology so that education systems embrace and learn to harness technology to support their learning objectives.   

Laying the groundwork for the future

Country challenges vary, but there is a menu of options to build forward better, more resilient, and equitable education systems.

Countries are facing an education crisis that requires a two-pronged approach: first, supporting actions to recover lost time through remedial and accelerated learning; and, second, building on these investments for a more equitable, resilient, and effective system.

Recovering from the learning crisis must be a political priority, backed with adequate financing and the resolve to implement needed reforms.  Domestic financing for education over the last two years has not kept pace with the need to recover and accelerate learning. Across low- and lower-middle-income countries, the  average share of education in government budgets fell during the pandemic , and in 2022 it remained below 2019 levels.

The best chance for a better future is to invest in education and make sure each dollar is put toward improving learning.  In a time of fiscal pressure, protecting spending that yields long-run gains – like spending on education – will maximize impact.  We still need more and better funding for education.  Closing the learning gap will require increasing the level, efficiency, and equity of education spending—spending smarter is an imperative.

• Education technology  can be a powerful tool to implement these actions by supporting teachers, children, principals, and parents; expanding accessible digital learning platforms, including radio/ TV / Online learning resources; and using data to identify and help at-risk children, personalize learning, and improve service delivery.

Looking ahead

We must seize this opportunity  to reimagine education in bold ways. Together, we can build forward better more equitable, effective, and resilient education systems for the world’s children and youth.

Accelerating Improvements

Supporting countries in establishing time-bound learning targets and a focused education investment plan, outlining actions and investments geared to achieve these goals.

Launched in 2020, the  Accelerator Program  works with a set of countries to channel investments in education and to learn from each other. The program coordinates efforts across partners to ensure that the countries in the program show improvements in foundational skills at scale over the next three to five years. These investment plans build on the collective work of multiple partners, and leverage the latest evidence on what works, and how best to plan for implementation.  Countries such as Brazil (the state of Ceará) and Kenya have achieved dramatic reductions in learning poverty over the past decade at scale, providing useful lessons, even as they seek to build on their successes and address remaining and new challenges.  

Universalizing Foundational Literacy

Readying children for the future by supporting acquisition of foundational skills – which are the gateway to other skills and subjects.

The  Literacy Policy Package (LPP)   consists of interventions focused specifically on promoting acquisition of reading proficiency in primary school. These include assuring political and technical commitment to making all children literate; ensuring effective literacy instruction by supporting teachers; providing quality, age-appropriate books; teaching children first in the language they speak and understand best; and fostering children’s oral language abilities and love of books and reading.

Advancing skills through TVET and Tertiary

Ensuring that individuals have access to quality education and training opportunities and supporting links to employment.

Tertiary education and skills systems are a driver of major development agendas, including human capital, climate change, youth and women’s empowerment, and jobs and economic transformation. A comprehensive skill set to succeed in the 21st century labor market consists of foundational and higher order skills, socio-emotional skills, specialized skills, and digital skills. Yet most countries continue to struggle in delivering on the promise of skills development. 

The World Bank is supporting countries through efforts that address key challenges including improving access and completion, adaptability, quality, relevance, and efficiency of skills development programs. Our approach is via multiple channels including projects, global goods, as well as the Tertiary Education and Skills Program . Our recent reports including Building Better Formal TVET Systems and STEERing Tertiary Education provide a way forward for how to improve these critical systems.

Addressing Climate Change

Mainstreaming climate education and investing in green skills, research and innovation, and green infrastructure to spur climate action and foster better preparedness and resilience to climate shocks.

Our approach recognizes that education is critical for achieving effective, sustained climate action. At the same time, climate change is adversely impacting education outcomes. Investments in education can play a huge role in building climate resilience and advancing climate mitigation and adaptation. Climate change education gives young people greater awareness of climate risks and more access to tools and solutions for addressing these risks and managing related shocks. Technical and vocational education and training can also accelerate a green economic transformation by fostering green skills and innovation. Greening education infrastructure can help mitigate the impact of heat, pollution, and extreme weather on learning, while helping address climate change. 

Examples of this work are projects in Nigeria (life skills training for adolescent girls), Vietnam (fostering relevant scientific research) , and Bangladesh (constructing and retrofitting schools to serve as cyclone shelters).

Strengthening Measurement Systems

Enabling countries to gather and evaluate information on learning and its drivers more efficiently and effectively.

The World Bank supports initiatives to help countries effectively build and strengthen their measurement systems to facilitate evidence-based decision-making. Examples of this work include:

(1) The  Global Education Policy Dashboard (GEPD) : This tool offers a strong basis for identifying priorities for investment and policy reforms that are suited to each country context by focusing on the three dimensions of practices, policies, and politics.

• Highlights gaps between what the evidence suggests is effective in promoting learning and what is happening in practice in each system; and
• Allows governments to track progress as they act to close the gaps.

The GEPD has been implemented in 13 education systems already – Peru, Rwanda, Jordan, Ethiopia, Madagascar, Mozambique, Islamabad, Khyber Pakhtunkhwa, Sierra Leone, Niger, Gabon, Jordan and Chad – with more expected by the end of 2024.

(2)  Learning Assessment Platform (LeAP) : LeAP is a one-stop shop for knowledge, capacity-building tools, support for policy dialogue, and technical staff expertise to support student achievement measurement and national assessments for better learning.

Supporting Successful Teachers

Helping systems develop the right selection, incentives, and support to the professional development of teachers.

Currently, the World Bank Education Global Practice has over 160 active projects supporting over 18 million teachers worldwide, about a third of the teacher population in low- and middle-income countries. In 12 countries alone, these projects cover 16 million teachers, including all primary school teachers in Ethiopia and Turkey, and over 80% in Bangladesh, Pakistan, and Vietnam.

A World Bank-developed classroom observation tool, Teach, was designed to capture the quality of teaching in low- and middle-income countries. It is now 3.6 million students.

While Teach helps identify patterns in teacher performance, Coach leverages these insights to support teachers to improve their teaching practice through hands-on in-service teacher professional development (TPD).

Our recent report on Making Teacher Policy Work proposes a practical framework to uncover the black box of effective teacher policy and discusses the factors that enable their scalability and sustainability.

 Supporting Education Finance Systems

Strengthening country financing systems to mobilize resources for education and make better use of their investments in education.

Our approach is to bring together multi-sectoral expertise to engage with ministries of education and finance and other stakeholders to develop and implement effective and efficient public financial management systems; build capacity to monitor and evaluate education spending, identify financing bottlenecks, and develop interventions to strengthen financing systems; build the evidence base on global spending patterns and the magnitude and causes of spending inefficiencies; and develop diagnostic tools as public goods to support country efforts.

Working in Fragile, Conflict, and Violent (FCV) Contexts

The massive and growing global challenge of having so many children living in conflict and violent situations requires a response at the same scale and scope. Our education engagement in the Fragility, Conflict and Violence (FCV) context, which stands at US$5.35 billion, has grown rapidly in recent years, reflecting the ever-increasing importance of the FCV agenda in education. Indeed, these projects now account for more than 25% of the World Bank education portfolio.

Education is crucial to minimizing the effects of fragility and displacement on the welfare of youth and children in the short-term and preventing the emergence of violent conflict in the long-term. 

Support to Countries Throughout the Education Cycle

Our support to countries covers the entire learning cycle, to help shape resilient, equitable, and inclusive education systems that ensure learning happens for everyone. 

The ongoing  Supporting  Egypt  Education Reform project , 2018-2025, supports transformational reforms of the Egyptian education system, by improving teaching and learning conditions in public schools. The World Bank has invested $500 million in the project focused on increasing access to quality kindergarten, enhancing the capacity of teachers and education leaders, developing a reliable student assessment system, and introducing the use of modern technology for teaching and learning. Specifically, the share of Egyptian 10-year-old students, who could read and comprehend at the global minimum proficiency level, increased to 45 percent in 2021.

In  Nigeria , the $75 million  Edo  Basic Education Sector and Skills Transformation (EdoBESST)  project, running from 2020-2024, is focused on improving teaching and learning in basic education. Under the project, which covers 97 percent of schools in the state, there is a strong focus on incorporating digital technologies for teachers. They were equipped with handheld tablets with structured lesson plans for their classes. Their coaches use classroom observation tools to provide individualized feedback. Teacher absence has reduced drastically because of the initiative. Over 16,000 teachers were trained through the project, and the introduction of technology has also benefited students.

Through the $235 million  School Sector Development Program  in  Nepal  (2017-2022), the number of children staying in school until Grade 12 nearly tripled, and the number of out-of-school children fell by almost seven percent. During the pandemic, innovative approaches were needed to continue education. Mobile phone penetration is high in the country. More than four in five households in Nepal have mobile phones. The project supported an educational service that made it possible for children with phones to connect to local radio that broadcast learning programs.

From 2017-2023, the $50 million  Strengthening of State Universities  in  Chile  project has made strides to improve quality and equity at state universities. The project helped reduce dropout: the third-year dropout rate fell by almost 10 percent from 2018-2022, keeping more students in school.

The World Bank’s first  Program-for-Results financing in education  was through a $202 million project in  Tanzania , that ran from 2013-2021. The project linked funding to results and aimed to improve education quality. It helped build capacity, and enhanced effectiveness and efficiency in the education sector. Through the project, learning outcomes significantly improved alongside an unprecedented expansion of access to education for children in Tanzania. From 2013-2019, an additional 1.8 million students enrolled in primary schools. In 2019, the average reading speed for Grade 2 students rose to 22.3 words per minute, up from 17.3 in 2017. The project laid the foundation for the ongoing $500 million  BOOST project , which supports over 12 million children to enroll early, develop strong foundational skills, and complete a quality education.

The $40 million  Cambodia  Secondary Education Improvement project , which ran from 2017-2022, focused on strengthening school-based management, upgrading teacher qualifications, and building classrooms in Cambodia, to improve learning outcomes, and reduce student dropout at the secondary school level. The project has directly benefited almost 70,000 students in 100 target schools, and approximately 2,000 teachers and 600 school administrators received training.

The World Bank is co-financing the $152.80 million  Yemen  Restoring Education and Learning Emergency project , running from 2020-2024, which is implemented through UNICEF, WFP, and Save the Children. It is helping to maintain access to basic education for many students, improve learning conditions in schools, and is working to strengthen overall education sector capacity. In the time of crisis, the project is supporting teacher payments and teacher training, school meals, school infrastructure development, and the distribution of learning materials and school supplies. To date, almost 600,000 students have benefited from these interventions.

The $87 million  Providing an Education of Quality in  Haiti  project supported approximately 380 schools in the Southern region of Haiti from 2016-2023. Despite a highly challenging context of political instability and recurrent natural disasters, the project successfully supported access to education for students. The project provided textbooks, fresh meals, and teacher training support to 70,000 students, 3,000 teachers, and 300 school directors. It gave tuition waivers to 35,000 students in 118 non-public schools. The project also repaired 19 national schools damaged by the 2021 earthquake, which gave 5,500 students safe access to their schools again.

In 2013, just 5% of the poorest households in  Uzbekistan  had children enrolled in preschools. Thanks to the  Improving Pre-Primary and General Secondary Education Project , by July 2019, around 100,000 children will have benefitted from the half-day program in 2,420 rural kindergartens, comprising around 49% of all preschool educational institutions, or over 90% of rural kindergartens in the country.

In addition to working closely with governments in our client countries, the World Bank also works at the global, regional, and local levels with a range of technical partners, including foundations, non-profit organizations, bilaterals, and other multilateral organizations. Some examples of our most recent global partnerships include:

UNICEF, UNESCO, FCDO, USAID, Bill & Melinda Gates Foundation:  Coalition for Foundational Learning

The World Bank is working closely with UNICEF, UNESCO, FCDO, USAID, and the Bill & Melinda Gates Foundation as the  Coalition for Foundational Learning  to advocate and provide technical support to ensure foundational learning.  The World Bank works with these partners to promote and endorse the  Commitment to Action on Foundational Learning , a global network of countries committed to halving the global share of children unable to read and understand a simple text by age 10 by 2030.

Australian Aid, Bernard van Leer Foundation, Bill & Melinda Gates Foundation, Canada, Echida Giving, FCDO, German Cooperation, William & Flora Hewlett Foundation, Conrad Hilton Foundation, LEGO Foundation, Porticus, USAID: Early Learning Partnership

The Early Learning Partnership (ELP) is a multi-donor trust fund, housed at the World Bank.  ELP leverages World Bank strengths—a global presence, access to policymakers and strong technical analysis—to improve early learning opportunities and outcomes for young children around the world.

We help World Bank teams and countries get the information they need to make the case to invest in Early Childhood Development (ECD), design effective policies and deliver impactful programs. At the country level, ELP grants provide teams with resources for early seed investments that can generate large financial commitments through World Bank finance and government resources. At the global level, ELP research and special initiatives work to fill knowledge gaps, build capacity and generate public goods.

UNESCO, UNICEF:  Learning Data Compact

UNESCO, UNICEF, and the World Bank have joined forces to close the learning data gaps that still exist and that preclude many countries from monitoring the quality of their education systems and assessing if their students are learning. The three organizations have agreed to a  Learning Data Compact , a commitment to ensure that all countries, especially low-income countries, have at least one quality measure of learning by 2025, supporting coordinated efforts to strengthen national assessment systems.

UNESCO Institute for Statistics (UIS):   Learning Poverty Indicator

Aimed at measuring and urging attention to foundational literacy as a prerequisite to achieve SDG4, this partnership was launched in 2019 to help countries strengthen their learning assessment systems, better monitor what students are learning in internationally comparable ways and improve the breadth and quality of global data on education.

FCDO, Bill & Melinda Gates Foundation:  EdTech Hub

Supported by the UK government’s Foreign, Commonwealth & Development Office (FCDO), in partnership with the Bill & Melinda Gates Foundation, the EdTech Hub is aimed at improving the quality of ed-tech investments. The Hub launched a rapid response Helpdesk service to provide just-in-time advisory support to 70 low- and middle-income countries planning education technology and remote learning initiatives.

MasterCard Foundation

Our Tertiary Education and Skills  global program, launched with support from the Mastercard Foundation, aims to prepare youth and adults for the future of work and society by improving access to relevant, quality, equitable reskilling and post-secondary education opportunities.  It is designed to reframe, reform, and rebuild tertiary education and skills systems for the digital and green transformation.

Bridging the AI divide: Breaking down barriers to ensure women’s leadership and participation in the Fifth Industrial Revolution

Common challenges and tailored solutions: How policymakers are strengthening early learning systems across the world

Compulsory education boosts learning outcomes and climate action

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Collapse and Recovery: How the COVID-19 Pandemic Eroded Human Capital and What to Do About It

BROCHURES & FACT SHEETS

Flyer: Education Factsheet - May 2024

Publication: Realizing Education's Promise: A World Bank Retrospective – August 2023

Flyer: Education and Climate Change - November 2022

Brochure: Learning Losses - October 2022

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Global Education Newsletter - June 2024

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Learning Can't Wait: A commitment to education in Latin America and the ...

A new IDB-World Bank report describes challenges and priorities to address the educational crisis.

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Project 2025: What It Is and What It Means for K-12 If Trump Wins

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Project 2025, a 900-page conservative policy agenda that proposes eliminating the U.S. Department of Education, has become a dominating force in the 2024 election campaign as President Joe Biden and Democrats use it to make their case against former President Donald Trump.

Biden’s team has referred to Project 2025 as a “manifesto infused with MAGA ideology” that “should scare every single American” and has mentioned it in dozens of recent news releases. Its creators frame it as an effort to bring “self-government to the American people,” according to the Washington Post. Meanwhile, the Trump campaign recently has tried to distance itself from the initiative.

For K-12 schools, the agenda proposes a complete restructure of governance at the federal level and the eventual elimination of a key federal funding source: Title I, which provides grants to schools with large populations of low-income students.

The central premise of the plan’s education agenda is to scale back the federal government’s role in education policy “to that of a statistics-gathering agency that disseminates information to the states.”

The Heritage Foundation, a conservative policy think tank, created the agenda as part of its Project 2025: Presidential Transition Project initiative.

The project has brought together former Trump administration officials and other allies of the former president, along with conservative advocacy organizations, to develop a playbook to start implementing on day one of a conservative presidential administration. It provides a detailed plan for virtually every corner of the federal government, and the initiative includes a database of potential staffers for a conservative administration.

Of the policy agenda’s 900 pages, 44 are dedicated to the U.S. Department of Education.

The agenda seeks to advance private school choice and parents’ rights policies that have already become popular in many Republican-led states. But it would also change the entire fabric of federal education policymaking and how federal education laws are enforced by eliminating the Education Department and devolving the federal education functions that remain to other agencies.

Aside from eliminating the Education Department, here are some of the project’s other proposals:

• Passing a federal parents’ bill of rights similar to those passed in a number of Republican-led states, which the Project 2025 agenda says would give parents stronger standing in court “when the federal government enforces any policy against parents in a way that undermines their right and responsibility to raise, educate, and care for their children";
• Transitioning Title I to a “no-strings-attached” block grant administered by state education departments—which could allow the funds to flow directly to parents in the form of education savings accounts to be used for private school and other educational expenses—before phasing it out over the next decade;
• Distributing special education funds under the Individuals with Disabilities Education Act to school districts as “no-strings-attached” block grants or directly into education savings accounts for parents to use on private school and other educational expenses;
• Scaling back the federal government’s ability to enforce civil rights laws like Title IX, which prohibits sex-based discrimination, and Title VI, which prohibits race-based discrimination by moving enforcement of those laws to the Justice Department and requiring that the federal government litigate potential violations in court, rather than through the more common route of negotiating settlements with school districts to change their practices;
• Scrapping the Biden administration’s Title IX revision , which would explicitly prohibit discrimination on the basis of sexual orientation and gender identity;
• Allowing states to opt out of federal education programs and devoting their share of federal education funds “toward any lawful education purpose under state law.” The agenda asserts that federal education programs’ “regulatory burden far exceeds the federal government’s less than 10 percent financing share of K–12 education.”

Some of the proposals, including eliminating the Education Department, enacting a federal parents’ bill of rights, and creating a universal federal school choice program, would require the approval of Congress, likely an uphill battle if Democrats control either the U.S. Senate or U.S. House of Representatives. But much of the agenda could be implemented through executive action.

Trump, who is the presumed nominee for the Republican party, has said that Project 2025 does not reflect his policy agenda and has tried to distance himself from the proposal in recent weeks. In a post on his Truth Social platform on July 5, Trump said he has “no idea who is behind it.”

“I disagree with some of the things they’re saying and some of the things they’re saying are absolutely ridiculous and abysmal,” Trump wrote.

However, when it comes to education, Trump’s actual policy proposals reflect much of what is written in Project 2025. On his website, Trump has promoted a potential federal parents’ bill of rights, criticized the Biden administration for its Title IX revision, and proposed universal school choice programs.

He doesn’t go so far as to suggest eliminating the Education Department, but he says he will “find and remove the radicals who have infiltrated” the agency.

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How to Prioritize Funding for Students’ Social, Emotional, and Academic Development

While mental health was a concern well before COVID-19, nearly all students have experienced worsened mental health and well-being ever since — with research showing disparities based on race, ethnicity, LGBTQ+ identity, and other factors. Meanwhile, school-based services and supports dwindled, at a time when students needed them the most. As students continue to recover from the fallout of the pandemic, they need support with managing the experiences, stressors, and increased challenges brought on by the past few years.

In 2021, the American Rescue Plan (ARP) allocated an unprecedented $190 billion to schools, called the Elementary and Secondary Emergency Relief (ESSER) funds. The deadline to spend these funds is September 30, 2024, and district leaders now need to decide how to utilize the remaining funds. In a new EdTrust brief, we argue that students’ social, emotional, and academic development (SEAD) is inextricably linked to their learning, which is why states should prioritize funding programs and opportunities that holistically support students’ needs. Our recommendations include:

• Implementing evidence-based strategies and structures for school safety and discipline
• Ensuring educators have skills to continue supporting students through professional development
• Investing in wraparound supports to meet students’ needs
• Building and strengthening family and community engagement
• Adopting curricula that is both rigorous and reflective of students’ diverse backgrounds, experiences, and interests

States have traditionally provided insufficient resources and capacity to schools and districts to provide mental health supports to students. But some states prioritized students’ safety and well-being. This brief highlights how various states have used ESSER dollars to support SEAD through these policy approaches.

To learn more, download the brief.

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We fund research and development projects relating to education across all life stages – from early years through school, to further and higher education and vocational learning. We want to understand young people’s pathways as they move through these stages, and how they acquire skills and capabilities.

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For the first time, we have comprehensive analysis of public spending on education, around £95 billion. We now know how spending is targeted at different stages of education, how it has changed over time, and what is driving those changes. In 2021, this annual analysis from the IFS revealed school spending per pupil in 2024 will be about the same level as in 2010, despite extra spending. Schools serving more disadvantaged pupils have seen even larger cuts over the last decade. Our education spending analysis has attracted significant media coverage, increasing pressure on the government to take action.

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Project 2025: What Could It Mean for Education in Georgia?

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Georgians with school-age children and who attended college with the help of federal student loans routinely interact with the U.S. Department of Education without realizing it. That’s because it’s among the many federal bureaucracies that, unless there’s a major hiccup, does most of its work in the background.

But if Republicans take control of Congress and the White House in November, the Department of Education could disappear under a proposal outlined in the conservative policy blueprint called Project 2025. Vanishing a federal agency would require a battle in Congress and perhaps even the courts. But if the plan succeeded, its impact on vulnerable students and families who rely on funding and civil rights protections from the agency would be stark and obvious.

“It’s just [about] the enforcement of laws, protecting students of color,” said Preston Green , a professor of law and educational leadership at the University of Connecticut and a national expert in school vouchers and school desegregation. “For instance, if there is this sort of disparate impact on students of color, the federal government could become involved. Without that department, you would be removing that level of oversight and protection.”

Capital B Atlanta is analyzing parts of Project 2025, a 900-page document compiled by conservative think tank The Heritage Foundation, to assess its potential impact on the lives of Black Atlantans. Former president Donald Trump has disavowed any connection to the plan, even though much of it was written by former officials of his administration. It contains calls for major policy revisions that would allow Trump, if re-elected, the ability to remake every part of the federal government.

That includes eliminating the Department of Education altogether. The Department of Education oversees federal education policies, programs, and funding from K-12 to postsecondary institutions, administers federal financial aid programs, collects data, and ensures compliance with federal laws regarding civil rights and equal access to education.

For parents, students, school administrators, and student loan borrowers, that would mean a cascade of potential consequences, from slashing critical dollars for under-resourced schools to jeopardizing critical financing options for higher education and disappearing standards for curricula and educational quality. Policy experts say that state and local school departments would lose vital federal oversight, creating a void where the governing body once enforced and created laws that promoted the protection of student rights, administered federal funding for college, and streamlined educational practices.

How Project 2025 could impact public school funding in ATL

If adopted, Green said, states like Georgia would lose critical funding for underfunded, overwhelmed public school districts across the country. And in Atlanta Public Schools, where over 70% of the student population are economically disadvantaged, that could be catastrophic.

“There are historic disparities in funding in urban areas, and certainly in areas in the South,” Green said. “We have been pushing for the Department of Education to become involved in that and to try to resolve those problems … but that will be gone. The hope of them actually doing this would no longer be there.”

Julian Vasquez Heilig , a professor of educational policy studies at the University of Kentucky, said a vanishing education department would greatly affect Title I-designated public schools, or those that receive additional federal funding to help close educational and resource gaps. More than 50 of Atlanta Public Schools’ 83 learning sites were Title-I designated schools in 2022.

Title I is considered the federal government’s single biggest K-12 education program, which is part of what makes it a target of conservatives. But Project 2025 wouldn’t immediately eliminate the program and its $18 billion budget. Instead, the document calls for the program to be transferred to the Department of Health and Human Services, which in turn would distribute that money to states in the form of block grants, with little regulation or oversight on what happens to the money after that.

Some argue that means giving states the flexibility to offer tailored and innovative approaches to supporting children in low income districts. But Helig said there’s reason to be concerned that the money wouldn’t end up supporting vulnerable students at all.

“There’s no guarantee that Title I funds that are supposed to be spent on low-income schools will continue to go to low-income schools,” Helig said. “The challenge is that when funding is logged at the state and local level, it’s done in an unequal way.”

Lax oversight of block grants could allow states yet another way to funnel dollars from underfunded public schools to charters–much like a controversial school choice bill passed in Georgia earlier this year–or even to religious-based educational institutions, said Janel George , an associate professor of law at Georgetown University and the founding director of its Racial Equity in Education Law and Policy Clinic.

“What we’re seeing before Project 2025 also is these recent court decisions, is that you’re basically rewriting our educational system,” she said.

How Project 2025 will impact funding for higher education

The document also calls for privatizing student loans and potentially cutting federal higher education grants like the Pell Grant, which benefits low-income citizens interested in attending college.

Ashley Young , a higher education policy analyst for the Georgia Budget & Policy Institute, said that decentralizing the regulation of college financial aid, would deprive students of vital support in earning degrees and in paying the loans back once they are finished.

“Federal funding for higher education is very important,” Young said. “Project 2025 doesn’t actually go too in depth about the Pell Grant or trying to eliminate that program specifically, however, it did touch on a lot of policies regarding debt relief.”

Also at risk: programs like the Biden administration’s Saving on a Valuable Education (SAVE) and Income Driven Repayment programs.

The SAVE plan, particularly, has been highly contested and even blocked in federal court as it attempts to provide more generous terms than past income-based repayment plans, lowering monthly payments for eligible borrowers and allowing those with original principal balances of $12,000 or less to have their debt forgiven after 10 years.

“What is important to note here is that Project 2025 wants to eliminate income-driven repayment plans, which are helpful for students — for borrowers, rather — who are struggling with paying their loans back, and they want to end the loan forgiveness program,” Young said.

But George says, for Black voters, it’s important to look to the past for context.

“So much of this is repetitive,” George said. “We shouldn’t be surprised by Project 2025. It’s the same effort to maintain racial inequality.”

The post Project 2025: What Could It Mean for Education in Georgia? appeared first on Capital B News - Atlanta .

STEM project at Whitehaven High up in the air after funding concerns

$9.5 million education investment at standstill.

MEMPHIS, Tenn. (WMC) - After a groundbreaking ceremony was held for a new STEM building at Whitehaven High School back in April, there are a lot of questions for Memphis-Shelby County Schools (MSCS) on why nothing has happened yet.

The project was slated to cost $9.5 million, with most of that money from private donors.

MSCS was supposed to chip in $2.3 million, but they haven’t sent the money yet.

Daryl Lewis and everyone in the Whitehaven Alumni Association feel the same way when it comes to the STEM project’s current standstill.

“It would be a travesty to stop now, we have to find a way to bridge this gap,” Lewis said.

The school district’s own policy prevents building projects from moving forward until all of the funds are secured.

That is why Shelby County Commissioner Edmund Ford Jr. said he is going to take steps to force this forward.

Commissioner Ford introduced a resolution demanding that MSCS give the $2.3 million they promised from their education fund.

“This resolution that is coming up on Monday can be the resolve. And then we can figure out whatever we need to from a financial standpoint next year,” Ford said.

There are concerns that if that doesn’t go through, donors might start to pull their funding, which Lewis said would be extremely detrimental to Whitehaven.

“To kill this right now would clearly say to the community and say to our youth: ‘Well, maybe you are okay, maybe we believe in you, but then again... maybe not,’” Lewis said.

“That is not a message that you want to convey to students that are trying, parents that are trying, to provide a better opportunity in life for their children,” he added.

When we asked Memphis-Shelby County Schools about the funding, they said:

“We anticipate this matter being resolved very soon and look forward to the construction of a new STEM building that is up to code and ready to service the Whitehaven Community.”

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Funding for Key Early Learning Programs, FY2025

Each year, Congress determines funding levels for all of the federal defense and non-defense discretionary programs, including those that support the care and education of children from birth through age five. Traditionally, subcommittees within the House and Senate Appropriations Committees develop their own legislation that sets funding levels for the programs within their jurisdiction, which is then taken up by the full Appropriations Committees, and later the full legislative body, before a negotiation process between the two chambers of Congress and ultimately the president’s signature. 

Over the past fifteen years, federal early learning programs have seen steady, significant progress through increased, bipartisan investments from both Congress and the White House.

In March of 2024, the White House released details of President Biden’s FY2025 budget request to Congress, which includes increased funding for many federal early learning programs, with increases for programs including an additional $500 million for CCDBG and an additional $544 million for Head Start . The Preschool Development Grant Birth Through Five ( PDG B-5 ) program, however, includes a $65 million decrease from FY24 funding levels. In addition, the White House FY25 budget includes $14.9 billion in mandatory funding over 10 years for initiatives to expand access to high quality child care ($9.9 billion) and preschool ($5 billion).

In July of 2024, the House Appropriations Committee on Labor, Health and Human Services, Education, and Related Agencies released its proposed funding levels for child care and early learning programs, including an additional $25 million for CCDBG and an additional $25 million for Head Start. The House proposed a $65 million cut to PDG B-5 and the elimination of the Child Care Access Means Parents in School (CCAMPIS) program. 

On August 1, the Senate released its Labor, Health and Human Services, Education, and Related Agencies Fiscal Year 2025 Appropriations Bill, which included a $2.3 billion increase in funding for early learning programs. The Senate increased CCDBG funding by $1.6 billion (18%) over FY24, to a total of $10.35 billion. It also provided $12.97 billion for Head Start, a $700 million increase over FY24. The Senate proposed keeping the funding level for PDG B-5 and increasing funding by $5 million for CCAMPIS, after it was eliminated in the House.

FFYF commends Congress’ commitment to making child care and early learning a top priority. The chart below includes proposed funding levels for several key early learning programs.

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State Of Play: Federal Child Care Solutions Gain Steam Going Into The August Recess

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Indigenous Food Sovereignty Outreach Specialist

• Madison, Wisconsin
• EXTENSION/COMMUNITY DEVELOPMENT INSTITUTE DIRECTO
• Outreach and Community Engagement
• Partially Remote
• Staff-Full Time
• Staff-Part Time
• Opening at: Aug 7 2024 at 10:20 CDT
• Closing at: Aug 28 2024 at 23:55 CDT

Job Summary:

Based at the Extension Community Food Systems Program, the Indigenous Food Sovereignty Outreach Specialist will lead the strategic development of direct education and programming, foster and maintain key external partnerships, and work with Extension colleagues to identify and adapt existing agricultural and food systems development resources for Tribal audiences. With initial funding from the Wisconsin Rural Partnership Initiative and a USDA grant, this position will also involve project-specific outreach in support of two projects: Connecting Cultural Values and Indigenous Research Towards Food System Resilience Project and Wisconsin's Tribal Sugaring Network (Maple Syrup Program). Priority roles for this position include: 1. Building trusting relationships with Tribal governments and organizations that honor sovereignty and tribal communication and research protocols; 2. Developing and maintaining partnerships with Tribal colleges, agencies, and organizations leading food systems development and knowledge mobilization in Tribal communities, e.g., Intertribal Ag Council, WI Tribal Conservation Advisory Council, Great Lakes Indian Fish & Wildlife Commission, Great Lakes Indigenous Law Center, and the Great Lakes Midwest Regional Food Business Center; 3. Facilitating intertribal information exchange and collaboration through field days, summits, and/or joint projects and programs that are representative of Tribal communities' holistic approach to food sovereignty; 4. Maintaining awareness of emerging Indigenous food sovereignty projects and work through research, communication, and participation at local and national gatherings and conferences; and 5. Providing project-specific coordination and outreach to Tribal communities and partners for the Connecting Cultural Values & Indigenous Research Towards Food System Resilience Project and to Wisconsin's Tribal Sugaring Network. Division of Extension headquarters are located within Madison, WI but the position can be located elsewhere in Wisconsin depending on programmatic needs, successful candidate's preferences, and availability of suitable space. The Division of Extension has a deep and profound commitment to diversity, inclusion, and equity, believing that these values are foundational elements to eliminate disparities and expanding access for all. As Extension, we acknowledge the need for strategic and coordinated actions that help us form a more equitable, anti-racist, non-biased, and inclusive organization. ( https://blogs.extension.wisc.edu/oaic/call-to-action/ ) As such, all Extension employees are expected to foster and promote the values of diversity and inclusion.

Responsibilities:

• 20% Identifies, promotes, and maintains external partnerships to support the outreach program
• 25% Schedules and secures resources and communicates logistics in support of an outreach program
• 10% Delivers outreach program content and materials to community members
• 15% Researches, develops, and facilitates outreach program content and materials
• 10% Develops and evaluates curriculum and programs and provides recommendations for improvement
• 20% Works collaboratively across the project teams and supports project management, logistics, communication, coordination, evaluation, and reporting

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Required Bachelor's Degree

Qualifications:

Required: - Education, training and/or experience related to Indigenous agriculture or food systems. - Demonstrated experience developing or supporting outreach programs that may include assessing audience needs, implementing in person and online educational trainings or outreach events, and evaluating impact. - Demonstrated ability to set priorities, meet objectives, and accomplish goals with limited direct supervision. - Strong interpersonal relationship and problem-solving skills in a team setting. - Understanding of and experience working with Native Nations communities. Preferred: - Three or more years of relevant professional experience. - Familiarity with Indigenous food systems, sustainable agriculture, farming, forestry, and/or wild harvest. - Knowledge of, connections with, or deep personal or professional experience with Tribal communities or organizations in the Midwest or Great Lakes region. - In depth knowledge of tribal enrollment, tribal government, and the complexities associated with indigenous identity.

Full or Part Time: 80% - 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Terminal, 24 month appointment. This position has the possibility to be extended or converted to an ongoing appointment based on need and/or funding

Minimum $58,000 ANNUAL (12 months) Depending on Qualifications Employees in this position can expect to receive benefits such as generous vacation, holidays, and paid time off; competitive insurances and savings accounts; retirement benefits. Benefits information can be found at ( https://hr.wisc.edu/benefits/ ).

Additional Information:

This is a 2-year position but may be extended if additional funding is available. Please note that successful applicants are responsible for ensuring their eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without need of employer sponsorship) on or before the effective date of appointment.

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A cosmic getaway: Explore Kaluga, the 'cradle of space exploration'

Kaluga, founded in 1371, is a relatively old city for Russia. It was created as a buffer fortress on the southwestern borders of Muscovy’s territory, a predecessor to the modern Russian state. Ivan the Terrible paid a visit in the sixteenth century at the head of armed forces on their way to battle the Tatars. Supposedly Prince Gustav of Sweden spent a year here around 1600 (when he would have been about four). Tsar Boris Godunov brought Prince Gustav to Kaluga. At the time, the Tsar was in the thick of the Time of Troubles (1598-1605), a brief, but chaotic period in Russian history.

Kaluga played an important role during the War of 1812 as a supply center and headquarters for Russian forces coming from the south. After retreating from Moscow, Napoleon initially headed in the direction of Kaluga, but after the Battle of Maloyaroslavets (in modern-day Kaluga region), the invading army was forced to flee in the direction of Smolensk along a road that had been destroyed by French forces on the way in.

Before Siberia became infamous as a place of exile for troublemakers, Kaluga filled that role. Kaluga housed important prisoners. Khan Shahin Girai, the last Khan of Crimea, was a modernizer in his brief reign, initiating reforms in the economy and the structure of government. However, he succumbed to pressure from the Russian Empire, spending part of 1786-1787 in the city under house arrest, before being sent on to modern-day Moldova.

The Kyrgyz sultan Arigazi-Abdul-Aziz spent 10 years here, during which he married the 16-year old daughter of a Moscow merchant and died in 1833 of fever. He was buried behind the Old Believer’s cemetery, which is now Kaluzhsky Bor, a forest just outside of town.

Imam Shamil, leader of the liberation forces of Dagestan and Chechnya that fought against Russia during the Caucasian War, and the last imam of the Caucasus, capitulated to Tsar Alexander II in 1859 and was exiled to Kaluga. He lived in a large stone house at Pushkinskaya Ul. 4 from 1859 to 1868 before being granted permission to move to Kiev.

The Georgian Princess Thecla was sent to Kaluga after a coup aiming to restore an independent Georgian monarchy was discovered. Arriving with her sons in 1834, she was allowed to return to Georgia less than a year later.

Kaluga’s official motto is, “The Cradle of Space Exploration,” and all of the energy in the town today seems to emanate from the almost superhuman brain and imagination of Konstantin Tsiolkovsky (1857-1935). Considered today to be one of the founders of rocketry and astronautics, Tsiolkovsky philosophized in relative obscurity here, teaching at a small provincial school and living in a log cabin. He was largely self-taught, because elementary schools would not admit him as his hearing was impaired after catching scarlet fever at age 10. His neighbors viewed him as a strange recluse. However, without him, it is questionable how far rocketry and space exploration would have progressed, not just in the Soviet Union, but around the world.

The author of more than 400 works, Tsiolkovsky is now Kaluga’s most famous resident. As a result of his discoveries, many landmarks, buildings, and parks in Kaluga are named after him, or after Yuri Gagarin, the first man in space, or are inspired by general outer-space themes. It is not uncommon for a beauty salon in Kaluga to be called kosmos (space) or a supermarket called luna (moon). One such place worth visiting is Gagarin Bar, found appropriately enough at Ul. Gagarina 4.

There are two locations in town where the legacy of Tsiolkovsky shines especially bright. The Tsiolkovsky State Museum of the History of Cosmonautics claims to be the first museum on earth to specialize on the history оf space exploration. Gagarin came here in June 1961—just two months after making his space orbit—to lay the inaugural stone; the museum opened six years later. There are two main exhibits. The first is dedicated Tsiolkovsky’s ideas and the second centers on space vessels. There is also a planetarium on the second floor and a rocket park on the riverside of the museum. It is located at Ul. Akademika Koroleva 2 ( http://www.gmik.ru/index_en.html ). Nearby the museum is an enormous obelisk, which sits on top of Tsiolkovsky’s grave.

Those who want to know even more about the man should head to the Tsiolkovsky Memorial House, where he lived for 29 years until his death in 1935 (Ul. Tsiolkovskogo 79). If you’re still curious about Tsiolkovsky, you can continue on to the town of Borovsk about 86 km north of Kaluga to visit the Tsiolkovsky Memorial Apartment, where the great thinker lived for 18 months in 1887-1888 (although he lived in Borovsk for 12 years). This museum focuses on his childhood and early discoveries made in the 1880s and 1890s.

There are so many statues of Gagarin and Tsiolkovsky and murals representing space that it is difficult to know where to begin your explorations. One must-see site is the statue commemorating Kaluga’s 600 th birthday on the banks of the River Oka at the bottom of Ul. Gagarina. Featuring Gagarin’s head in flames dangling from a mast overlooking earth below, it also memorializes Tsiolkovsky nearby.

For the architecture buff, the Kaluga Kosmodamianovsky Church is probably the oldest surviving example of old Kaluga architecture. First mentioned in the chronicles in 1626, this church originally featured four bell towers. Shortly after the Revolution of 1917, the two priests here were arrested and sent into exile for anti-Soviet agitation: one was executed several years later, while the other’s fate remains unknown. During Stalin’s repressions in the 1930s the church served as a prisoners’ holding pen. It was returned to the Orthodox Church in 1992 (Ul. Suvorova 177/16).

Be sure to take a walk through Ul. Teatralnaya, a pedestrian street that begins at the city’s main Drama Theater. On weekends the avenue is flooded with strollers and crowded with tables selling souvenirs. At Teatralnaya Ul. 9 is the Tsiolkovsky loft space, featuring freelance offices, an art gallery and a large “time café,” a popular café concept in Russia, where the limited menu is free, and customers pay for their time instead. This one is very spacious and features a large outdoor balcony overlooking a stone courtyard.

Kaluga is a musical town, filled with karaoke clubs and live music venues. If you’re looking for venues that serve food, stay open late and frequently host out-of-town acts, head over to Pub Overtime (Ul. Glagoleva 3, 3 rd floor, www.facebook.com/overtimepub.ru ) and Bar Mazhor (Ul. Kirova 50, www.barmajor.ru/ ) One of Kaluga’s mysteries is that it is seemingly the Russian capital of flamenco. No one seems to know why, but there are concerts held most months of the year, often at the Regional Philharmonic Theater, which recently hosted the Mir Gitary (World of Guitars) festival. This year’s lineup featured masters from Argentina, Chile, Australia, France, Canada and the United Kingdom and was dedicated to Paco de Lucía, the Spanish flamenco virtuoso. The city’s premiere cultural venue is located at Ul. Lenina 60 ( www.kof-kaluga.ru ).

Perhaps due to its proximity to Moscow, and because of its significantly more affordable land, Kaluga Region hosts a number of interesting festivals and projects and, in the near future, perhaps Moscow’s fourth airport. Plans have been in the works for several years to build a fourth airport for Moscow in Yermolino, a town near the large university and science town of Obninsk on the grounds of an existing landing strip. Located 80 km beyond the MKAD, it would primarily service budget airlines.

Dikaya Myata is an annual folk and ethnic music festival that usually takes place around the June holidays. Founded in 2008, Dikaya Myata originally changed locations every year, although has been held the last four years at Etnomir, an open-air ethnographic park in Kaluga Region. When it is finished in 2020 it will be one of the largest such parks in the world and will feature the participation of dozens of countries from around the world, with architectural examples of structures of various cultures, different camps, music festivals and a spa and resort ( mintmusic.ru/ and http://mintmusic.ru/ethnomir ). About 70 km northwest of Kaluga is Nikola Lenivets, an art park and functioning organic farm, featuring festivals of architectural installations, new media conferences and a marathon. It is open to visitors, volunteers and interns and features camping options, cottages and a hostel on site ( http://nikola-lenivets.com ).

Read more: How to spend a perfect weekend in Tver 

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