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Table of Contents
INTRODUCTION ................................................................................................................................................ iii
SECTION ONE: UNDERSTANDING GRANT AND SEARCHING FOR GRANTS ............................................ 1
1.1. Grants And Types of Grants .................................................................................................................... 1
1.2. Searching For Grant Calls ........................................................................................................................ 2
1.2.1. Online Venues ................................................................................................................................... 3
1.2.2. Networking ......................................................................................................................................... 5
1.2.3. Public Sector (Government Agencies) .............................................................................................. 5
SECTION TWO: PREPARING FOR GRANT WRITING ..................................................................................... 6
2.1. Studying Grant Calls ................................................................................................................................. 6
2.2. Team Building and Team Work ................................................................................................................. 7
2.3. Identifying Problems/Issues ...................................................................................................................... 8
2.4. Identifying Collaborators/Line Up Right Partners ..................................................................................... 9
SECTION THREE: WRITING GRANT PROPOSALS ...................................................................................... 11
3.1. Grant Writing as A Process ..................................................................................................................... 11
3.2. Executive Summary ................................................................................................................................ 11
3.3. Background/Rationale/Problem Analysis ............................................................................................... 12
3.4. Project Description (Objectives and Targets) ......................................................................................... 14
3.4.1. Goals ............................................................................................................................................... 14
3.4.2. Targets Of the Project ...................................................................................................................... 15
3.4.3. Project Activities .............................................................................................................................. 15
3.4.4. Timeline/Implementation Plan/Work Plan........................................................................................ 15
3.5. Results Framework ................................................................................................................................. 16
3.6. Theory Of Change .................................................................................................................................. 18
SECTION FOUR: BUDGETING FOR A GRANT .............................................................................................. 23
4.1. Type Of Project Costs ............................................................................................................................. 23
4.2. Common Components of Project Budget ............................................................................................... 24
4.3. Budget Preparation ................................................................................................................................. 24
4.4. Budget Narrative/Summary .................................................................................................................... 26
SECTION FIVE: ADDITIONAL COMPONENTS .............................................................................................. 27
5.1. Risk and Mitigation Strategies ................................................................................................................ 27
5.2. Issues to Consider .................................................................................................................................. 28
5.2.1. Gender Equity .................................................................................................................................. 28
5.2.2. Human Rights .................................................................................................................................. 28
5.2.3. Environment And Climate Change .................................................................................................. 29
5.2.4. Sustainability .................................................................................................................................... 29
5.3. Appendices ............................................................................................................................................. 29
BIBLIOGRAPHY ............................................................................................................................................... 31

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INTRODUCTION
Government funding for higher education institutions may not be a sufficient source of expenditure to
support institutions in carrying out quality research and capacity building initiatives. Given the Federal
Government’s initiative to make universities autonomous in the coming years, universities must look
for ways to generate financial resources to support their functioning. The government cannot pursue
as the major source of finance for the higher education sector. Grants are one option that higher
education institutions should resort to overcome the lack of funding for carrying out their research and
capacity building tasks. To this end, faculty (staff members) must actively participate in writing grant
proposals.

The purpose of this training module is to provide essential grant writing knowledge and skills. After
the training, the higher education instructors are expected to understand the language of grant writing,
know about the necessary prewriting preparations, conduct problem analysis to frame project
rationale, develop results framework and theory of change for a project, and prepare reasonable
budget plan for project expenses.

The module consists of five sections: understanding grant writing and searching for grants, preparing
for grant writing, writing grant proposals, budgeting, and additional components. The sections are
designed to help the higher education teachers or instructors understand the language of grant
writing, what preparations they should make before writing grant proposals, important tips for writing
proposals and preparing budget plans, and some additional elements to consider when writing
proposals.

Writing successful funding applications cannot be achieved by just attending a training of some sort.
The task is very demanding. Therefore, to be competitive and win funding, grant writers must
demonstrate full commitment when developing proposals. The module highlights the basics that are
essential in grant writing. For further understanding, trainees are recommended to go through the
source materials listed in the bibliography section.

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SECTION ONE: UNDERSTANDING GRANT AND
SEARCHING FOR GRANTS

Overview
This section is intended to provide general highlights on grant writing and the different types of grants.
Trainees will reflect on their understanding of a grant and its purpose. Some suggestions for looking
for grants will be discussed, along with a presentation of some reputable granting organizations and
their areas of interest.

Objectives:
After completing this section, you will be

- able to understand what grant is and the different types of grants

- aware about the various funding agencies that suit to their project focus areas

1.1. Grants And Types of Grants

Discussion What is a grant? What comes to your mind when you think of a grant? What is
the purpose of grant seeking? What is a project?

Higher education institutions require a substantial amount of funding to carry out quality research and
capacity-building initiatives. However, governments do not provide these academic institutions with
enough funding (Parija & Shrivastava, 2023). Grants are one way that higher educational institutions
get over a lack of financing to accomplish their missions in an efficient manner. Then, what is a grant?

A grant is a financial support or monetary award provided by foundations (e.g., the Malinda & Gates
Foundation), or government agencies (e.g., NORAD, IDRC) to non-profit organizations (higher
learning institution or government body) to enable the organization perform specified planned
activities (Browning, 2014; Smith & Works, 2012). A project is “an undertaking made up of activities"
which leads to a desired outcome (New & Quick, 2003).

There are two approaches to grant seeking: reactive and proactive (Smith & Works, 2012). Reactive
grants are awarded on a competitive basis after funders announce a call for proposals (Request for
Proposal - RFP) on a specific issue of interest. There will be specific guidelines for submitting the
proposal that the applicant must strictly follow in order to compete for the grant. Proactive grant
seeking, on the other hand, seeks grants to finance a specific project proposal developed by the

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initiative of an institution. The institution may approach potential funders for support in implementing
the project proposal.

Discussion Think about projects being carried out at your respective institutions. Explain to
your colleagues whether they are obtained through reactive or proactive grant
seeking and who the grant providers are/were.

Most grants support programs, projects, or research ideas institutions or individuals may have.
Furthermore, according to Smith and Works (2012), there are different types of grants:

• Capital grants – which are meant for financial support to a building, equipment, renovation,
or construction works.
• General operating grants – to support everyday operations of the applicant organization.
• Technical Assistance – grants made to strengthen an institution’s staff development,
infrastructure, or other function that needs improvement.
• Endowment – a grant that is to be invested in perpetuity so that the institution can draw
earnings from the fund to support its defined purpose. Such grants can be from individuals in
the form of property.
• Demonstration – a grant made to develop an innovative project or program that, if successful,
will serve as a model for others’ replication.
• Start-Up – a grant to cover the costs of starting a new project or organization; start-up grants
are also called “seed grants.”
• Exploratory/Planning – a grant that enables an organization to flesh out a good idea, develop
a stronger project and project implementation plan, or test a theory or plan of action.

Discussion Think about projects carried out at your respective institutions. Explain to your
colleagues what types of grants they are/were.

1.2. Searching For Grant Calls

The secret to getting grants is to actively seek them out and take advantage of every opportunity that
comes your way. In this era of web, surfing internet is a very helpful way for scholars to access Calls
or Request for Proposals. In addition to surfing the internet, networking with people and organizations
paves the way to receiving financial support in the form of grants. Gorsevski (2016) suggested the
following to start looking for grants.

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1.2.1. Online Venues

The advent of Internet has made it easier for funding organizations to publish (announce) calls for
proposals. Nowadays, the Internet is the most important channel for obtaining funding information. It
is important that you are familiar with funding organizations in your area of interest and subscribe to
receive emails when calls for funding are published. The most well-known funding organizations
include the following. However, keep in mind that this is a very minimal list.

International Development Research Centre (IDRC)

IDRC is part of Canada’s foreign affairs and development efforts. It grants funds for high-quality
research and innovation particularly in developing countries. There are five major areas of grant
support: climate resilient food systems, global health, education and science, democratic and
inclusive governance, and sustainable inclusive economies. Calls for proposals are announced
throughout the year on various topics. (https://idrc-crdi.ca/en/funding)

The Norwegian Agency for Development Cooperation (NORAD)

Norad provides funding to civil society, research, higher education and private sector development
organizations that work with local partners in developing countries. It has also a specific grant program
for higher education institutions – the Norwegian Programme for Capacity Development in Higher
Education and Research for Development (NORHED). The aim of this special program is “to
strengthen the capacity of higher education institutions in developing countries to produce higher-
quality graduates, more and higher-quality research, and more inclusive higher education” (NORAD,
2020). The program runs in phases and is not available every year. However, it is possible to check
the availability of calls for other grant programs (https://www.norad.no/en/front/funding/).

SPENCER Foundation
This is a US-based funding agency focused exclusively on supporting educational research. It invests
on transformative and methodologically rigorous research that contributes to creating a better society.
The aim is to strengthen the impact of educational research for improving educational practices.
(https://www.spencer.org/research-grants).

European Union funds

The European Commission has a multitude of funding programs for various disciplinary areas. While
some of the calls are for capacity development, others are aimed at building partnerships. There are
calls for proposals to which only countries residing in the European Union are invited. Therefore, find
out about the eligibility criteria to apply for grant funding. (https://ec.europa.eu/info/funding-
tenders/opportunities/portal/screen/home and https://commission.europa.eu/funding-tenders/find-
funding/find-calls-funding-topic_en).

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The Dutch Organisation for Internationalisation in Education (Nuffic)
It is an organization based in The Hague, Netherlands with offices in three African (including Ethiopia)
and three Asian countries. Its main objective is in internationalization activities focusing on various
levels of education, including higher education, through support for student and staff exchanges,
individual scholarships, partnerships, group training, and research and knowledge sharing.
(https://www.nuffic.nl/en).

Foreign Commonwealth & Development Office (FCDO)

The Foreign, Commonwealth & Development Office (FCDO) formerly known as the Department for
International Development (DFID) is a department in the government of United Kingdom. It has
funding programs to support economic development and reform and for innovations that can have
positive impact on the lives of people in developing countries. Although it works primarily with
government sectors, it is good to look for calls that could invite higher learning institutions.
(https://www.gov.uk/international-development-funding).

Austrian Partnership Program in Higher Education & Research for Development

(APPEAR)
The overarching goal of APPEAR is to strengthen “the scientific foundation and institutional capacities
in higher education, research and management in the partner countries through academic
partnerships with Austrian higher education institutions and master’s and PhD scholarships.” In
addition, it aims to increase the commitment to international cooperation and development at Austrian
higher education institutions.

APPEAR is a programme of the Austrian Development Cooperation (ADC) being implemented in the
ADC’s 11 priority countries located in East, West and Southern Africa, in South Asia, the Middle East,
the South Caucasus, and South-East Europe. Ethiopia is one of the priority countries in the program
(https://appear.at/en/about-us/general-information#c565). The 11th APPEAR call for project proposals
is available at https://appear.at/en/application#c596.

The above list of funding agencies is not exhaustive. Grant seekers need to actively search through
the open web for organizations that fund development and research projects specific to their
disciplinary areas. The search can be based on the specific focus/issue the institution wants to get
funded. For example, it is possible to search using such phrases as: grants for information and
technology, grants for public health, grants for environmental protection, etc.

Activity 1.1
Select two of the funding agencies mentioned above and check whether your area of interest for a project
matches the priorities of the grant agency.

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1.2.2. Networking

It is important to maintain personal and professional contacts in order to gain access to funding
organizations. Attending conferences and workshops can be an important way to network with people,
learn more about potential funders and possible collaboration in developing joint proposal. As a grant
writer, surrounding yourself with people who have experience writing and winning grant proposals is
helpful for getting advice about funding organizations and lessons on how to write successful
proposals. In addition, if higher education institutions closely work with professional organizations and
private foundations, such networking will open the door for accessing funding opportunities from such
organizations.

1.2.3. Public Sector (Government Agencies)

Although not common in developing countries, grant calls may also be announced by local
government agencies. In addition, higher learning institutions can proactively apply for grants by
developing proposals and submitting them to government organizations or embassies for funding.

Summary
- A grant is a financial support or monetary award provided to non-profit organizations by funding
organizations to enable the organization perform specified planned activities
- There are two approaches to grant seeking - reactive and proactive. While reactive grants are
awarded on a competitive basis after funders announce a call for proposals proactive grants
awarded to finance a specific project proposal developed by the initiative of a grant seeking an
institution.
- In order to get grant, grant seekers need to actively search for it. Surfing internet to access Calls
or Request for Proposals as well as networking with people and organizations are important
ways to search for grants.

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SECTION TWO: PREPARING FOR GRANT WRITING

Overview
This section discusses important tips for preparing for grant writing. In particular, grant writers need
to have a deep understanding of the nitty-gritty of grant writing, build a team, identify problems, and
line up right partners for the project.

Objectives:
At the end of this section, you will be able to

- understand how you should prepare for writing grant proposals

- comprehend components of guidelines for grant calls

Discussion Have you ever prepared a proposal for a grant/project? What did you do first
before you started writing the proposal? What preparations do you think grant
writers need to make before starting to write a grant proposal?

2.1. Studying Grant Calls

The most important thing that grant-seekers need to do is to study the grant call carefully. It is essential
to read the guidelines repeatedly and carefully (program documents, focus areas, application
guidelines, budget guidelines etc.) to understand the general instructions, focus on the technical
formatting requirements, and to pay attention to the narrative content requirements. As you study the
call for proposals:

• highlight all technical and content requirements and discuss them with members of the grant-
writing team.
• Make sure that all team members are on the same page in understanding the call.
• Note the issues you want to get clarification during pre-deadline webinars and meetings by the
funder.
• Look at Frequently Asked Questions (FAQ) sections (if any) from the calls’ website.
• Consult with prior grant recipients to learn more about the grant-funding process and to find out
if they can offer any insider tips on planning, creating, or managing a project. Writing an effective
grant proposal can greatly benefit from the guidance of previous grant recipients, particularly if
the granting agency is the same.

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 In studying grant calls (call for proposals-RFP) note about the following issues.

• Eligibility requirements – the institution must first be eligible to apply for the grant call. Make
sure your institution’s geographic area is included in the project call. Additionally, some grants
are intended for government organizations and not for universities. Check whether the grant call
invites higher learning institutions or not.
• Project objective/goal – it is important to ensure that the purpose outlined in the RFP is
something that your institution has a mandate or plan to work on. It must be consistent with
your institution’s missions or goals.
• Deadlines – in order to plan your time properly, be aware about the deadline for submitting the
proposal.
• Funding limits – it is important to know the funding limit for a project so that your budget does
not exceed the limits. The grant providers also set upper limits for different budget items. For
example, funders allow 7 to 12% of the budget for indirect or administrative costs. Make sure
that you keep your budgeting to the limit.
• Number of grantees – funders may also indicate the number of proposals to be funded. This
may stir doubt whether an institution will be capable to write a successful proposal. But it should
not discourage you. It rather should motivate you to work harder.
• Review criteria – these will be helpful to know the standards expected of the proposals. As far
as possible try to write a proposal that matches to the criteria for review.
• Other requirements – format requirements such as character or word limits, font type, font
size etc. can be other additional requirements that applicants need to be aware of.

Activity 2.1
Consider any two of the funding agencies presented in section 1. Review existing or previous grant
call documents at their web address, compare them with respect to the components listed above, and
write a short report on them.

2.2. Team Building and Team Work

Discussion Writing a proposal for a grant is a team effort. What kind of team is an effective
team for you? How do you think a team should function to achieve effective team-
work?

There is a trend in funding calls for an interdisciplinary team and multi-institutional cooperation
projects. Hence, it is important to think big and transcend the boundaries of departments, faculties,
colleges or institutions. It is crucial to identify the team members who would add value and strength
to the project. Some funding calls require explicit descriptions of the role, expertise and contribution

7
of team members. Decide on the role of the members and let them write their expertise and
contribution to the project.

One person should be designated as a coordinator and lead writer. The team must decide who among
the members will lead the team. A member must take a leadership role. The leader will be responsible
for coordinating the entire process of preparing the proposal and its final submission. Staff members
with experience in writing project proposals or a good publication profile are good preferences for
coordinating project writing teams.

The members then have to divide up the tasks to be completed. Consider the sections described in
the guide that will make up the proposal as basis for dividing the task. However, keep in mind that
task sharing should not be used to give full responsibility for completing the section to an assigned
team member. Members should not only focus on the task assigned to them. The alignment of ideas
in the document is important. Therefore, each team member must go through the entire project
document to ensure that their part’s ideas are consistent with other team members’ sections. After
putting together a draft, the team needs to go through the entire document again and again before
creating the final version.

Successful team-work requires work discipline. In order to deal intensively with the project idea, a
regular meeting of 2 to 3 days a week is necessary. In the course of writing the proposal, members
need to be punctual for team meetings, complete the portion of the section assigned to them on time,
be open-minded to, and positively accept feedback on their part of the work. The team should allow
sufficient time to write the grant proposal instead of writing the project close to the deadline. The
calendar for grant applications is often fixed. So, it is important to plan accordingly.

2.3. Identifying Problems/Issues

Discussion From where do problems emerge? Discuss with your team members about a
possible issue you have brought to develop a project proposal.

The most important step in writing a project is identifying a problem or issue of concern to work on. A
problem is a reason for a project. Problems do not just emerge from the courses we teach. We must
have a broad view and go beyond the sphere of our regular activities and responsibilities. Our
proposal needs to be based on original ideas that should reflect local needs/issues and knowledge
and practice gaps. This requires keeping track of global trends, national policies and strategic
directions, empirical studies and current literature in our area of interest. However, this alone is not
enough to identify a problem. Funders have their own agenda and the problem we identify needs to
align with the funder’s interest to be considered for funding. Read the project call documents carefully
to understand the kind of problem the funder would like to be addressed. If you already have a

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developed proposal, do your best to adapt it to the project call. If not, use your prior readings to identify
an issue that might be related the project call.

2.4. Identifying Collaborators/Line Up Right Partners

Nowadays, funders encourage the submission of proposals that enhance collaboration and
partnership. In addition to the main mission of financing projects, funders consider the development
of partnerships as one of the goals of their funding. Building collaboration between and among
universities and strengthening connections among the international research community is being the
goal of granting project proposal. Different funding programs have different requirements for
collaboration and partnership. Some require collaboration with stakeholders outside of higher learning
institutions, while others require collaboration between and among universities. It is good to
understand from the call documents what kind of collaboration is demanded by the funder.

There is no defined formula to find a possible partner for our project proposal. Establishing partnership
is all about active searching and communication. It is good if institutional (university) communication
directorates pave the way for partnerships by signing memorandums of understanding with regional
and international institutions so that when project calls are announced, it will be at ease to start
collaborating on the write-up of the project. Additionally, institutions should become visible through
various channels to attract the attention of those in need of a partnership. Nowadays, thanks to the
Internet, it is easy to obtain information about institutions, and universities need well-developed web
sites that communicate well and attract partnerships.

The Dos and Don’ts of preparations for grant writing

Dos Don’ts
- Read the funding announcement - Try to start writing before clearly
carefully for application format, budget understand the grant announcement
limits, duration, due date, focus etc. - Waste your time writing a proposal for
- Review the associated website for a call you are not eligible
detailed instructions and helpful info. - Ignore looking at FAQ (Frequently
- Participate in webinars and technical Asked Question) sections of calls
assistant calls by the funders -
- Pay attention to review criteria to make
sure your project fits.

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 Summary
- The primary step in preparing for grant writing is to study guidelines of calls for
proposals. Grant seekers need to clearly understand content and technical
requirements of grant calls
- Interdisciplinary teams and multi-institutional cooperation projects are preferred by
funders. Hence, it is important to think big and transcend the boundaries of departments,
faculties, colleges or institutions to form collaboration. When forming teams, identify the
team members who would add value and strength to the project.
- Identification of a problem or issue of concern to work on are bases for writing grant
proposals. Proposals need to be based on original ideas and should reflect local
needs/issues and knowledge and practice gaps. Keep track of global trends, national
policies and strategic directions, empirical studies and current literature in the area of
interest.
- Funders encourage the submission of proposals that enhance collaboration and
partnership. To get collaborators, it is good institutions make themselves ready by
signing MOUs so that it will be at ease to start collaborating on the write-up of projects
when calls are announced.

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 SECTION THREE: WRITING GRANT PROPOSALS

Overview
This section discusses the core elements of writing grant proposal. In particular, it concerns the
formulation of the problem (justification) that forms the basis for applying for the grant, the description
of the project (the goals, the targets of the project, the interventions (activities) in the project), the
results framework and the Theory of Change.

Objectives:
At the end of this section, you will be able to:

- understand the common components of writing grant proposal

- write compelling rationale/problem analysis for a grant proposal
- prepare results framework and theory of change for a grant proposal
3.1. Grant Writing as A Process

Grant writing involves preparing a proposal which commonly includes descriptions of the applicant
institution’s profile, the problem to be addressed and the rationale for the project idea, the intervention
plans (activities) and the time frame for the activities, the detailed budget, as well as the expected
results (Gorseviski, 2014; Smith & Works, 2012). However, developing a proposal does not guarantee
that the institution will be funded. Grants are awarded on a competitive basis following a rigorous
review process and scrutiny involved by the funding organization to check the quality and feasibility
of the proposals. Therefore, not every institution that apply receives it (Parija & Shrivastava, 2023;
Kalayarasan & Sureshkumar, 2023). We need to take grant writing as an iterative process. We start
with an idea and go through several phases. We may not be successful the first time and should not
lose hope. Two important things in grant writing are – commitment to success and learning from
failures. When we prepare the proposal, we must ensure that we show our full commitment to the
work. When we learn that our proposal is unsuccessful, we need to focus on the lessons we can learn
from it. In the topics below, we will discuss about the common components required by funders in
writing grant proposal.

3.2. Executive Summary

This is something you write after the proposal writing is completed. Once you have finished writing
the proposal, it is possible to pull information from the narrative focusing on the critical points. It needs

11
to cover the basic sections of the proposal. It needs to be written carefully as it influences the first
impression of a reviewer/reader on the work. It is a part of the grant proposal where you:

• Briefly discuss the problem and describe the approach you would like to take to solve the
problem.
• Explain the main activities you want to carry out and the subsequent outputs and indicators.

Sample executive summary (Source: BDU-NORHED project 1)

This project is a 5-year institutional partnership among BDU, NTNU, and UJ with the goal
of improving science and mathematics teaching and learning the southern partners’ primary
and lower secondary schools. It aims to build institutional capacity of BDU and UJ to
improve the quality of science and Mathematics education in primary and lower secondary
schools. The project will have three components: Education, Research, and Institutional
Capacity Building. The education component will develop workforce (of which 50% will be
females) relevant to STEM undergraduate and Postgraduate programmes at BDU & UJ. It
intends to support 10 partner Colleges of Teacher Education (CTEs) affiliated with BDU, 4
CTEs from marginalized regional states in Ethiopia, and South Sudan. Thus, the project
aims to launch two Master’s programmes enrolling 80 academic staff at BDU. It will also
involve student and staff-exchange programs to train 12 PhD (8 from BDU and 4 from UJ)
and 2 Post-Doc fellows at NTNU in STEM education. Three joint research projects will be
undertaken with the aim of infusing core practices around STEM education and gender-
responsive pedagogy in science and mathematics teachers’ practices. The project will also
work to enhance the STEM leadership capacity of University Management; equip the
institutions’ STEM incubation centers, and develop ICT-based pedagogical and database
support systems.

3.3. Background/Rationale/Problem Analysis

This section of the grant proposal addresses the expansion of the identified problem. It needs to
describe the problem you want to solve. The ultimate purpose of the project is to propose solutions.
Explain how effectively the proposed solutions can work.

The rational for undertaking the project must contain compelling reasons. It is important to convince
funders that there is indeed a problem that needs to be addressed. The problems identified must be
evidence-based. Mere anecdotal information or statements are not enough to demonstrate the
presence of a problem. Rather, preliminary surveys, research results, official records and reports, etc.
should be used to demonstrate that there is a compelling reason to undertake the project. Whatever
statements are made, they must be supported by data or evidence. Local and national level data on
the scale (size, demographics, etc.) of the problem must be included.

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• Cite statistics and research on the issue.
• Provide institutional, national, and global contexts and explain how working on the focus area
of the project aligns with the contexts.
• Discuss how the issue is linked to national policies and strategies so that funders can assume
that supporting the project indirectly supports national development efforts.
• Complete the background by explicitly indicating the fundamental purpose(s) of the project.

New and Quick (2003) listed five components of problem statements in a grant proposal: logical
narrative description of the problem, statistical backups and comparisons, results of local needs
assessments, historical data, and statement of impact of problem. Taking these elements into
account, the FMOH (2017) represented them as in the following figure:

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 Activity 3.1
Consider the problem you identified to address for your project proposal and write sections
which address the following issues
- Why is the issue/problem important?
- What do national and global contexts in relation to the problem look like?
- What evidences (empirical and historical data) are available to make the prevalence of the
problem evidence-based?
- Discuss the issue in relation to Sustainable Development Goals
- Discuss the issue in relation to national policy directions

3.4. Project Description (Objectives and Targets)

After demonstrating the problem using evidences, you need to explain how you will respond to the
stated need. This is the heart of your project. You need to describe the purpose/goals of the project,
the target participants, the strategies (approaches) selected, the major activities, and the action plan.

3.4.1. Goals

Goals are broad statements about what are hoped to accomplish with the project. They show where
you want to go (the purpose of your project). When formulating goals, highlight the big picture rather
than excessive details. Project goals need to be derived from the funder’s program goals. Sharma
and Schneider (2023) recommend two or three related but independent goals. Achieving one should
not be dependent on achieving the other, in order to avoid complete failure of the project in the event
of challenges in achieving one of the goals.

For example, here are goals stated for a project which focused on enhancing the quality of science
and mathematics education in Ethiopia and South Sudan

• Enhancing the quality and relevance of science and mathematics teacher

education programs
• Developing the capacity of teacher educators, school teachers, and experts in
addressing the problem of the quality of science and mathematics education
• Establishing center for the study of science and mathematics teaching and
learning (CSSMTL)
• Produce more and better research in the areas of science and mathematics
education

14
 Activity 3.2
Set two or three goals/broad objectives for the project you intend to do.

3.4.2. Targets Of the Project

Specify who will be the focus of the project activities. These can be people involved (such as students,
faculty, administrative staff) or academic units or institutions targeted in the project. Indicate the scope
of the project and its boundaries. For the aforementioned project “enhancing the quality of science
and mathematics education in Ethiopia and South Sudan” the targets are described as:

The targets of the intervention are university-based Teacher Educators and 10 CTEs, science
and mathematics education experts working in the education sector and science and
mathematics teachers from 30 schools.

Activity 3.3
Describe the targets of the project you intend to do.

3.4.3. Project Activities

Provide a detailed explanation of the proposed activities, tasks, or strategies that will be implemented
during the course of the project to achieve the project goals. It is good to organize the activities based
on the major outcome components (such as education, research, capacity development,
infrastructure etc.) if applicable. Align the activities with the project goals.

3.4.4. Timeline/Implementation Plan/Work Plan

Grant calls limit the duration of projects. Depending on the duration in the call, we need to plan the
distribution of activities or tasks. Incorporate target dates for your activities/strategies. Prepare a table
of implementation plan that includes a detailed list of activities and expected start and end dates. It is
important to inform the funder when benchmarks and project events take place. While some funders
require a separate implementation plan, others require it to be part of the results framework (which is
discussed below). Note that the implementation plan may be revised each year based on
performance. The following is a sample implementation plan (Source: BDU-NORHED project I).

15
 Implementation plan
The implementation plan should provide an overview of the project activities.
Number Activities: Responsible Planned Planned
partner start date end
date
Project management and administration

Output Planning and conducting experience Sept. 2018 July.

1.4/3.2 sharing visits & training for institutional 2021
leaders
Financial management (External and Continuous Dec.
internal Auditing) 2021
Reporting (Financial and Narrative December Dec.
activity progress reporting) according to 2017 2021
NORHED guidelines (annual activity)
Project monitoring and evaluation (Mid- Mid-term End-
term & End term review – Final Nov. 2020 term
evaluation) Dec.
2021
Education
Output 2.3 Fourth round STEM training and training July 2020 July
on gender sensitive pedagogy 2021
Output 2.3 Establishing & supporting networking for Sept. 2019 June
female science & math teachers, masters & 2020
PhD students
Output 2.3 Special capacity building training for Nov. 2019 Dec.
MED 2020
Research
Staff exchange: PhD and Post Docs
Output 1.3 Publication & dissemination: Organize Oct. 2019 Dec.
conference (preparing conference 2021
reports and proceedings)
Output 1.3 Presenting research outputs at national March 2021 March
and international conferences (the 2021
second conference will be held in March
2021)
Output 1.2 Publishing articles January 2018 Dec.
2021
The second post doc position will be March 2020
granted
Institutional Capacity Building
Output 3.1 Second round procurement of equipment Nov. 2019 June
for STEM center 2020

3.5. Results Framework

This is also known as Logical Framework. It is a project planning tool that shows the expected impacts,
outcomes, outputs, activities, and indicators after the inputs from the project have been used
throughout the project lifetime. It defines how these components are interrelated for the success of
the project.

16
 Discussion Before moving on to the discussion below, discuss as a group what you
understand about impacts, outcomes, outputs, activities, and inputs

The components of the results framework can be represented pictorially as follows:

Inputs –are financial, human, and material resources necessary to implement the project.

Activities – are the tasks that project personnel will undertake to meet the objectives of the project.
They denote what the project will do with the inputs/resources. They refer to the interventions that are
planned to bring about change. For example, curriculum development for MED in Educational
Sciences and PhD in STEM Education

Outputs – products and services delivered within the project. They are quantified indicators of
productivity. Example: Graduated masters and PhD students. Outputs will have specific indicators
(such as number of graduates, number of publications, etc.)

Outcomes – changes or effects on the beneficiaries resulting from the use of outputs. They are the
benefits that a project delivers. The changes that the outputs will produce. They may be given by the
funding organization. Ex. Increased competence and capacity of staff and students.

Impacts – the fundamental change that is anticipated as a result of the project. Impacts may not be
apparent during the lifetime of the project. But they are the ultimate goals of carrying out the project.
They represent long-term and high-level goals that are beyond the immediate control of an individual
project. It is not basically possible for an individual project to have an impact. Consider the following
example, which shows the connection between the components of a results framework for a specific
goal of ensuring equal access to justice.

(Source: Parson et al. (2013)

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 Activity 3.4
Look at the template of results framework for the project call you are applying and complete
the form by discussing it with your group members.

3.6. Theory Of Change

A theory of change is a systematic assessment of what needs to happen for a desired outcome to
occur. It explains how and why change occurs and how activities are understood to produce a series
of results that contribute to achieving the ultimate intended impacts. In such a sense, it is a description
of “the logical causal relationships between multiple levels of conditions or interim results needed to
achieve a long-term objective” (USAID, 2013). It is a conceptual model of how change will occur. It
shows the pathways or steps to move from a set of initial conditions to a desired end result. According
to the Annie E. Casey Foundation (2022) the theory of change process should answer the questions:

- What are the actions to be undertaken?

- What will those actions make possible?
- What changes or new conditions are expected to occur as a result of those actions in the near
term and in the longer term?
- Who will benefit from these actions or changes?

The simplest and the most direct way to begin formulating a theory of change is to ask a series of “so
that” questions after determining a strategy that you want to use (“so that chain”). This is shown in the
graphic below from the Annie E. Casey Foundation (2022).

(Source: The Annie E. Casey Foundation, 2022)

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For example, we set a strategy as

◦ We teach low-income people how to efficiently cook meals from scratch with affordable,
healthy ingredients.

Then, we add the words “so that” to the strategy

◦ So that people will have the resources to feed their families more nutritious food at home

Then, we add another “so that” to the first “so that” idea

◦ So that families can become more resilient because they have improved their health through
better diets and saved money through less eating outside the home.

Then, add another "so that" to the second "so that" idea.

◦ So that there are positive changes in the lives of vulnerable children and families, with the
possibility of children learning essential life skills to teach future generations.

◦ Keep going until there are no more "so that” follows.

A theory of change can be presented as a visual representation. It is beneficial to use a visual

representation as it is easier for the reviewer/readers to understand. The following are sample theories
of change from two projects

Example 1

Project title: Enhancing the quality of science and mathematics teaching and learning in Ethiopia
and South Sudan

(Source: BDU-NORHED project II)

19
Example 2

Project title: no title is given in the source material

(Source: Annie E. Casey Foundation, 2022)

20
 Activity 3.5
This is an exercise in developing a theory of change. Think of a strategy you would like to use as
part of a project intended to solve a problem. Complete the following after stating the strategy.

The strategy that is important to us is: ______________________________________________.

We carry out this strategy so that: __________________________________________________
so that: _______________________________________________________________________
so that: _______________________________________________________________________
so that: _______________________________________________________________________
so that: _______________________________________________________________________
so that: _______________________________________________________________________

The Dos and Don’ts of grant writing

Dos Don’ts
- Follow the required proposal format exactly. - include objectives that are too
- Plan carefully to meet deadlines ambitious in scope and that do not
- Present a compelling need for the project that match the objectives of the funding
is validated with current, relevant data source.
- Be specific in describing your project - Use too many acronyms and
activities. jargon
- Provide solid evidence that your - Include outdated information/
strategies/solutions will address the identified documents
need. - Submit the proposal without
- Describe in detail the activities, targets, and thoroughly reviewing it and
resources that will be employed to achieve ensuring coherence of sections
project objectives completed by different team
- Present a reasonable timeline for the members
program with milestones and dates from start - Exceed the word/page limit
to finish
- Ensure that your project goals and objectives
match the priorities of the funding source.
- After you complete the proposal, review it
thoroughly

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 Summary
- Grant proposals must contain compelling reasons to convince funders that there is
indeed a problem that needs to be addressed. The problems identified must be
evidence-based and should not only be based on anecdotal information which cannot
adequately demonstrate the presence of a problem.
- The problem statements in a grant proposal is suggested to contain logical narrative
description of the problem, statistical backups and comparisons, results of local needs
assessments, historical data, and statement of impact of problem
- Description of the project is the heart of grant project proposals and focuses on
describing the purpose/goals of the project, the target participants, the strategies
(approaches) selected, the major activities, and the action plan.
- Results framework/logical framework is a project planning tool that shows the expected
impacts, outcomes, outputs, activities, and indicators after the inputs from the project
have been used throughout the project lifetime.
- A theory of change is a systematic assessment of what needs to happen for a desired
outcome to occur. It explains how and why change occurs and how activities are
understood to produce a series of results that contribute to achieving the ultimate
intended impacts

22
SECTION FOUR: BUDGETING FOR A GRANT

Overview
This section aims to familiarize trainees with the type and components of project budget and provide
important tips for preparing project budget and writing budget summary.

Objectives:
At the end of this section, you will be able to:

- understand the type and components of project budget

- prepare a reasonable budget for a grant proposal

4.1. Type Of Project Costs

One of the key elements of grant writing is preparing the project budget. Grant writers should prepare
a financial plan for expenses incurred as part of the project activities. They need to demonstrate the
costs required to carry out the project activities. The proposed cost should convince funders how the
recipient will spend the money on the proposed project. According to Patil (2023, p. 78), there are
different labels used for the types of project costs:

Direct and indirect costs: Direct costs are the expenses incurred specifically to carry out a project
which include costs for personnel, instruments, materials or consumables, and travel. Indirect costs
are the expenses required to run a project, but they are not directly attributed to the specific expenses
of a project. Indirect costs are the overhead charges which include the facilities provided by the
institution to carry out a proposed research project.

Fixed and variable costs: Fixed costs are the expenses that remain the same throughout the project,
such as rent, laboratory, or institutional charges. Variable costs are the expenses that change with the
amount of work carried out during the project period.

Recurring and non-recurring costs: Recurring costs are the variable expenses that keep on
occurring during the entire project duration. Budget categorized for recurring expenses includes
expenses for consumables, chemicals, stationery (books, pens, prints, photocopies), communications
(mailing, telephone, Internet), survey materials (tools, questionnaires), publication and consultant
fees, as well as staff salaries and wages. Non-recurring costs are the one-time expenses that occur
during the period of the particular project. These expenses do not recur or are required again and
again while running the project. The budget categorized for non-recurring expenses includes the costs

23
of equipment or instruments, equipment accessories, computers and printers, application software(s),
electrical and electronic items, etc.

4.2. Common Components of Project Budget

Funders usually provide templates for budget planning. However, the following components of a
project budget are common that we need to think about.

Personnel: these are costs payable as salary or salary compensation for key project staff with
different designations. In addition, scholarship costs for students in associated programs of the project
can be listed in this section. Funding agencies provide guidelines that set the salary budget, and grant
seekers must set the amount according to the guidelines.

Equipment/investments: the proposed project may require the purchase of equipment and related
supplies to carry out the project activities or as part of building infrastructural capacity of the grant
seeking institution. The budgets for such tasks are listed in this section. In addition to the equipment
and supplies, installation, maintenance and insurance costs can also be added to this category.

Travel costs: costs for annual project meetings, travel for conference, workshop, seminar and training
participation, travel for field work (e.g., data collection, supervision), travel for consultations, etc. will
be budgeted in his section. Costs related to travel, such as visa processing fees, conference and
seminar registration fees can also be classified in this category.

Consultant services: consultants are people who support the project but are not directly involved in
the implementation of the project. They are experts who train project personnel and provide advice
for the project, assist in the development of research tools, software applications and web-designing,
and those who assist in data analysis plans. The budget for such experts will be part of this section.
Additionally, budget for auditing project expenses will be categorized under this section.

Administrative/overhead/indirect costs: Administrative costs are incurred in supporting activities

such as general administration (accounting, administrative offices, clerks, auditing, etc.). They are
used to compensate the institution for hosting the project and usually allocated as fixed percentages
varying between 5 and 15% of the total budget. however, please note that this may not be allowable
by some funding agencies.

Other costs: in this category, the costs incurred for other services or items can be budgeted. These
include costs such as publication fees (article processing and open access fees), dissemination costs
(organizing conferences and symposia, printing pamphlets), purchasing of books and articles or
journals and periodicals, and costs for gender mainstreaming initiatives.

4.3. Budget Preparation

24
When deciding the costs for various components of the project, the budget we allocate must be
appropriate, sensible and within the grant limit. We must prepare an appropriate budget plan and
justify the budget expenditures in such a way that the funding agency finds it realistic. Reviewing the
guidelines from the funding agency is important to determine the heads required for budgeting. Here
are some helpful tips for preparing project budgets

 The initial budget preparation can be done in a spreadsheet under various headings. List all
possible activities in the project and the accompanying sub activities.

For example, one of the main activities in the project could be curriculum development. List the
possible curriculum development sub-activities that may incur costs. For example, one of the tasks
that curriculum development requires is needs assessment. To carry out the needs assessment, we
require tool development (which requires expert fees for development and possibly transcription) and
data collection (which requires fees for travel and daily allowances for data collectors). Another task
curriculum development requires is the validation workshop. This requires costs for travel and
accommodation of participants as well as an expert (professional) fee for reviewers.

 Develop and format the budget by calculating the costs required for each head. Start by adding
unit cost, followed by the number of units of the required item for the duration of the project
(example, cost per person and then number of people)

 Do this for all required items to get the sum-total, and it should be calculated so that the
proposal does not lead to underfunding or overfunding of the project.

 Align the activities for which costs will be incurred with the budget heads in the template
provided by the granting agency

 Pay close attention to the purchasing or procurement rules. Ensure that budget heads match
the funding agency guidelines. While most organizations provide a grant for manpower,
consumables, and travel-related to research, some funding agencies also support the
procurement of equipment, provide compensation for research participants, and cover
research-related publication costs. Be aware about which items can and cannot be covered
by the grant.

 It is essential to understand that the review process and acceptance of the grant application
depends primarily on the scientific content of the proposal and are not budget-oriented unless
the proposed budget is grossly out of range and beyond the scope of the funding agencies.
Hence, even a grant application with a small budget can be rejected if the application is not
well written.

 Give priority to writing a winning proposal rather than thinking of personal benefits

25
 Activity 4.1
List the major activities and sub-activities in the project you are writing which incur costs.
Determine the costs for the activities.

4.4. Budget Narrative/Summary

Some granting organizations require a separate budget explanation demanding justification for
allocated costs. Provide appropriate justification to the various budget heads. Write a detailed
narrative on each proposed expense.

In addition to the budget list and narrative, some granting organizations also demand the submission
of up-to-date financial statement of your institution so that the funding organization can build
confidence in the applicant institution’s financial management. Attach a copy of the institution’s most
recent financial statement. If the financial statement is prepared in local language, an officially
translated version is required. Whether audited or unaudited, the financial statements should explain
any findings of concern.

The Dos and Don’ts of budgeting for a grant

Dos Don’ts
- Read budget restrictions carefully - Request unallowable items
- Make sure it is within the required range. - Apply for the exact full amount
- Make sure your calculations are correct. allowed unless your project needs it
- Provide clearly delineated description of (i.e., don’t add extraneous equipment,
costs, supplies, or activities to “pad” your
- use cost categories. budget).
- Use a budget template or model.

Summary
- When preparing budget for various components of a project, allocation of costs must be
appropriate, sensible and in accordance with the guidelines of the call.
- As a first step to prepare a budget plan, list all possible cost incurring activities in the
project and the accompanying sub activities. After this, we need to align the activities for
which costs will be incurred with the budget heads in the template provided by the granting
agency
- Budget plans must also contain justification of the budget expenditures in such a way that
the funding agency finds it realistic.

26
SECTION FIVE: ADDITIONAL COMPONENTS

Overview
In addition to the components discussed in the above sections, funding organizations also require
grant writers to outline anticipated risks in the implementation process of projects and potential
mitigation strategies, the integration of cross cutting issues in project proposals, and the ways by
which the project outcomes will sustain beyond the project period. This section discusses these
issues.

Objectives:
At the end of this section, you will be able:

- to identify risks and mitigation strategies for their proposed project idea
- to integrate cross cutting issues (gender & environmental protection) in their project proposal
- to design ways by which project outcomes will become sustainable beyond project lifetime

5.1. Risk and Mitigation Strategies

Another element to be considered when preparing a grant proposal is identification of the anticipated
risks when implementing the project activities and possible strategies as way outs of the risks.
Funding organizations want to know how you prepared you are for possible challenges you may face
in implementing the project. “Risks are circumstances or events that could have a negative effect on
results or surroundings. Risks are closely related to results and should consequently be analyzed
against the results framework of a project” (NORAD, 2020, p. 22). Risks can be internal and external.
While internal risks are conditions within the control of the project (e.g., corruption, lack of staff
motivation, management incompetence, etc.), external risks are factors outside the project (e.g., such
as political, institutional, economic etc. conditions). Grant writers need to undertake risk assessment
(possible risks to face, the likelihood of the risk occurring, and the magnitude of its effect) and possible
mitigation strategies to reduce their impact. Look at the following example of risk assessment for the
project “enhancing the quality of science and mathematics education in Ethiopia and South Sudan”

27
 Activity 5.1
Think about potential risks you may face in the course of implementing the project you
are writing. Using the table below and indicate your risk assessment and propose
mitigation strategies. You can add rows.

Risk Probability Consequence Mitigation strategy

(high/medium/low) (high/medium/low)

5.2. Issues to Consider

Contemporary calls of grant proposals require grant writers to address issues pertaining to gender,
human rights, environmental and climate change, and project sustainability.

5.2.1. Gender Equity

Project proposals are required to promote gender equality. Grant writers need to be conscious about
this demand and integrate gender issue into project activities. This can be achieved by ensuring equal
participation of women in the grant writing process, as members of the project management staff, and
as recipients of scholarships planned in the project. In addition, planning gender mainstreaming
initiatives in curricula, training workshops with a focus on gender sensitive practice, and incorporating
gender issues into research and conference themes are useful ways to ensure that the grant proposal
takes a gender perspective into account.

5.2.2. Human Rights

Project proposals must take human rights principles into account. Some funding agencies require
grant writers to explicitly explain how the project gives attention to human rights principles (the right

28
to non-discrimination, the right to freedom of expression and access to information, the right to
equality before the law). Explain in your proposal how these requirements can be ensured.

5.2.3. Environment And Climate Change

Action on climate change and a safe environment are issues promoted in the 2030 Sustainable
Development Goals. Grant agencies want grant seekers to ensure that the proposed project will not
cause any harm to the environment. In your proposal, explain how you will manage the project’s
potential environmental impacts.

5.2.4. Sustainability

Sustainability refers to the continuation of the grant proposal’s goals and the efforts to achieve desired
outcomes. It means “making sure that the goals of the project continue to be met through activities
that are consistent with the current conditions and resources that are available” (National Rural Health
Resource Center, 2014, p. 28). After the end of the project period and the funding, the results achieved
and the activities started need to be sustained. The proposed solutions to the problem that served as
the basis for initiating the project and the accompanied practices implemented in the course of the
project need to be sustained. Funding agencies need to see strategies the grant seeking institutions
planned to sustain the activities started in the course of the project implementation. Grant writers need
to show that the activities which were part of the project will be integrated with the usual routines of
the institution after the project period is over. Hence, aligning grant program activities with the
institution’s existing programs and activities is necessary to ensure sustainability.

5.3. Appendices

In addition to the project proposal prepared in accordance with the template in the call, grant seekers
are required to submit additional documents. The common documents required include

CV of team members – The grant proposal should demonstrate that the team members/investigators
are qualified to carry out the project as the funding agencies want to ensure that the grant is not
wasted. Prepare a good curriculum vitae (CV) highlighting your works and research publications. The
CV should demonstrate your expertise in the proposed project idea. It should also highlight the
successfully completed grant-related projects leading to good publications (if any).

Letters of support/commitment – a letter written by a collaborating organization, program

collaborators, and grant-seeking organizations in support of the proposed project. It describes how
important the project is to the organization and the fact that the management of the organization will
closely supervise the project. In addition, it needs to state that the partner organization or the grant
seeking organization itself is committed to providing leveraging assets to your grant-funded program
when funded. Partner organizations can commit to providing facilities, technical assistance,

29
equipment, supplies and materials, or loaned staff. Ask for letters of commitment early in the writing
process.

Financial statement – Attach a copy of the grant applicant organization’s most recent financial
statement. Funders need to ensure about the financial stability of the applicant organization. Whether
audited or unaudited, the financial statement should explain any findings of concern.

Summary
- Grant writers are also expected to make risk analysis. In doing so they need to identify
anticipated circumstances or events that could have a negative effect on results and
possible strategies to reduce the impacts.
- Risks can be internal or external. While internal risks are conditions within the control of
the project, external risks are factors outside the project.
- Writing grant proposals also needs to take into account gender equality, human rights,
environment and climate change, and sustainability of project results after the project
period is over.
- Be aware that grant calls may require additional documentations such as CVs, letters
of support/commitment, and financial statements. Make additional documentations
ready side to side to writing the grant proposal.

30
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Annie, E. Casey Foundation (2022). Developing a theory of change: A practical guidance. Baltimore:
Author

Browning, B.A. (2014). Grant writing for Dummies (5th ed). New Jersey: John Wiley & Sons

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Gorsevski, E. W. (2016). Writing successful grant proposals. Rotterdam: Sense Publishers

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National Rural Health Resource Center (2014). Federal grant writing manual. Duluth: Author

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