Mobile Arts for Peace is delighted to launch its Medium Grants call for researchers at all levels, supporting research that considers how arts-based research approaches can support structures and modes of communication between youth and policymakers in Kyrgyzstan, Rwanda, Indonesia and Nepal.
A key aim of MAP is to deliver a comparative study of the use of interdisciplinary arts-based practices for peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal. It explores how pathways to peace may be shaped by diverse political, cultural, religious and linguistic factors, as well as the crosscutting issues of gender and intersecting inequalities, environments and the exclusion of children and youth from policymaking processes.
The MAP Medium Grants funding call is open for applications on 1st July 2022 and closes on 1st September 2022 (11:59pm GMT).
*Please note that the deadline for applications has been extended from 22nd August to 1st September 2022*
MAP Network Plus will award up to two Medium Grants (of £50,000) in each of the MAP partner countries: Kyrgyzstan, Rwanda, Indonesia and Nepal so up to eight grants in total. The aim of the Medium Grants is to develop two-way arts-based communication structures between young people and policymakers. The Medium Grants will build on the work of the Small Grants (completed June 2022) which developed youth-led research based on issues faced by young people in each of the partner countries. In addition, a Large Grant project will put into place monitoring and evaluation structures to document and to evidence the findings from Strand One and Strand Two activities of Small and Medium Grant projects.
The MAP Medium Grants scheme provides funding for researchers of any level and partnering organisations to design and deliver arts-based research projects with and for young people, that further the impact of Phase One and Phase Two (Small Grants) of the MAP project. This includes researchers at cultural organisations, Civil Society Organisations (CSOs), universities, research organisations, Non-Governmental Organisations (NGOs), and social enterprises.
Please see the MAP Medium Grants guidance for the full details of the criteria for the scheme. The guidance provides a summary of MAP’s aims and research questions, MAP’s objectives for the Medium Grants scheme, and eligibility for applicants for the MAP Medium Grants.
We are also providing a Frequently Asked Questions resource for MAP Medium Grants applicants.
The MAP Medium Grants assessment panel will meet in early September 2022. Provisional offers will be made, dependent upon due diligence, in mid-September 2022.
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MAP Medium Grants Online Application Form and Supporting Documents
All MAP Medium Grant applicants should complete and submit the Online Application form below. Applicants are also required to submit all listed supporting documents to MAP@lincoln.ac.uk. Please note that the subject line should include the grant name, the PI name and the date of submission (e.g. “MAP Medium Grant application – Breed310322”).
The form, together with the supporting documents, should be completed and submitted by 1st September 2022 (11:59pm GMT)
Please click on the following link to access and fill the required form for MAP Medium Grant applicants:
MAP Medium Grant Case for Support Application Form
You can also find a .doc copy of the form here. Please be advised that this .doc form is only to facilitate the process of typing and that you will still need to fill and submit the MS Form through the link in blue above.
Please complete and return the following supporting documents:
- One Page Theory of Change. For further guidance on how to complete a Theory of Change document, please see our dedicated Theory of Change webpage.
- A two-page CV and one-page publication list for PI, Co-I and any named research assistants.
- Confirmation that you have read and agree to adhere to the University of Lincoln’s Due Diligence Process. Please see Appendix Three of the MAP Large Grant guidance for further information.
- Financial breakdown of project budget. Please see UKRI guidance for completing a financial breakdown.
- Completed MAP Medium Grant timeline of activities.
- One-page justification of resources. Please see UKRI guidance for completing a Justification of Resources document and a sample Justification of Resources.
- One-page Gender Equality Statement. Please see UKRI guidance for completing a Gender Equality Statement.
- Letters of support from all institutions involved.
The MAP Medium Grant assessment panel will meet in early September 2022. Provisional offers will be made, dependent upon due diligence, in mid-September 2022.
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MAP Medium Grant Frequently Asked Questions
[/et_pb_text][et_pb_accordion _builder_version=”4.16″ _module_preset=”default” min_height=”700.6px” global_colors_info=”{}”][et_pb_accordion_item title=”Q1. Can applications be led by PIs from non-Academic organisations, such as NGOs and major in country delivery partners?” open=”on” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”]A1. Yes. As long as proposals are research-focused and include contributions from research focused partners, applications from PIs based in non-academic organisations are eligible. Non-academic organisations should provide evidence of their capacity to lead and deliver research projects and attention should be given to issues such as support for the career development of researchers involved in the project and access to appropriate support facilities (e.g. for data management) and advice (e.g. on research ethics, safety etc.)
[/et_pb_accordion_item][et_pb_accordion_item title=”Q2. Is there a maximum number of organisations which can be part of a MAP Medium Grant application?” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]A2. There is no limit on the number of applicants on a MAP Medium Grant proposal. However, each application will be required to make a case for the applicants which are part of the application. Applicants are required to justify why the partnership between proposed applicants would be strategic and beneficial.
[/et_pb_accordion_item][et_pb_accordion_item title=”Q3. If you hold one of the other MAP Grants (Small or Large) can you apply for a MAP Medium Grant?” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]A3. Yes, MAP will allow medium grant applicants to be co-applicants on Small and Large Grants. Applicants will be required to demonstrate that they have the time and resources which are necessary to work on multiple awards.
[/et_pb_accordion_item][et_pb_accordion_item title=”Q4. If an organisation doesn’t have the required research capacity, can they still be a co-applicant for a MAP Medium Grants application?” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]A4. Yes. If an organisation doesn’t have required research capacity, they can be co-applicant on an application. They will require a main applicant partner which does have the research capacity, e.g. a university.
[/et_pb_accordion_item][et_pb_accordion_item title=”Q5. If an organisation doesn’t have the required research capacity, and they wish to apply as a main applicant, can they invite external researchers into their organisation in order to demonstrate their capacity as a research institution?” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]A5. No. Main applicants are required to demonstrate that they have the in-house staff and infrastructure which are required to lead high-quality research programmes. However, organisations without the required research capacity may be co-applicants for the MAP Medium Grants.
[/et_pb_accordion_item][et_pb_accordion_item title=”Q6. Can MAP Medium Grant applications be led by/include current MAP Co-Investigators and their organisations?” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]A6. Yes. Providing all eligibility criteria are met and they are not members of the core UK team. – MAP Co-Investigators will not be on the assessment panel for judging applicants and awarding grants.
[/et_pb_accordion_item][/et_pb_accordion][et_pb_text _builder_version=”4.16″ _module_preset=”default” min_height=”0px” height=”20px” custom_padding=”||54px|||” global_colors_info=”{}”]MAP Partners by Country
[/et_pb_text][et_pb_accordion icon_color=”#0C71C3″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_accordion_item title=”Hidden so the rest of the tabs start closed by default” open=”on” _builder_version=”4.16″ _module_preset=”default” custom_css_main_element=”display: none; ” global_colors_info=”{}”]Your content goes here. Edit or remove this text inline or in the module Content settings. You can also style every aspect of this content in the module Design settings and even apply custom CSS to this text in the module Advanced settings.
[/et_pb_accordion_item][et_pb_accordion_item title=”Indonesia” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]| Name | Website |
| Atma Jaya Catholic University of Indonesia (AJCUI) | https://www.atmajaya.ac.id/web/ |
| Lembaga Perlindungan Anak (LPA) DKI Jakarta/ Child Protection Agency Indonesia –Jakarta Office | https://lpai.id/ |
| Yayasan Anak Budaya Indonesia (YABI) | https://yayasananakbudayaidn.wixsite.com/yabi-1 |
| Ministry of National Development Planning[i] |
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| Ministry of Women Empowerment and Child Protection[ii] |
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| Office of Empowerment, Child Protection and Women Empowerment in the province of DKI Jakarta |
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| Kalamtara[iii] | https://www.youtube.com/user/josigilafilm |
| Yayasan Peduli Musik Anak Indonesia (YPMAI)[iv] |
https://pedulimusikanak.or.id/
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| Studio Hanafi[v] | https://koalisiseni.or.id/anggota/studio-hanafi/ |
| Pak Jose Rizal Manua[vi] | https://id.wikipedia.org/wiki/Jose_Rizal_Manua |
| Padepokan Ciliwung Condet[vii] | https://web.facebook.com/P.Ciliwung.Condet/ |
| Kalanari Theatre Movement[viii] | https://www.kalanari.org/ |
| Eddie Karsito[ix] | https://id.wikipedia.org/wiki/Eddie_Karsito |
| Sanggar Anak Akar[x] | https://koalisiseni.or.id/sanggar-anak-akar-mengembalikan-kepercayaan-lewat-kreasi/ |
[i] Not MAP partner, co-I Harla Octarra is an adjunct expert in child protection at the Ministry
[ii] Not MAP partner, co-I Harla Octarra is an adjunct expert in child protection at the Ministry
[iii] Fully involved in Phase 1 and Phase 2 Small Grants Research
[iv] Fully involved in Phase 1 and Phase 2 Small Grants Research
[v] Fully involved in Phase 1
[vi] Fully involved in Phase 1
[vii] Fully involved in Phase 1
[viii] Fully involved in Phase 1
[ix] Fully involved in Phase 1
[x] Fully involved in Phase 1
| Youth Organization name | Website | Selected problem | Area |
| Wahana Visi Indonesia[i] | Home | Wahana Visi Indonesia | Adolescents mental health | East and Central Jakarta |
| Red Nose Foundation | Home (rednosefoundation.org) | Diligence in school | North and South Jakarta |
| Yayasan Bandungwangi |
https://www.instagram.com/yayasanbandungwangi/?hl=en
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Sexual Commercial Exploitation of Children | East Jakarta |
| Forum Anak Pademangan Barat | https://web.facebook.com/rptra.budimulya | (Adolescents) sexual violence | North Jakarta |
| Forum Anak Cipinang Besar Selatan | N/A | Toxic parents | East Jakarta |
| Forum Anak Cipinang Besar Utara | https://www.instagram.com/forumanak.cbu/ | (inter-community) brawls | East Jakarta |
| Yayasan Bina Matahari Bangsa | Yayasan Bina Matahari Bangsa | Drugs abuse | North Jakarta |
[i] Wahana Visi Indonesia will not be continuing as partner after Phase 2 Small Grants Research
[/et_pb_accordion_item][et_pb_accordion_item title=”Kyrgyzstan” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]
| Name | Contact |
| Foundation for Tolerance International (FTI) | http://fti.kg/ |
| Sakhna Nomadic Theatre Kyrgyzstan | N/A |
| Ministry of Education of the Kyrgyz Republic | https://edu.gov.kg/ |
| Agency for Youth Affairs | https://www.gov.kg/ |
Jalal-Abad Region
| Jalalabad City Department of Education | https://www.facebook.com/kalchaev/ |
| Municipal Territorial Administration “Dostuk” of Jalalabad city | |
| Youth Committee of Suzak | https://www.facebook.com/profile.php?id=100025182744081 |
| Local self-government of the Suzak region | https://www.facebook.com/profile.php?id=100025182744081 |
| House of culture of the community Atabekova | |
| District police department of Suzak, district police officer Barpy | +996 550 040 606 Amanov Melis |
| District police department of Suzak, | +996 557213017 |
| City Department of Education of Suzak, | https://www.facebook.com/profile.php?id=100048646899847 |
| Mayors’ office of Jalalabad | https://www.facebook.com/profile.php?id=100013050787549 |
| Sanitary and epidemiological center of the city of Jalal-Abad | |
| Hospital of the city of Jalal-Abad | |
| Department of therapy feldsher-outpatient station Barpy. | |
| Secondary school №22 Gaidar, Suzak region | mektep24.kg |
| Secondary school No. 77 Baizakova, Barpy region | mektep24.kg |
| Secondary school №7 Turusbekov, Atabekov region | mektep24.kg |
| School gymnasium No. 5 Osmonov, Jalal-Abad city | sh_gimn5ja@mail.ru |
Osh Region
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Osh City Department of Education |
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Osh City Department of Social Protection |
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Municipal Territorial Administration Amir-Temur of Osh city |
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Municipal Territorial Administration Manas-Ata of Osh city |
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City Youth Committee of Osh |
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Osh City Department of Social Protection |
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Amir – Temur police department |
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Manas-Ata police department |
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Community prevention center of Municipal Territorial Administration Amir-Temur in Osh city |
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Community prevention center of Municipal Territorial Administration Manas-Ata in Osh city |
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City Department of Education of Uzgen |
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City Department of Social Protection of Uzgen |
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City Department of Social Protection of Uzgen |
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Mayors’ office of Uzgen |
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Community prevention center of Mayors’ office in Uzgen |
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Regional State Administration Aravan |
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Regional Department of Education in Aravan region |
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Community prevention center of Chek-Abad in Aravan |
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Local authority of Chek-Abad |
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Regional Department of Law Enforcement |
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Secondary school #47, Osh City |
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Secondary school #27, Osh City |
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Secondary school named after Sharipov, Uzgen |
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Secondary school named after Ismailov, Aravan |
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Batken Region
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Batken Pedagogical College |
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Public prevention center of the village of Samarkandek, Batken district |
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Batken district department of education |
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Batken city department of education |
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Aiyl okmotu of Aktatyr village, Batken region |
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Aiyl okmotu of Aksay village, Batken district |
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Aiyl okmotu of Samarkandek village, Batken region |
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Mayor’s office of Batken city |
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Secondary school named after M. Salikhov village, Samarkandek village, Batken region |
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Secondary school named after B. Khodzhaeva village, Aksai village, Batken region |
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Secondary school named after T. Sadykov, Aktatyr, Batken region |
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Secondary school named after K-Jol, Batken region |
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Batken Media local TV channel, Batken region |
Bishkek Region
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Department of Education of the Bishkek City Hall |
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Alamedin district department of education |
+996 312 60 3 886 |
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Municipal territorial administration #3 (Bishkek city government, Lenin District) |
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Municipal territorial administration #14 (Bishkek city government, Lenin District) |
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Municipal territorial administration #21 (Bishkek city government, Sverdlovski District) |
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Inspectorate for Children Affairs of the Department of Public Security of the Internal Affairs Directorate of Bishkek |
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MoveGreen – Youth Climate Change and Environmental Movement in the Kyrgyz Republic |
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Municipal Enterprise “Bishkekzelenkhoz” |
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School #96 (Ak-Ordo) |
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School #87 (Kelechek) |
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School #78 (Kolmo) |
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Mayevskaya secondary school |
List of Schools that Received Small Grants
| School name | Selected problem | Project name | Objective of the project |
| Bishkek | |||
| Maevka School | Low cultural education among young people | Education is taught from a young age. | Education is taught from a young age |
| School № 87, Kelechek | Exploitation of child labor | Happy childhood – wings for the future. | Promotion of awareness raising among adolescents and adults about the dangers of using heavy child labor, about the consequences and risks, as well as about alternatives to obtaining work skills. |
| School №78, Colmo | The problem of the relationship between parents and children, older and younger | Honor for elders, respect for juniors. | To convey to all parties the importance of fostering respect for elders, culture and a friendly attitude towards others in young people, strengthening ties between generations in a spirit of mutual consent. |
| School №96, Ak Ordo | Air pollution | Clean air is the source of a healthy life | To promote the voices of young people in solving environmental problems. |
| Osh region | |||
| School 27, Osh | Violence against children of migrants | Life without cruelty to children. | Drawing the attention of adults to the problem of violence against migrant children, discussing and finding joint solutions with them. |
| School named after Sharipova, Uzgen | Violence against children of migrants | We are against violence against children! | Drawing public attention to the problem of violence and the inadmissibility of cruel treatment of children, urging adults to take action to solve this problem. |
| School named after Ismailova, Chek-Abad JSC, Aravan region | School racketeering | Together for positive changes! | Promoting the solution of the problem of school racketeering and drawing public attention to the problem. |
| School №27, Osh | Lack of attention and support from parents to their children | Help us with a choice! | Communicate to adults that young people need parental attention and support. |
| Jalal-Abad region | |||
| School No. 7 named after Turusbekova, a / a Atabekova | Lack of understanding in the relationship between parents, children and teachers | The relationship triangle: student-parent-teacher. | Organization of a platform for dialogue between parents, children and teachers. |
| School No. 77 named after Baizakov, a / a Barpy | Environmental pollution | Let’s save our ecology. | Raising awareness among adolescents and adults about the dangers of waste incineration, the consequences and risks, as well as about alternative methods of waste collection and disposal. |
| School No. 27 named after Gaidar, a / a Suzak | Restricting girls’ access to education and profession | Girls need education. | Fostering dialogue between girls, parents and other stakeholders about the issue |
| School No. 5 named after B. Osmonova, Jalal-Abad | Unhygienic school toilet facilities | A clean school toilet is a guarantee of children’s health. | Raising awareness of parents, schoolchildren and other stakeholders about the problem of unsanitary school toilet conditions and hygiene |
| Batken region | |||
| School named after T. Sadykov, Aktatyr | Growing addiction of young people to online games and social networks | Together we will conquer everything. | Advocate young people on the correct use of their time on social media and warning about misinformation. |
| School named after B. Khodzhaeva, Aksai | Low level of interest of schoolchildren in reading books and getting an education | We are for a bright future. | Increase interest in reading and motivate youth to self-education. |
| School K-Zhol, Batken | Low attention of parents to the upbringing and education of children. | Quality education is the key to success. | Create a platform for dialogue: where there is an opportunity to find common interests to strengthen the relationship between students, parents and teachers. |
| School named after M. Salikhov, Samarkandek | Low interest of young people in getting education | Think, plan and make your choice for success. | To motivate young people to get education. |
Coming soon
[/et_pb_accordion_item][et_pb_accordion_item title=”Rwanda” _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}” open=”off”]Coming soon
[/et_pb_accordion_item][/et_pb_accordion][et_pb_cta title=”Mobile Arts for Peace Structure and Timeline” button_url=”https://map.blogs.lincoln.ac.uk/resources/” _builder_version=”4.16″ max_width=”100%” module_alignment=”center” min_height=”100px” height=”100px” max_height=”263px” custom_margin=”|-6px|1px|-191px||” custom_padding=”||27px|||” global_colors_info=”{}”][/et_pb_cta][/et_pb_column][/et_pb_row][et_pb_row column_structure=”1_2,1_2″ _builder_version=”4.16″ custom_padding=”33px||0px|||” global_colors_info=”{}”][et_pb_column type=”1_2″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text admin_label=”Biography” _builder_version=”4.16″ background_enable_image=”off” max_width=”97%” min_height=”100px” height=”461px” max_height=”271px” custom_padding=”0px||0px|||” z_index_tablet=”500″ text_text_shadow_horizontal_length_tablet=”0px” text_text_shadow_vertical_length_tablet=”0px” text_text_shadow_blur_strength_tablet=”1px” link_text_shadow_horizontal_length_tablet=”0px” link_text_shadow_vertical_length_tablet=”0px” link_text_shadow_blur_strength_tablet=”1px” ul_text_shadow_horizontal_length_tablet=”0px” ul_text_shadow_vertical_length_tablet=”0px” ul_text_shadow_blur_strength_tablet=”1px” ol_text_shadow_horizontal_length_tablet=”0px” ol_text_shadow_vertical_length_tablet=”0px” ol_text_shadow_blur_strength_tablet=”1px” quote_text_shadow_horizontal_length_tablet=”0px” quote_text_shadow_vertical_length_tablet=”0px” quote_text_shadow_blur_strength_tablet=”1px” header_text_shadow_horizontal_length_tablet=”0px” header_text_shadow_vertical_length_tablet=”0px” header_text_shadow_blur_strength_tablet=”1px” header_2_text_shadow_horizontal_length_tablet=”0px” header_2_text_shadow_vertical_length_tablet=”0px” header_2_text_shadow_blur_strength_tablet=”1px” header_3_text_shadow_horizontal_length_tablet=”0px” header_3_text_shadow_vertical_length_tablet=”0px” header_3_text_shadow_blur_strength_tablet=”1px” header_4_text_shadow_horizontal_length_tablet=”0px” header_4_text_shadow_vertical_length_tablet=”0px” header_4_text_shadow_blur_strength_tablet=”1px” header_5_text_shadow_horizontal_length_tablet=”0px” header_5_text_shadow_vertical_length_tablet=”0px” header_5_text_shadow_blur_strength_tablet=”1px” header_6_text_shadow_horizontal_length_tablet=”0px” header_6_text_shadow_vertical_length_tablet=”0px” header_6_text_shadow_blur_strength_tablet=”1px” box_shadow_horizontal_tablet=”0px” box_shadow_vertical_tablet=”0px” box_shadow_blur_tablet=”40px” box_shadow_spread_tablet=”0px” global_colors_info=”{}”][/et_pb_text][/et_pb_column][et_pb_column type=”1_2″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ custom_padding=”0px|||||” global_colors_info=”{}”]
MAP operates across three core components: a) project design and delivery; b) research; and c) arts-based practice that runs throughout three phases of activities.
Phase One involved scoping visits, literature reviews, community mapping and training of adult and child/youth facilitators in arts-based methods for dialogue and research.
This video introduces Phase One research projects in Kyrgyzstan, Rwanda, Indonesia and Nepal.
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MAP is working in partnership with researchers at Higher Education Institutions (HEIs) across the UK and Official Development Assistance (ODA)-recipient countries, using research findings to develop new methods, case studies and practical toolkits, for engaging children and young people with using arts-based approaches to build new communication structures for peacebuilding. In the process we seek to draw out similarities and divergences across the four countries and to consider questions of scalability and transferability, in order to inform youth policy at an international level.
[/et_pb_text][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.16″ _module_preset=”default” custom_margin=”-37px|auto||auto||” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ _module_preset=”default” global_colors_info=”{}”][et_pb_text _builder_version=”4.16″ custom_padding=”||0px|||” global_colors_info=”{}”]During Phase Two, up to 32 youth-led small grants have been awarded in each of the four countries for child/youth and adult MAP trainers to work alongside CSOs to develop projects that address local issues that may incorporate (but are not limited to): child rights-based decision-making; child protection and peacebuilding.
A Large Grant of £100,000 will design and deliver effective monitoring, evaluation and impact delivery alongside the Small and Medium-sized grants awardees. The Large Grant will synthesize findings, drawing out similarities and divergences across the four countries and consider questions of scalability and transferability, in order to inform youth policy at an international level.
This medium-sized grants call will award up to two grants of £50,000 in each of the four countries for youth to work alongside cultural organisations, civil society organisations, and higher education institutions to explore two-way arts-based communication structures between young people and policy-makers. The medium-grants will build on the work of the Small Grants (completed June 2022) which developed youth-led research based on issues faced by young people in each of the partner countries.
Phase Three will involve the coordination of MAP projects to inform policy and establish communication structures alongside synthesis and dissemination. The project will be working alongside cultural organisations, youth-serving CSOs, conflict and peace building CSOs, government institutions and ministries, higher education institutions, conflict management, and psychosocial wellbeing organisations. In this way, the project promises diverse impact at local, national and international levels.
[/et_pb_text][et_pb_cta title=”Mobile Arts for Peace Medium Grant Eligibility and Funding Categories ” button_url=”https://map.blogs.lincoln.ac.uk/cultural-artists-network/” _builder_version=”4.16″ background_color=”#f4b700″ custom_margin=”||-8px|||” custom_padding=”||2px|||” global_colors_info=”{}”][/et_pb_cta][/et_pb_column][/et_pb_row][et_pb_row _builder_version=”4.16″ custom_padding=”||23px||false|false” global_colors_info=”{}”][et_pb_column type=”4_4″ _builder_version=”4.16″ custom_padding=”|||” global_colors_info=”{}” custom_padding__hover=”|||”][et_pb_text _builder_version=”4.16″ global_colors_info=”{}”]Eligibility for Mobile Arts for Peace Medium Grant Scheme
Who can apply?
- The MAP Medium Grants will run for a total of 15 months and must be completed in the period between 1 November 2022 and 31 January 2024. Your application should confirm your proposed start and end dates for your project as well as summarizing your project’s timeline.
- The focus of your proposal must be our Phase One and Phase Two (Small Grants) activities in Kyrgyzstan, Rwanda, Indonesia and Nepal. We will not fund a project that is working outside of the four MAP countries. However, Co-applicants may be from countries other than the partnering countries (please contact us at MAP@lincoln.ac.uk to discuss the composition of your team).
- Please indicate / reference which in-country policy / programme your project is intending to inform or to respond to.
- Applications should show how their proposed projects will build on the learning and further the impact from Phase One and Phase Two (Small Grants) of the MAP project. Key themes and issues identified by young people in Phase One and Phase Two (Small Grants) included: Gender inequality, Mental Health, Youth violence (Tawuran/Street Brawls), Violence against Migrant Children, Child Labour/Abuse/Marriage, Domestic Violence.
- The MAP Medium Grants must include a researcher or organisation from Kyrgyzstan, Rwanda, Indonesia and Nepal either as the Main Applicant or as a Co-Applicant.
- The project team must be multi-institutional. The Medium Grant must have someone from the partnering country (Kyrgyzstan, Rwanda, Indonesia and Nepal) either as Main Applicant or as a Co-Applicant. Applicants from partnering countries could be from a University, Research Institute, NGO, Arts or Cultural Organisation, or Social Enterprise. UK applicants must be based in a UK research organisation or a University. Please contact us at MAP@lincoln.ac.uk if you have any questions about affiliating with a host organisation. Please contact us if you require assistance to find partners or to discuss collaborations.
- You are encouraged to include costs that include potential training, mentoring, or guidance.
- You may be Co-I on multiple grants, but you can only be PI on one grant.
- Applicants for the MAP Medium Grant can also have applied as a Co-I on Small or Large Grants However, applicants will be required to demonstrate that they have the staff and research capacity to support multiple grants.
- Your organisation and any partner organisations must be willing to undergo a Due Diligence process by the University of Lincoln (UK) that meets the requirements of UKRI.
- You must be willing to contribute to the overall aims of MAP, disseminating your findings via the project websites, as well as through other appropriate outputs, and engaging in building the project’s arts-based focus into your work.
- Applicants should declare any links they have with the MAP management team and/or any of its previously funded work.
There is crossover between Large, Small and Medium grants to create synergies, to collaborate, and to collect/analyse/disseminate data and to develop outputs across the team.
MAP Medium Grant Aims:
- MAP’s key aim is to deliver a comparative study of the use of interdisciplinary arts-based practices for peacebuilding in Kyrgyzstan, Rwanda, Indonesia and Nepal. It explores how pathways to peace may be shaped by diverse political, cultural, religious and linguistic factors, as well as the crosscutting issues of gender and intersecting inequalities, environments and the exclusion of children and youth from policymaking processes.
- Applicants should outline how their Medium Grant project will build on learning from Phase One and Phase Two (Small Grants) to support arts-based communication structures between young people and policy makers in one of MAP’s partner countries (Kyrgyzstan, Rwanda, Indonesia and Nepal).
- We are interested in how applicants would build links between the art-based outcomes and policy briefs developed by young people and existing local, regional and national policy and practice.
- We anticipate that Medium Grants will take some of the existing arts-based outputs and amplify their impact and/or create new art-based outputs with young researchers to build on initial findings in Phase One and Phase Two (Small Grants).
- Applicants should also consider the similarities and common themes in the social issues identified by young researchers across the four countries in Phase One and Phase Two (Small Grants), and how to share learning and suggested solutions to maximise impact across the four countries.
- MAP is interested in applications that will work and support youth facilitators, teachers and headteachers as key stakeholders in the dissemination and implementation of the findings from MAP, for example through producing guidance on why and how to use and integrate arts-based outputs or art-based data (such as films, poems, dance etc) into curriculum and classroom practice.
- MAP Phase One activities have put into place youth structures including a Youth Advisory Board and MAP Youth Clubs in each country to enable ongoing youth engagement and have mapped out the relevant stakeholders, the relevance of cultural forms for dialogic purposes, peacebuilding curricula and youth policies, and pathways to impact as part of the baseline activities.
- Baseline reports, literature reviews and existing data from Phase One and youth-led research activities and policy briefs from Phase Two (Small Grants) can be used by Medium Grant awardees.
- Please keep in mind the research participants and stakeholders. Also, the suggested target Sustainable Development Goals (SDG 3 Good Health and Wellbeing, SDG 4 Quality Education, and SDG 16 Peace, Justice and Strong Institutions) of the MAP project. Our research seeks to co-produce and test innovative participatory methodologies that might enable youth (encompassing children aged 12-18 and youth between the ages of 18-24), educators and cultural artists to co-design, deliver and evaluate curricula (in formal and informal educational settings) and other approaches to building sustainable and inclusive peace, across local, national and transnational contexts.
Costs and Funding Rules
- Network Plus proposals should be submitted on a full economic cost basis recognising that UK research organisation costs will be supported at 80% fEC.
- Additional provisions will be made for the costs of work undertaken at overseas organisations, with following costs supported at 100% fEC
- Costs incurred for overseas Co-Investigators and any locally employed staff, e.g., per cent of actual salary based on time worked on the grant.
- Costs incurred by the overseas organisations and associated with the research, e.g., consumables, field work etc.
- Costs incurred by overseas investigators or staff for travel and expenses.
- A contribution towards indirect and estates costs at overseas organisations.
1. How can different art forms be used to co-design, deliver and evaluate peacebuilding curricula and other approaches for working with children and youth to address local conflict issues?
2. How might cultural forms be used for dialogue with and between children and youth, educators and policy makers to advance peacebuilding through a local and indigenous approach?
3. How might psychosocial support, including local healing practices, be better integrated within peacebuilding approaches by using the arts to promote the wellbeing of children and youth, especially those from marginalised groups?
4. How can cultural forms be incorporated into child- and youth-led participatory action research methodologies and adapted for the purposes of the design, undertaking and delivery of interdisciplinary projects in diverse social, political and cultural contexts?
5. How might these cultural forms be used to create alternative spaces and communication structures for peacebuilding approaches and curricula development to inform local, national and international approaches to peacebuilding?
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