The USAID Djibouti Middle School Education Activity aims to support the development of foundational academic skills and life skills in Djibouti's middle school students, particularly in grades 5-9. The activity addresses several challenges within the Djiboutian education system, including low retention rates, insufficient foundational skills, limited soft skills training, gender disparities, and lack of inclusive education for marginalized groups. This activity builds on previous USAID initiatives, such as the Early Grade Reading Activity (DEGRA), and focuses on enhancing reading, math, and English language skills as students transition to middle school. By emphasizing these areas, the program aims to improve students' preparedness for secondary education and potential career pathways.

A key focus of the program is the introduction of soft skills such as critical thinking, problem-solving, and communication skills to better prepare students for employment and community engagement. The activity will also incorporate STEM (science, technology, engineering, and mathematics) with an emphasis on information technology (IT) skills into the middle school curriculum to equip students with relevant technical competencies for the modern workforce. Recognizing the importance of students’ well-being, the program will include psychosocial support services to address mental health needs, particularly among vulnerable populations, thereby aiming to enhance resilience and retention rates.

Gender equality and inclusive education are central priorities of the Djibouti Middle School Education Activity. Given that girls and marginalized groups face additional barriers, the program will work to create a more equitable learning environment by developing strategies to reduce gender-based violence and improve access for children with disabilities. This approach aligns with USAID's commitment to advancing equal opportunities and addressing gender-specific educational challenges.

USAID is currently in the information-gathering stage for this initiative. Through this Request for Information (RFI), the agency seeks feedback from entities experienced in educational programs, especially those that focus on middle school education in contexts similar to Djibouti’s. The RFI invites organizations to share insights on effective strategies for soft skills integration, STEM education, psychosocial support, inclusive education, and retention improvement. Respondents are encouraged to provide examples of successful models, partnerships, and monitoring practices that can inform the program’s design.

Organizations with experience in education programming, particularly in curriculum development, teacher training, social-emotional learning, and educational partnerships, are encouraged to respond to the RFI. They should describe their relevant capabilities, experiences, and partnerships within Djibouti or similar contexts. Additionally, responses should detail approaches for monitoring and evaluating educational outcomes, including tools and metrics that might be effective in assessing progress in foundational skills and retention rates.

Submissions are due by November 21, 2024, by 5:30 pm EST. Organizations are encouraged to email responses to Merjan Endris and Deborah Rakowski as outlined in the RFI, providing a summary of their capacity to support the activity and answering specific questions on best practices, inclusive approaches, and other relevant considerations. The RFI is not a formal solicitation, and USAID will use the information solely for planning and refinement purposes in the potential design of the Djibouti Middle School Education Activity.