Call for Projects 2023

Short Initiatives

25 November 2022
Table of contents

Summary 3

1. Introduction 5
1.1. Higher Education and Science for Sustainable Development 5

1.2. FYP2 ambitions 5

1.3. What’s new in this call? 6

1.4. Next SI calls 6

2. Eligibility criteria 7

3. Budgetary framework and implementation 9

4. Timeline 10

5. Application modalities 11

6. Selection 14

7. Theory of change and objectives 17

8. Project formats, call annexes and background

information 25

Abbreviations 28

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Summary

Aim Short Initiative (SI) projects are short-term projects that aim to explore, build
and deepen academic/scientific collaborations among diverse teams of ac-
ademics and researchers focusing on a sustainable development challenge
and are able to realise objectives within the limited timespan of maximum
2 years.
With SI projects, VLIR-UOS aims to strengthen the research and educa-
tional capacities of higher education and science institutions in partner
countries. In addition, SI projects are expected to create the conditions for
uptake of new and relevant knowledge, applications and/or services by ac-
ademic, civil society, private and public actors.

Key features • A Short Initiative (SI) is expected to produce short-term results within
the duration of two years.
• SI projects are very accessible, in particular for new/young project
promoters that were sensitised via the Global Minds framework or via
involvement in ongoing projects of other promoters, and/or are eager
to go for a first experience as a promoter of a VLIR-UOS project. Also
academics with VLIR-UOS experience have access.
• Allows for differentiated aims (exploration, innovation, valorisation,
etc.) and approaches (education, research, policies, outreach, people,
networks).
• The partnership can vary in terms of size and composition: one or more
Flemish higher education institutions, one or more local higher educa-
tion and science institutions and/or other actors; one or more disci-
plines; young/new and/or more experienced academics, etc.

Who can apply? Affiliation and statute of the promoters:

• Flemish promoter: employed as a professor (in principle: minimum 10%
ZAP) at a Flemish university or a professor/lecturer at a Flemish uni-
versity of applied sciences and arts1.
• Partner promoter: employed at a recognised higher education institu-
tion or national public (not for profit) research institute located in a VLIR-
UOS project partner country.
Additional criteria:
• Applicants (Flemish/partner) can submit a maximum of 2 SI projects in
case they have no ongoing SI 2022 or TEAM 2022 project. Promoters
of a SI 2022 or TEAM 2022 project can submit only 1 SI 2023 project.
• At the level of the partner institutions, no further criteria apply. Former
and present IUC partner institutions are fully eligible, without any re-
striction.
Project partner countries Higher education and science institutions located in 17 project partner
countries:

1 VLIR-UOS will discuss the eligibility criteria and internal regulations as to project promotership of the re-
spective Flemish HEIs on 16/12/2022 and at VLIR-UOS level, and will provide further clarity as to the
eligibility criteria on the VLIR-UOS website shortly after 16/12/2022.

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 Benin, Bolivia, Burundi, Cuba, DR Congo, Ecuador, Ethiopia, Indonesia,
Kenya, Morocco, Peru, Philippines, Rwanda, South Africa, Tanzania,
Uganda, Vietnam

Budgetary Framework The project budget amounts to a maximum of 70.000 EUR for two years.
The overall budget for SI 2023 allows for a maximum of 29 selectable pro-
jects.

Project duration Maximum of 2 years

Launch date of the call for 25 November 2022

proposals

Deadline for submission 16 March 2023

to VLIR-UOS

How to submit a pro- Who? An application involves a Flemish and a partner promoter in one of
posal? the project partner countries. However, it is the (main) Flemish promoter
who submits to the ICOS of the Flemish university (association) for quality
control. The ICOS will validate and submit to VLIR-UOS.
How? Project applications are submitted via the online submission tool.

Assessment procedure All project proposals will be assessed and selected based on four standard
selection criteria: Relevance and coherence of the project; Quality of the
project design; Implementation set-up of the project; Potential impact and
sustainability.
Project proposals are assessed by Regional Selection Commissions (Af-
rica, Asia, Latin America) in May 2023.
The selection decision will be communicated shortly after the ratification of
the decision by the Bureau UOS, ultimately in May 2023.

Start of the project Selected projects start as of 1 September 2023.

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1. Introduction

1.1. Higher Education and Science for Sustainable Development

There is an increasing consensus on the role of strong higher education and science institutions (HE&SIs) and
systems in addressing sustainable development challenges. Higher education and science institutions play a
key role in achieving the UN 2030 Agenda for Sustainable Development (SD) and the 17 Sustainable Devel-
opment Goals (SDGs) with the aim to end poverty, protect the planet, foster gender equality, defend and pro-
mote cultures and cultural understanding, and ensure prosperity for all. In this respect, the Global Sustainable
Development Report calls upon all stakeholders to facilitate multidirectional collaboration in science and (trans-
fer of) technology to achieve the Sustainable Development Goals. It considers academic and scientific capacity
strengthening and partnerships as one of the four main levers to achieve the 2030 Agenda and implies a
strengthened link between higher education institutions, governments, civil society organisations, and the pri-
vate sector. Higher education institutions offer disciplinary and transdisciplinary teaching and research as they
generate and contribute to the development of new and innovative approaches to global, regional, and local
issues.

Through research, HE&SIs play a unique role as drivers of change by producing new knowledge and innova-
tion to address global challenges, by transferring knowledge through training, by providing evidence for in-
formed (public) policy and implementation, and by knowledge mobilisation. Through their teaching, universities
and university colleges empower generations of new leaders and skilled professionals to drive sustainable
development. Today’s students are the decision-makers and professionals of tomorrow, who think both criti-
cally and ethically, have learnt to cope with ethical dilemmas, and can apply systems thinking approaches to
serious and complex societal problems.

HE&SIs have also taken up a central role in providing global citizenship education to nurture a global under-
standing and a more profound intercultural awareness. Through service delivery and community engagement,
HE&SIs work with a rich variety of stakeholders – including governments, the private sector, and civil society
– for local, national, regional, and global impact.

1.2. FYP2 ambitions

VLIR-UOS outlined new ambitions for its Five-Year Programme 2022-2027 where the Agenda 2030 for Sus-
tainable Development serves as the main reference point. VLIR-UOS is committed to purposefully mainstream
the 3 SDG principles of 'Leave No One Behind (LNOB)’, 'Interconnectedness’ and ‘Multi-stakeholder partner-
ships’, throughout its ambitions, policies, programmes, portfolio, partnerships and scholarships. The focus of
Agenda 2030 on meaningful impact through multi-stakeholder partnerships resonates with the ambition of our
FYP2, “Connect4Change”. It is our goal to focus on cooperation among and beyond academic actors, on
collective learning and mutual inspiration (Connect, Learn, Inspire) and on societal impact (valorisation).

These policy ambitions have been translated into the project selection criteria and descriptors for all our pro-
grammes. VLIR-UOS wants new projects to capitalise on former and/or other relevant projects as a stepping
stone, and to stimulate interinstitutional cooperation among and beyond academic actors. It is an added
value in the competitive selection of projects when collaborations are sought beyond the academic sector or
when different Flemish or partner HE&SIs are involved in a project proposal, be it universities, universities of
applied sciences and arts, or both.

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A specific objective of VLIR-UOS is to mobilise academics who have no prior experience with VLIR-UOS to
engage in “sharing minds, changing lives”, with specific focus on young academics, female academics, aca-
demics with expertise in disciplines which are underrepresented in VLIR-UOS, …. This is why the number of
project (proposals) per promoter has been limited for SI. In case of ex aequo ranking in the selection of pro-
jects, preference will be given to academics without prior experience with VLIR-UOS, to projects coordi-
nated by academics from the underrepresented sex in their sector, and/or to gender-specific projects.

Second objective is to intensify interinstitutional cooperation among Flemish HEIs, especially between univer-
sities and universities of applied sciences and arts. The Flemish universities will support the Flemish universi-
ties of applied sciences and arts and their lecturers through “associatieve projecten” when submitting and/or
implementing VLIR-UOS projects. The universities and universities of applied sciences and arts will also jointly
actively promote, facilitate and activate mutual cooperation through specific initiatives.

1.3. What’s new in this call?

• On the basis of lessons learned from the collective experiences of the VLIR-UOS community with the 2022
VLIR-UOS project calls, some optimizations were introduced at the level of the project call and project
proposal format as to clarify concepts such as multi-stakeholder partnerships (MSPs), complementarity
and coherence.
• The call document structure and SI narrative format were simplified using less sector specific vocabulary
and simplifying different sections. In terms of requirements the ToC approach for SI projects was further
downscaled. The requirement to fill out policy markers and thematic tags has been left out, as also the
requirement to identify and fill out the standard indicators.
• The selection descriptors were simplified for SI projects in order to match better with the lesser require-
ments as compared to TEAM projects.
• The Framework for Scholarships In Belgium has been renewed with revised reference amounts.
• The format for activities’ planning and registration of team members, as also the budget format were opti-
mized as to guarantee more straightforward upload of information in the online submission tool.
• Finally, given the importance of transparence as to the respective roles and responsibilities of the key
players in the project, especially in the case of projects involving more than two project partners (partner
institutions) some more elaboration is requested as to module 3 – Organisation. At the level of the Flemish
institutions, there is always the distinction between a promoter (and ‘main’ Flemish institution via which a
proposal is submitted) and co-promoters (linked to the same or multiple Flemish HEIs), whereas at the
level of the partner institutions in the partner countries the promoter role can be taken up by multiple
persons and institutions. Next to the role of promoters and co-promoters, a variety of experts can be part
of a project team (team members).

1.4. Next SI calls

The SI call is launched every year within FYP2. The next SI call is scheduled to take place by the end of 2023
for projects to start in 2024.

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2. Eligibility criteria
Eligibility criteria define whether a proposal meets the minimum criteria to be accepted to enter the selection
process. Each call for proposals defines its clear eligibility criteria, using the following sections where applica-
ble. This practice is common within the academic community.

In case of VLIR-UOS calls for proposals, the following eligibility criteria apply :

2.1. Eligibility of applicants: who can apply?

Affiliation and statute of the promoters:

• Flemish promoter: employed as a professor (in principle min. 10% ZAP) at a Flemish university; or a pro-
fessor/lecturer at a Flemish university of applied sciences and arts2.
• Partner promoter: employed at a recognised higher education institution or national public (not for profit)
research institute located in a VLIR-UOS project partner country.

Additional criteria:

• Applicants (Flemish/partner) can submit a maximum of 2 SI projects in case they have no ongoing SI 2022
or TEAM 2022 project. Promoters of a SI 2022 or TEAM 2022 project can submit only 1 new SI 2023
project. This applies to both Flemish and partner promoters.
• At the level of the partner institutions, no further criteria apply. Former and present IUC (Institutional Uni-
versity Cooperation) partner institutions are fully eligible, without any restriction.
• At the Flemish level, the application is submitted via a (main) Flemish promoter. Co-promoters can also
be part of the project team. At the partner level, multiple partner institutions can be part of the application.
If the Flemish project promoter cannot take financial responsibility for the project on behalf of his/her insti-
tution, another person can be assigned as budget holder. This person should be clearly specified in the
project proposal (see project module Organisation).

Related to the eligibility check, it is the responsibility of the Institutional Coordinator for Development Cooper-
ation (ICOS) or GEO of the association (see 5.2.1.) to check whether the Flemish promoter is allowed to act
as a project promoter and as budget holder within their own institution, hereby performing a check of the
respective relevant internal regulations. The latter is in particular of relevance for projects submitted by Flemish
universities of applied sciences and arts.

In terms of the eligibility of the partner promoters, the additional criteria cannot be checked by the ICOS. This
is understood as a first check. It is, however, the responsibility of the partner promoter to confirm that the
number of project proposals does not exceed the allowed maximum number.

It is the responsibility of promoters or co-promoters who are not only affiliated to a Flemish university or uni-
versity of applied sciences and arts, but also to an institution which is eligible for DGD funding, e.g. Institute of
Tropical Medicine in Antwerp, on a project or structural basis to assess and confirm that the selection of the
proposal by VLIR-UOS would not entail a conflict of interest or overlap with DGD funded projects and hence
imply double funding by DGD.

2 VLIR-UOS will discuss the eligibility criteria and internal regulations as to project promotership of the respective
Flemish HEIs on 16/12/2022 and at VLIR-UOS level, and will provide further clarity as to the eligibility criteria on
the VLIR-UOS website shortly after 16/12/2022.
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It is up to the Flemish associations to decide whether only the ICOS or both the ICOS and GEO will be man-
dated to check and submit project proposals to VLIR-UOS. Please contact your ICOS.

2.2. Eligibility of budget and implementation period

The budget and implementation period will be checked with the included boundaries in the call. The maximum
budget is 70.000 EUR and the implementation period is 2 years.

2.3. Eligibility of countries

The following countries are eligible for Short Initiatives:

Country
1. Benin
2. Bolivia
3. Burundi
4. Cuba
5. DR Congo
6. Ecuador
7. Ethiopia
8. Indonesia
9. Kenya
10. Morocco
11. Peru
12. Philippines
13. Rwanda
14. South Africa
15. Tanzania
16. Uganda
17. Vietnam

2.4. Eligibility of submission

The proposal must meet the submission requirements as described below:

• What? The proposal needs to use/contain all information incl. annexes as requested by the call (see format
section 8). Without the requested information (formats), we cannot accept the proposal.
• Who? An application involves a Flemish and partner promoter, but it is the (main) Flemish promoter who
submits to the ICOS of the Flemish university (association) for quality control. The ICOS will validate the
proposal and submit it to VLIR-UOS.
•
• How? Project applications must be submitted to the ICOS of the Flemish university association via the
new tool for the submission of project proposals
• Deadline?
o Proposals must be submitted to the ICOS of the Flemish university association. For specific internal
deadlines at the level of the association, check with your ICOS.
o The final deadline for submission to VLIR-UOS by the ICOS is 16 March 2023 at 17h00 CET (Central
European Time).

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3. Budgetary framework and implementation

3.1. Available budget

The budget for this call allows for a maximum of 29 projects.

This is the 2nd SI Call within FYP2.

3.2. Implementation
After project selection, VLIR-UOS will inform the project promoters on the selection decision, and perform a
check of essential personal and budget data in view of the contracting procedure. During the contracting pro-
cedure, VLIR-UOS will draft an agreement between VLIR, the partner institution, and the Flemish institution
with which the promoters of the selected project are affiliated, to establish rules governing the management
and use of, and responsibility for the allocated resources.

Selected projects will start as of 1 September 2023 and run for a maximum of 2 years : from 1 September
2023 until 31 August 2025. No extension is possible.

3.3. Financial guidelines for proposal writing

The VLIR-UOS financial framework for SI projects indicate which expenses are allowed in the framework of a
project, how budgets are to be determined, and how expenses have to be accounted for. In order to support
the project formulation, we provided you with a basic set of guidelines needed for filling out the budget pro-
posal. (see Call Annex 2).

The applicable budget lines are:

A. Investment costs (durable goods with a long life that can be depreciated in the accounts over several
years)
B. Operational costs (“project-related” costs incurred for the purchase and/or operational use of goods that
are not depreciated in the accounts and costs directly related to a specific project activity)
C. Personnel costs
D. Scholarship costs
E.1. Coordination cost at the level of the Flemish institution (5% of the A-D total)
E.2. Coordination cost at level of the partner institution(s) (5% of the A-D total)

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4. Timeline
STEP IN PROCESS RESPONSIBLE DATE
Launch call VLIR-UOS Team 25 November 2022
Information session (online) VLIR-UOS Team 6 December 2022, from 13:00 un-
til 15:00 CET
Training sessions (on campus): VLIR-UOS Team To be determined in consultation
VLIR-UOS will offer a number of with the ICOS/GEO, period: Jan-
training sessions about proposal uary-February 2023
writing and using the submission
tool
Deadline for submission to ICOS Flemish promoters Most likely around 2 weeks before
the VLIR-UOS deadline, but
please contact the ICOS or GEO
of the Flemish institution (univer-
sity association level, see contact
details)
Deadline for submission by the ICOS 16 March 2023 (17h00 CET)
ICOS to VLIR-UOS
Eligibility check and decision, and VLIR-UOS Team and Bureau 31 March 2023
notification in case of non-eligibil- UOS
ity
Selection Commission meeting VLIR-UOS Team 1st half of May 2023
Ratification of selection Bureau UOS 2nd half of May 2023
Notification of selection VLIR-UOS Team End of May 2023
Finetuning/data check selected VLIR-UOS Team and promot- June 2023
projects ers/ICOS
Signing of contract VLIR-UOS, Flemish and partner July-August 2023
institutions
Start of projects Project promoters 1 September 2023
End of projects Project promoters All projects will end ultimately on
31 August 2025

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5. Application modalities

5.1. Methodological approach and formulation guidelines

All projects need to be identified and formulated following the general principles of the Theory of Change
approach and the Managing for Development Results paradigm. These principles were translated into an ex-
tensive guide with background information supporting the formulation of VLIR-UOS projects. The formulation
of a project is much more than writing a document. It is a participative process in which partners co-create a
project based on a shared vision of change, and a shared understanding of the current situation. A project
formulation presentation (Call annex 1) specifically for Short Initiatives (SI) provides practical and operational
support and information on the different modules that need to be developed to arrive at a qualitative project
proposal. The development of these interrelated modules is explained in a stepwise process. The modules
form the basis for the online project development tool.

The guide consists of 8 Modules3 as demonstrated in the figure below:

1: Context analysis

2: Project strategy (impact statement, ToC)

3: Organisation

4: Stakeholders and coherence

5: Planning & budgeting

6: Risk management

7: Monitoring & evaluation

8: Learning and steering

5.2. Application support

The ICOS function as liaison between the VLIR-UOS Team and the individual Flemish institutions and aca-
demics/lecturers. The ICOS are the first line of contact to assist the promoters with the elaboration of their
project proposal (eligibility check, explanation of the financial framework, assistance in filling out the project
modules, etc).

As a general principle, support will be provided in a multi-stage process, in which applicants first contact the
ICOS at the level of their institution. Where needed, the ICOS will cluster and forward the questions they cannot
answer to VLIR-UOS. VLIR-UOS will provide a “Questions and Answers” section relating to the SI call on its
website.

Questions related to the VLIR-UOS project tool can be sent or forwarded to info@vliruos.be.

3 Module 6: risk management, is not included in the application form of Short Initiatives

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In the case of this call, 1 general online information session about SI will be organised on 6 December 2022,
from 13:00 to 15:00 CET (invitation link will be provided on the website), focusing on the call info, formats,
and guidelines. All relevant information is included in this call document, but will also be provided on the call
page on the VLIR-UOS website.

VLIR-UOS also offers to organise specific training session(s) on proposal writing and on the use of the tool, at
the level of the Flemish associations (timing to be determined in consultation with ICOS). Please check our
website or the ICOS for updates.

5.2.1. Contact addresses of the ICOS

University Name Address Phone Email
Association
KU Leuven Tupac Calfat International Office, VLIR- +32 16 37 94 40 Tupac.Calfat@kuleuven.be
Association UOS projects, Naamse-
straat 63 - bus 5001, 3000
Leuven
Associatie Universiteit Katharina International Relations +32 3 265 44 07 Katharina.Verstraelen@ua
& Hogescholen Verstraelen Office ntwerpen.be
Antwerpen Gratiekapelstraat 10, 2000
Antwerpen, Belgium
Ghent University Barbara Dienst Onderzoeks- +32 9 264 82 23 Barbara.Lobert@ugent.be
Association Lobert aangelegenheden -
Afdeling
Onderzoekscoördinatie
Sint-Pietersnieuwstraat 25,
9000 Gent
Associatie Thomas Dienst Internationalisering +32 11 26 82 86 Thomas.Peeters@uhass
Universiteit- Peeters en elt.be
Hogescholen Limburg Ontwikkelingssamenwerkin icos@uhasselt.be
g (DIOS), Campus Hasselt,
Martelarenlaan 42, 3500
Hasselt'
Universitaire Annabel Van Vrije Universiteit Brussel +32 2 614 80 66 Annabel.Lieselot.van.Dam
Associatie Brussel Damme International Relations and me@vub.be /
Mobility Office icos@vub.be
Pleinlaan 2, 1050 Brussel
Note: if needed, the contact details of the respective GEO per university of applied sciences and arts can be obtained via
our website.

5.2.2. Contact at VLIR-UOS

Topic Name and Phone Email
function
Overall coordination TEAM Peter De Lannoy +32 2 550 19 64 Peter.Delannoy@vliruos.be
and SI projects Global
Country-specific info for Cuba, Partnerships
Ecuador, Bolivia, Peru, Coordinator
Vietnam and Ethiopia

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Country-specific info for Kathleen Wuytack, +32 2 289 05 55 Kathleen.Wuytack@vliruos.be
Benin, Burundi, DR Congo, Global Partner-
Morocco, Uganda ships Manager
Country-specific info for Geraldine Mabbe +32 2 550 19 62 Geraldine.Mabbe@vliruos.be
Tanzania and Kenya Global
Partnerships
Manager
Country-specific info for Laura Uwase +32 22890559 Laura.Uwase@vliruos.be
Rwanda, South-Africa, Global
Indonesia and the Partnerships
Philippines manager

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6. Selection

6.1. Selection criteria

Each call for proposals will apply the same set of four selection criteria. These four criteria are further defined, and translated into a non-exhaustive list of descriptors
that are illustrative but provide an objective interpretation of the criteria, both for the applicant as well as for the selection commissions.4

Next to the criteria mentioned in the table below, their underlying values are also important in the VLIR-UOS selection system: relevance, coherence, effectiveness,
efficiency, expected impact, sustainability, partnership strategy, synergies and learning.

Criteria Definition Descriptors

The extent to which the pro- 1.1 The proposal aligns with the Agenda 2030, national and local policies, as well as with the programme
posal responds to beneficiar- ToC.
Relevance and ies’, global, country, and part- 1.2 The proposal is based on a genuine and evidence-based context and stakeholder analysis with attention
ner/institution needs, policies to gender, vulnerable people and the environment (LNOB and interconnectedness).
coherence of the
(relevance) and fits with the pro-
project 1.3 The proposal is compatible/links up with or capitalizes on other related (including preceding) initiatives in
gramme Theory of Change the same context or topic (a.o. by taking into account the VLIR-UOS country frameworks).
(ToC) and within the institu-
1.4 The proposal demonstrates local ownership and is in line with the local partners‘ priorities.
tion/context (coherence).
2.1 Linked to the project strategy / Theory of Change , the proposal articulates a realistic, convincing project
logic, with a clear and realistic flow between a long-term sustainable development objective/impact level,
the outcomes expected from the project, and the envisaged intermediate changes (=results) by formulat-
ing activities/identifying deliverables linked to one or more of the six standard VLIR-UOS project domains,
Quality of the The extent to which a proposal
with due attention for the Agenda 2030 principles.
presents a convincing project
project design 2.2 The proposal is original, creative, innovative (scientific, academic or pedagogical excellence).
strategy.
2.3 The proposal elaborates an appropriate and feasible (scientific, academic or pedagogical) methodology
or approach that recognises/addresses the interconnectedness of the sustainable development chal-
lenges (e.g. multidisciplinary or systems approaches) (INT).

4 Based on the ERC (European Research Council) and OECD-DAC (Organization for Economic Cooperation and Development - Development Assistance Committee) definitions.
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 3.1 The project ToC is translated into a clear planning which will facilitate effective project execution, follow-
up and monitoring, with due attention for the Agenda 2030 principles.
3.2 The proposal is cost-effective, the budget is reasonable and justified.
3.3 The proposal involves an appropriate mix of partners (persons and their organisations) (with the required
Implementation The extent to which the pro- profile, experience, and expertise) to successfully deliver all aspects of the project (quality of the partner-
posal presents a strong plan ship) and to clarify an adequate and equitable distribution of the roles and tasks for all partners involved,
set-up of the pro- demonstrating the commitment and active contribution of all participating organisations (incl. coordination
and partnership for the execu-
ject tion of the project. and communication between the involved partners).
3.4 It is an added value if different (Flemish or partner) HE&SIs are involved in the proposal, either universi-
ties, universities of applied sciences and arts, or both.
3.5. It is an added value if in the proposal different stakeholders are genuinely involved in the implementation
of the project (Multi-stakeholder partnerships)
4.1 The proposal has potential to contribute to applications/policies/services and respond to the needs of
direct and indirect beneficiaries, while paying attention to gender, vulnerable people (LNOB), and the
environmental impact.
4.2 The proposal presents a convincing stakeholder management plan to facilitate stakeholder engagement,
while paying attention to gender and vulnerable people (LNOB).
The extent to which the project 4.3 The proposal has a clear uptake strategy while paying attention to gender and vulnerable people (LNOB),
is likely to produce positive long- with the aim to significantly increase knowledge uptake and innovation. Eventually, this will lead to inclu-
Potential impact term effects (impact) and bene- sive and enduring transformations with potential positive socio-political, environmental, and economic
and sustainability fits which will be continued after effects at the level of the ultimate beneficiaries within and beyond the HE&SIs (e.g. local communities,
the project duration (sustainabil- policy makers, local industry, etc.).
ity). 4.4 The proposal is likely to realise institutional embeddedness (within the partner organisation; with relevant
local, national, international networks and stakeholders) and envisages organisational capacity strength-
ening to allow the benefits to continue after the funding (institutional and financial sustainability).
4.5. The proposal pays close attention to interlinkages and potential trade-offs between environmental and
socio-economic factors. The proposal’s sustainability strategy ensures a reasonable balance of social,
economic, and environmental sustainability (INT).

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6.2. Scoring of the criteria
All proposals are assessed by the commission members, guaranteeing equal treatment and triangulation.

The scoring of each of the criteria is done using a qualitative interval scale:

A: Very good (no revisions are needed)

B: Good (minor revisions might be needed)
C: Weak (major revisions are needed, hence the proposal cannot be selected. Proposal can be
remediated towards a next submission)
D: Very weak

During a selection commission meeting, the selection commission will – on the basis of individual scoring –
formulate an agreed-upon score for each criterion. In order to be ‘fundable’, a proposal should obtain an A or
B score on each criterion. In case a proposal is awarded with a C or D score for 1 criterion, the proposal is not
discussed any further. For fundable projects, the more A’s the better, and the following selection criteria are
applicable in declining order of priority:

1. Relevance and coherence

2. Quality of the project
3. Potential impact and sustainability
4. Implementation set-up

More details about the VLIR-UOS selection system can be found on the VLIR-UOS website.

6.3. Selection commission

6.3.1. Composition
Considering the expected high amount of proposals for SI calls, with a strong focus on thematic sustainable
development challenges in relation with country level contextualisation and in order to guarantee balanced
distribution of projects over continents, the selection of SI will be organised via Regional Selection Commis-
sions:

- Regional selection commission Africa 1 for the selection of SI proposals in Africa: Benin, Burundi, DR
Congo, Morocco, Rwanda
- Regional selection commission Africa 2 for the selection of SI proposals in Africa: Ethiopia, Kenya, South
Africa, Tanzania, UgandaRegional selection commission Asia for the selection of SI proposals in Asia:
Indonesia, Philippines, Vietnam
- Regional selection commission Latin America for the selection of SI proposals in Latin America: Bolivia,
Cuba, Ecuador, Peru

6.3.2. Follow-up of selection commission meeting

The selection meetings will take place in May 2023. During the meeting of the Regional Selection Committee
the promoters are not expected to orally defend their proposal. The Bureau UOS will ratify this selection.

Once the Bureau UOS has made the final decision about the selection of the project proposals, all promoters
will be informed of the outcome of the selection process and the reasons for approval or rejection of their
proposal(s), including an indication of criteria that – if relevant - did not reach a sufficient (A or B) score.

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7. Theory of change and objectives

7.1. Aim and key features of SI projects

Aim:
Short Initiatives (SI) projects are short-term projects that aim to explore, build and deepen academic/scientific
collaborations among diverse teams of academics and researchers. SI projects focus on a sustainable devel-
opment challenge and are able to realise objectives within the limited timespan of maximum 2 years.

With SI projects, VLIR-UOS aims to strengthen the research and educational capacities of higher education
and science institutions in partner countries. In addition, SI projects are expected to create the conditions for
uptake of new and relevant knowledge, applications and/or services by academic, civil society, private and
public actors.

Key Features:
• A Short Initiative (SI) is expected to produce short-term results within the duration of two years.
• SI projects are very accessible, in particular for new/young project promoters that were sensitised via the
Global Minds framework or via involvement in ongoing projects of other promoters, and/or are eager to go
for a first experience as a promoter of a VLIR-UOS project. Also academics with VLIR-UOS experience
have access.
• Allows for differentiated aims (exploration, innovation, valorisation, etc.) and approaches (education, re-
search, policies, outreach, people, networks).
• The partnership can vary in terms of size and composition: one or more Flemish higher education institu-
tions, one or more local higher education and science institutions and/or other actors; one or more disci-
plines; young/new and/or more experienced academics, etc.

7.2. Theory of Change for SI projects

The SI projects’ Theory of Change below reflects the general Theory of Change for the VLIR-UOS portfolio
and how the objectives of SI fit in. The VLIR-UOS Theory of Change explains how a given project, or set of
projects, is expected to lead to a long-term development change. The ToC draws on a causal analysis based
on available evidence, clarifying the anticipated pathways to impact. It clarifies how VLIR-UOS wants to make
a contribution to Agenda 2030, which changes SI projects can make, and how they can do so.

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Figure 1 Schematic representation Theory of Change associated with Short Initiatives projects

7.2.1. Long-term impact

VLIR-UOS considers global engagement for higher education as a goal (SDG 4: Quality Education) and a
means for attaining other SDGs through knowledge co-creation, transfer, and valorisation. In the long run,
Short Initiatives projects are expected to contribute to more sustainable and equitable development by foster-
ing:

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• Application of solutions and evidence-based policies: In short, this refers to the role of higher educa-
tion in applying new knowledge, insights, and evidence for sustainable development. Effective partner-
ships are conducive to ensure the relevant stakeholders are engaged and opportunities for uptake are
created. This leads to a broader application of new knowledge by end-users and can include policymakers
applying evidence from research in their policies, local communities adapting new practices that address
their local needs, and private companies adapting innovative approaches.

• A global community of skilled individuals who act as global citizens in relevant sectors: In short,
this refers to the potential of HE&SIs to develop generations of new leaders and skilled professionals.
These skilled individuals are expected to drive social and economic development with their contributions
to relevant sectors. As critical global citizens, they are likely to have a multiplier development effect be-
cause of (i) their capacity to understand and question global power structures and to communicate and
work/study effectively outside one’s environment, (ii) their consideration of interdependence and social
concern for others, and (iii) their civic engagement in the form of pro-environmental and pro-social behav-
iour.

• Knowledge-driven global partnerships: In short, this refers to the idea that reciprocal partnerships are
essential to safeguard knowledge co-creation, exchange, and uptake within and beyond the scope of the
supported projects. In line with SDG 17, VLIR-UOS aims for sustainable, effective, and efficient partner-
ships at various levels, including the individual, institutional, country, and regional levels, both within the
HE sector, and with other sectors.

7.2.2. What difference SI and TEAM projects make: project outcomes

To effectively contribute to these generic objectives, VLIR-UOS focuses on two strategic axes:
• Enabling HE&SIs to strengthen and take up their role as Drivers of Change
• Enabling individuals to act as Agents of Change.

Both strategic axes can reinforce one another. For instance, the extent to which HE&SIs take up their role as
development actor is likely to affect the embedded scholarship students’ development of knowledge, skills,
and attitudes that enable them to effectively act as agents of change within and beyond the setting of the
HE&SI.

Along these strategic axes, VLIR-UOS identifies six outcomes. Outcomes refer to the change(s) a project
want to realise by the end of the implementation period. Every Short Initiative is expected to clearly
align to at least 2 of these outcomes, namely:

(1) Individuals apply relevant co-created knowledge, skills, and attitudes. This outcome indicates the
co-creation and transfer of state-of-the-art knowledge and skills to individuals who then apply these in
their own organisation. The skills and knowledge also include critical thinking, global citizenship skills
and attitudes, leadership skills, etcetera.
(2) HE&SIs provide higher quality and more inclusive education. This outcome concerns the improved
quality and inclusiveness of education as a result from strengthened educational capacities available
at HE&SIs.
(3) HE&SIs make use of improved organisational systems, processes, and structures. This outcome
was formulated to highlight the importance of the organisational capacity of HE&SIs to enable changes
in terms of research and education capacities. It encompasses improved organisational processes (e.g.

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 ICT/digitalisation), support systems (e.g. quality assurance), and structures as well as human capaci-
ties that contribute to HE&SIs’ enhanced institutional performance.
(4) HE&SIs conduct higher quality and needs-oriented research. This outcome reflects the VLIR-UOS
ambition to strengthen research capacities in order to enable HE&SIs to develop higher quality and
needs-oriented research processes and results. This outcome signifies HE&SIs becoming (more) re-
search active and innovative and being enabled to produce solutions to local and global challenges. It
also refers to research that is gender-sensitive and equity-focused as a means for achieving excellence
in research..
(5) HE&SIs create enhanced conditions for the uptake of new knowledge, applications, or services.
VLIR-UOS identifies this outcome as the production of new knowledge, applications, and services and
the creation of conditions for uptake by relevant external stakeholders. It can involve strategic, uptake-
oriented stakeholder management, targeted dissemination, and capacity strengthening of end-users
(or intermediaries).
(6) HE&SIs and their stakeholders engage in knowledge-driven science-society interactions. This
outcome responds to the growing awareness of the importance of the science-society interface which
has been identified as a weakness in recent VLIR-UOS evaluations. It reflects the VLIR-UOS ambition
to support networks, partnerships, or platforms which can constitute an eco-system where academic
(HE&SI’s staff, students and alumni) and non-academic stakeholders (policymakers, ANGCs, donor
organisations, private sector, embassies etc.) interact to facilitate the valorisation and uptake of
knowledge.

When referring to the outcomes in SI projects, they particularly aim at contributing to VLIR-UOS outcomes (2)
higher quality and more inclusive education, (4) higher quality and needs-oriented research, and (5) improved
conditions for the uptake of new knowledge, applications or services. While it is not VLIR-UOS intention to
impose restrictions on individual projects, all SI projects are mandated to ensure that their change process
contributes to the enhanced conditions for the uptake of the knowledge, applications, or services. These need
to be generated in relation to the specific developmental challenge the project aims to address (VLIR-UOS
outcome 5). Thus, besides VLIR-UOS outcome 5, individual projects may choose to focus on a sub-selection
depending on the priorities and needs of stakeholders in the partner country. However, projects are required
to document their choices through Theory of Change to ensure they are aligned with the programme’s vision
towards change, as set out in this document.

7.2.3. How do projects deliver on their outcomes: domains of intermediate

change/outputs
In general, SI projects are expected to bring about results in potentially six (project) domains: Research
programmes and methods, Education programmes and methods, Outreach and policy support, People, Sys-
tems, policies and infrastructure, Networks and partnerships.
The table below presents a non-exhaustive and indicative list of deliverables and activities that individual pro-
jects can undertake within the six domains through partnerships between HE&SIs and other local, national or
global stakeholders. The deliverables, processes, and changes in these domains are interlinked and not mu-
tually exclusive. Additionally, it is important to keep in mind that expectations in relation to these domains
should vary for SI projects in view of their distinct scope (in terms of time and budget).

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 General description
Domain Activities (examples)
(VLIR-UOS ToC)

• New knowledge and technologies are developed about sustain-

able development relevant topics, responding to local needs (pri-
oritising vulnerable groups )
• High-quality research publications and training manuals for aca-
demic use are produced, contributing to increased research out-
put and university reputation
• Gender balanced participation is promoted in research pro-
Improved (interdisciplinary) meth-
Research odologies and strengthened qual- grammes
programmes ity and relevance of research to • Research takes into account the impact on gender issues (how
and methods allow better knowledge manage- the results positively/negatively impact men/women) and envi-
ment and high-quality research ronment
results serving societal needs
• Integration of new research methods, training lab techniques in
optimised research practices
• Improved data collection methods and analysis techniques
• Practice-based research leading to an improvement/innovation
in the professional practice/work field (e.g. university colleges
projects)
• Etcetera
• Updated Master programmes are implemented
Improved, innovative, and inclu- • New courses are included in the curricula
sive teaching methods, didactics, • New trainings are developed for (non-)academic stakeholders
and digital approaches. Improved
Education curriculum content to support • New didactical, pedagogic and teaching methodologies are in-
knowledge co-creation and equip troduced, adapted, and implemented by staff
programmes students with the necessary skills
• Research-based educational programmes are developed and
and methods and knowledge, ensuring employ-
ability after graduation and the implemented, connecting MSc students to research
ability to tackle global challenges • Courses and training content are created with improved integra-
from a holistic, interdisciplinary tion of equity and equality, e.g. gender concepts, intersectional-
perspective ity, inclusion, (implicit) bias,…
• Etcetera
• Activities to facilitate and contribute to the use of research evi-
dence by policymakers, private sector, civil society, and other
development actors
• Guidelines are developed and made available for uptake by
stakeholders; Policy briefs are published for policy advice
• Collaboration in spin-offs, commercialisation of new knowledge
Enhanced interaction with rele- products, registration of IP, pilot initiatives
Outreach and vant public, private, and aca- • Involvement of end-users in research processes
demic stakeholders to share • Stakeholder engagement strategies are developed/imple-
policy support knowledge, create conditions for
mented
uptake, and provide policy ad-
vice/support • Platform for regular exchanges/demonstration workshops with
stakeholders (incl. women/vulnerable groups)
• Improved scientific communication methods and strategies to
share results with broader audience
• Seminars with industry, government agencies, and development
partners are organised on a regular basis
• Etcetera
Better management, information • Establishment of efficient structures, processes and procedures
Systems, systems, educational and re- (e.g. introduction of lab procedures) and integration in the daily
search policies to improve func- workflows (e.g. well-functioning lab)
policies, and
tioning of HE&SIs, including poli-
infrastructure • Establishment of adequate “institutions”, policies, rules and reg-
cies on gender and diversity, re-
search integrity and uptake. Im- ulations (e.g. development of a new research/ accreditation/ HR
proved equipment, laboratories

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 and offices for education and re- policy, gender policy, environmental policy, technology transfer,
search Extension office, etc.)
• Adequate policies to support access for students from vulnera-
ble groups and ensure gender-balance among students and
staff
• Upgrade of research and education facilities
• Improved software technologies for data collection and analysis
• Measures are taken to reduce environmental impact (CO2 com-
pensation, less paper-based, limited travel, recycling, etc.)
• Etcetera
• Development of adequate skills, knowledge, competencies, and
attitudes (e.g. PhD scholarships)
• Application of skills, knowledge, and competencies on the work-
place (e.g. PhD holder applies new knowledge and skills)
Students, alumni, staff, research-
ers are trained/sensitised in a • Reduction of staff turnover, facilitation of skills, and knowledge
People supportive learning environment transfer within institutions (e.g. PhD remains staff member)
to strengthen knowledge, skills & • Transversal competencies (skills, knowledge, attitudes) to be-
attitudes in diverse domains (e.g. come critical global citizens and change agents are strength-
leadership, global citizenship). ened, awareness about gender and environmental issues, hu-
man rights, and global sustainability challenges. (transversal in-
tegration of global citizenship in VLIR-UOS portfolio)
• Etcetera
• Regional and international HE cooperation on a specific topic is
facilitated
• Multi-disciplinary and interconnectivity is implemented by col-
laborating with different teams/units/departments in the HE&SI
Strengthened interactions within (e.g. different projects along the value chain of an agricultural
reciprocal partnerships and en- product, strong complementarity & synergy with other projects)
gagements at local, regional, and
Networks and global levels between HE&Sis, re- • New research partnerships with private and public actors or
searchers, staff, students, and
partnerships other stakeholders in society civil society are developed to have more societal impact
(public actors, private actors, and attract new funding to ensure sustainability
other civil society organisations • A stakeholder platform concept (e.g. stakeholder advisory
(CSOs), communities, etc.) for
board) and associated stakeholder workshops are developed
sustainable development
to build a network with private sector, policy-makers, and civil
society (e.g. women groups, communities, marginalised
groups)
• Etcetera

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7.3. SDG principles as a compass for VLIR-UOS projects
The SDG principles serve as a compass for VLIR-UOS' endeavour of sharing minds, changing lives. As
visualised in the ToC, they are transversally integrated, using a broad interpretation of the principles, to
make the activities and change processes SDG-proof. Additionally, VLIR-UOS uses the SDG principles
as a compass to integrate the principles of “synergy and complementarity” and the integration of trans-
versal and priority themes of the Belgian Development Cooperation into its operations. Integration of
these principles is an important element in the selection of projects.

Interconnectedness: VLIR-UOS recognises that given the complexity, scale and intercon-
nectedness of current societal challenges, meaningful social, economic and ecological trans-
formations can only be realised by approaching the SDGs from a holistic and integrated viewpoint. More
precisely, VLIR-UOS strives for holistic transformations by encouraging projects to reflect on their posi-
tion in the interplay of global challenges and national needs, and to bring together the different types of
expertise that are necessary to successfully implement the project. As an essential first step in consid-
ering the complexity of societal change, all VLIR-UOS supported projects develop a holistic context
analysis that moves beyond sectoral and disciplinary borders and should analyse the positive as well
as negative interlinkages between the SDG goals. This also includes attention for the transversal themes
gender equality and environment sustainability. With regard to gender, VLIR-UOS and its partners en-
gage in fixing the numbers, fixing the knowledge and fixing the organisation in line with the theoretical
three-fixes model of Londa Schiebinger (See VLIR-UOS gender policy document). Projects are ex-
pected to align with this threefold gender strategy in their proposal. With regard to environment, project
applicants are invited to consider the environment and environmental sustainability during the project
identification & formulation phase, as well as to monitor and reflect upon the project’s effects on the
environment and the risks posed by the environment on their project. Thereby, projects should be guided
by the ‘do no harm’ principle to prevent, reduce, and control the risk of environmental harm. Besides
integration of gender equality and environmental sustainability concerns within project management, the
transversal themes can also feature in the projects’ content.

Coherence, interinstitutional collaboration and Multi-stakeholder partnerships (MSP):

The complexity, scale, and interconnectedness of the current societal challenges that the SDG
framework is seeking to address, requires a concerted effort or collaboration by a wide variety of actors.
This need for concertation/collaboration is translated to 3 potential approaches . Proposals are invited
to explore these.

• Coherence: The Agenda 2030 urges actions to be coherent with the actions and networks of
other actors and/or other HES4SD initiatives. An analysis of complementary actions by aca-
demic and non-academic actors is essential for each partnership (to ensure coherence). VLIR-
UOS wants to facilitate coherence and connections between different actors and projects pre-
sent in each country and across borders. With these objectives in mind, Country Reference

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 Framework (CRF) documents 5 support teams of academics when identifying and formulating
project proposals, by providing a context analysis per country, focused on Agenda 2030 on
Sustainable Development and the higher education sector, and by providing an overview of
Belgian development actors active in the country and of their ongoing projects and partners, in
view of exploration of opportunities to connect and assure coherence.
• Interinstitutional collaboration: This concerns a structural collaboration between several
higher education institutions at Flemish and/or partner level within the framework of a project,
pooling available expertise, with the aim of obtaining better results.
• Multistakeholder partnership (MSP): this concerns a structural collaboration with at least 1
non-academic actor (= multi-stakeholder; civil society, private sector, governmental actors, etc.)
in which this actor plays an active role in the project implementation. VLIR-UOS takes into ac-
count the MSP principle by promoting collaboration between different actors (beyond HEIs) to
co-create, share, and mobilise knowledge and expertise across disciplines, sectors, interest
groups, and borders. More precisely, VLIR-UOS explicitly puts forward the science-society in-
terface and knowledge uptake, and the importance of strengthening it.

Leave no one behind: VLIR-UOS recognises the need for pro-active strategies to ensure that
vulnerable and marginalised populations are included and benefit from higher education part-
nerships for sustainable development. The LNOB principle is taken into account by looking at partners
with whom we work, at beneficiaries for whom we work, and at what we focus on in projects. VLIR-UOS
encourages projects to take gender and vulnerable groups into account, by putting forward partnerships
with mid-range or small-scale institutions, by awarding scholarships to a diversified group of beneficiar-
ies and by promoting transformative or community-based types of research. More precisely, interna-
tional top higher education institutions are only considered when they participate as supporting partners
in projects, scholarship attribution is not only based on academic excellence in terms of scientific output,
and mainstreaming approaches are put in place to consider inclusion and (gender) equality in each
project. Short Initiatives, in particular, aim to be accessible for academics/researchers at the early stages
of their academic career interested to explore the potential for higher education for sustainable devel-
opment. As mentioned earlier, with regards to gender, VLIR-UOS and its partners engage in fixing the
numbers, fixing the knowledge and fixing the organisation for gender equality. This is also an important
dimension of the Leave No One Behind principle.

5Country reference frameworks were elaborated for the 17 countries + Belgium in the VLIR-UOS project partner
country list. (see links at the end of this document)
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8. Project formats, call annexes and background in-
formation

8.1. Project formats

Formats that are available on our website and which have to be submitted:

This format is to be followed when drafting the

project proposal and includes the guiding ques-
Format for a project proposal (offline working
tions for the narrative sections per module. All
document)
information in this working document will need
to be included directly in the online tool for pro-
ject submission.
This excel format is used for the input of gen-
eral project info, details on team members and
Annex 1: Format Project proposal the activities per intermediate change domain,
and is to be uploaded in the project submission
tool.
A project proposal is only complete if a duly
completed and detailed budget is added. This
Annex 2: Format Budget proposal document gives you the format of a budget ta-
ble, and is to be uploaded in the project sub-
mission tool.

Mandatory annex, as a free format / no template available :

Please add the CVs of the promoters in the

module organisation (via an online link if so
Annex 3: CVs of the promoters
possible, or upload a pdf version of the short
CV. Optional: CVs of the co-promoters.
Endorsement letter of the partner institution: in-
stitutional support letter, referring to the em-
ployment link of the main partner promoter with
Annex 4: Endorsement Letter (free format) a (recognized higher education) partner institu-
tion, and the support of this same institution to
the project. The letter should be signed at least
by an authority at Faculty level.

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8.2. Call annexes
The following annexes are essential background information when formulating a proposal, and can be
downloaded from the VLIR-UOS call page:

Call Annex 1 A guiding powerpoint is provided with an in-

Intro to the formats and formulation guidelines SI troduction to the formats and main formula-
2023 tion guidelines.

Call Annex 2: This presentation provides an overview of

Financial guidelines for SI project proposal writing for the VLIR-UOS financial framework. These
SI and TEAM projects provide an overview of the budget lines that
are applicable and indicate what expenses
are allowed within the framework of SI pro-
jects. The overview also refers to the new
scholarship framework and the current Hotel
and per diem allowances (version 6 July
2018) available on the VLIR-UOS website.

8.3. Background information

Links to country reference framework documents per project partner country : These documents provide
(i) an overview of ongoing VLIR-UOS projects (ii) summary info on a partner country’s approach towards
Agenda 2030 and the SDGs; and (iii) general info on the higher education sector and on proposed
activities of Belgian cooperation actors, with a focus on the non-governmental cooperation.

Benin

Bolivia

Burundi

Cuba

DR Congo

Ecuador

Ethiopia

Indonesia

Kenya

Morocco

Peru

Philippines

Rwanda

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South-Africa

Tanzania

Uganda

Vietnam

Looking for inspiration: check out our website with the links to Community talks, the publication 20 years
of Impact - Sharing Minds, changing Lives, and on the integration of the SDG principles via the back-
ground document Theory of Change and methodological handbook.

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Abbreviations

ANGC Belgian Actor of Non-Governmental Cooperation

DGD Directorate General for Development Cooperation and Humanitarian Aid
FYP Five-Year Programme
GEO Global Engagement Officer at level of a Flemish university of applied sciences and
arts
HE&SI Higher Education and Science Institution(s)
HEI Higher Education Institution(s)
ICOS Institutional Coordinator for Development Cooperation
IUC Institutional University Cooperation
JSF Joint Strategic Framework
SI Short Initiative project
TEAM TEAM project
ToC Theory of Change
tJSF Thematic Joint Strategic Framework
UOS Universitaire Ontwikkelingssamenwerking (University Cooperation for Develop-
ment)
VLIR Vlaamse Interuniversitaire Raad (Flemish Interuniversity Council)
VLIR-UOS VLIR-Universitaire Ontwikkelingssamenwerking (VLIR-University Cooperation for
Development)
ZAP Zelfstandig Academisch Personeel (Independent Academic Personnel)

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