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##   School Breakfast Program Expansion Grant for U.S. Territories

07/01/2021

08/29/2021

The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies and U.S. Territories. Three million dollars has been appropriated for the U.S. Territories (Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, the United States Virgin Islands, Guam, and American Samoa) to expand the School Breakfast Program (SBP) or any other school breakfast provided to students by the school or U.S. Territory. The purpose of the SBP expansion grants is to provide grants, not to exceed $10,000 per school year, to qualifying schools to establish, maintain, or expand the SBP or other school breakfast program provided by the school or U.S. Territory. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. These include only schools (having a breakfast program or desiring to initiate a breakfast program) in which 40 percent or more of the lunches served to students at the school were served free or at a reduced-price during school year 2019-2020.

334519

10.579

##   Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): American Rescue Plan (ARP)-American Indian Resilience in Education (ARP-AIRE) Assistance Listing Number 84.299C

07/13/2021

09/13/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the ARP-AIRE program is to support Tribal educational agencies (TEAs) in the provision of direct services to Indian children and youth. Projects must include one or more of the activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Background: ARP-AIRE is a one-time discretionary grant competition authorized under Section 11006(1) of the American Rescue Plan Act of 2021 (ARP) to provide awards to TEAs for activities authorized under section 6121(c) of the ESEA in order to meet the urgent needs of students in response to the Coronavirus 2019 (COVID-19) pandemic. Those activities include a broad range of direct services to Indian children and youth, their teachers, and families. In accordance with the Department’s commitment to engage in regular and meaningful consultation and collaboration with Indian Tribes, the Office of Elementary and Secondary Education’s (OESE) Office of Indian Education (OIE) and the White House Initiative on American Indian and Alaska Native Education (WHIAIANE) conducted a virtual Tribal consultation session regarding the ARP-AIRE program on April 26, 2021. Consistent with the Department’s trust responsibility to Tribes and its Tribal consultation Policy, the Department consulted with elected officials of federally recognized Tribes to ensure that their views inform the Department’s policy decisions related to the priorities, requirements, and definitions that govern this competition. In addition to the virtual Tribal consultation, Tribal leaders and others had an opportunity to submit written comments to the Department by email. We solicited feedback on specific questions related to the design of this grant program during this Tribal consultation opportunity. Assistance Listing Number 84.299C.

334647

84.299

##   National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering)

07/27/2021

//

Request for Information Request for Information: R&ENDEPSTEMFY22RFI Agency/Office: Washington Headquarters Services/Acquisition Directorate (WHS/AD) on behalf of the Office of the Under Secretary of Defense (Research & Engineering) Title: National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering) Disclaimer: The Department of Defense (DoD) may use responses to this request for information (RFI) to inform future solicitation / funding opportunity announcement. The purpose of this RFI is to survey industry (to include non-profits, academia, large, and small businesses (e.g., 8(a), service-disabled Veteran-owned small business, HUBZone small business, small disadvantaged business, Veteran-owned small business, and woman-owned small business)) for relevant information. Hence, submitted responses should not be worded as proposals. In accordance with FAR 15.201(e), responses to this notice are not offers and cannot be accepted by the Government to form a binding contract. The Government will not reimburse respondents for any costs associated with submissions of the RFI being requested or reimburse expenses incurred to interested parties for responses. Background/Overview: This RFI consists of two focuses, which are outlined below: (1) Transitioning students from 2-year Community College science, technology, engineering, and mathematics (STEM) programs to a STEM degree at a 4-year institution through a consortium based approach (2) Preparing an agile and diverse workforce through technical training and certificate programs and supporting these programs through collaborative partnerships and consortia The Department of Defense (DoD) STEM mission is to inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich the current and future DoD workforce poised to tackle evolving defense technological challenges. Towards this end, DoD invests in the future and current STEM talent pools by fostering pathways that connect to a continuum of enriching DoD programs to meet the unique mission needs of the Department. In accordance with 10 USC §2192, Improvement of education in technical fields: general authority regarding education in science, technology, engineering, and mathematics, NDEP through WHS/AD, is conducting market research to investigate effective approaches at creating STEM education focused consortia or communities of practice at Community Colleges and 2-year colleges. The Federal STEM Strategy states, “The future, more diverse, pool of work-ready, STEM-literate Americans will come through many pathways[1]. About half of students who pursue higher education are likely to start at a community college”[2]. DoD is the largest employer of scientists and engineers in the United States. Therefore, the Department must maintain a robust pipeline of STEM talent by investing in postsecondary STEM activities, specifically in 2-year colleges, to ensure the DoD has enduring access to the best and brightest talent in the near-, mid-, and long-term. This RFI explicitly encourages input from or regarding projects that involve consortia or communities of practices between 2-year institutions, Community Colleges, and relevant partners; improve the capacity of community colleges to create impactful STEM educational experiences for students and teachers; promote the transition from 2 to 4-year degrees; and prepare an agile and diverse 21st century technical workforce. Response(s) to the question(s) below should focus on effective models with specific efforts in at least one of the following: · Reaching and attracting Veterans, their dependents, and military connected students to STEM opportunities[3],[4] · Providing meaningful STEM experiences for students and faculty especially those from underserved populations[5] · Fostering/leveraging partnerships and ecosystems to amplify reach and impact of STEM activity through multi-institution consortia[6] · Promoting transition from 2-year colleges to 4-year degrees in STEM fields · Technical training and certifications through 2-year degree programs, especially in AI, cyber, and advanced manufacturing Questions to address: Respondents can answer any of the questions #1 - #8, but are not required to respond to all questions #1 - #8. 1. What are the biggest needs and challenges that Community Colleges face in regards to STEM education? How could those needs and challenges best be addressed? 2. What educational programs can be developed and implemented at Community Colleges to support DoD science and technology priority areas (https://www.cto.mil/modernization-priorities/)? 3. What are effective ways in preparing 2-year STEM students to transition into 4-year STEM degrees or the STEM workforce? 4. What are effective ways to promote technical training and STEM certificate programs? 5. What partners do Community Colleges and 2-year institutions need to successfully promote certificate programs and/or transitioning students to 4-year institutions? What benefits would come from each type of partner? 6. Whether you are currently part of a consortium-based model or would be interested in participating in one, describe the benefits and drawbacks of such a partnership. What type of consortium structure maximized the creation of effective and lasting relationships between institutions in regards to promoting STEM education? What would the role of the management entity look like, and what partners would be involved? 7. If you are currently part of a local or regional ecosystem[7], either formally or informally, describe the structure and support that the ecosystem provides. Please describe the benefits and drawbacks that you encounter. What efforts support STEM participation by creating accessible, inclusive STEM learning opportunities and promoting STEM careers? 8. What are effective ways in assessing program impact relative to topics mentioned above? Requirement: All qualified, experienced, and capable sources are welcome to respond to this RFI. Large-scale and small-scale examples of programs are of equal interest. Your capabilities should cover any and all areas of focus delineated above. There is no target of years in relevant experience if a program has evidence-based effectiveness and proven results. In addition, please provide the following Point of Contact information for all responses: Company: Address: Point of Contact: Phone Number: Email Address: Business Size and Classification: [example, Large Business, Small Business, 8(a), Woman-Owned/Economically Disadvantaged Woman-Owned, Historically Underutilized Business Zone (HUBZone), Veteran-Owned, Service-Disabled Veteran-Owned)] Security Clearance: No security clearance is required for this requirement NAICS recommendations: • 541713 Research and Development in Nanotechnology • 541714 Research and Development in Biotechnology • 541715 Research and Development in the Physical, Engineering, and Life Sciences; • 541720 Research and Development in the Social Sciences and Humanities; • 611310 Colleges, Universities, and Professional Schools; • 611430 Professional and Management Development Training; • 611519 Other Technical and Trade Schools; • 611691 Exam Preparation and Tutoring; • 611710 Educational Support Services; • 712110 Museums; • 813211 Grantmaking Foundations • 923110 Administration of Education Programs; Submission Requirements: All responses to the RFI should be submitted via e-mail to osd.dodstem@mail.mil following the Schedule of Events below. The government is contemplating holding an informational workshop/webinar after the close of the RFI. If you would like to participate, RSVP to the email address provided and state I, II, and/or III from the areas of interest on page 1. Please no phone calls. Schedule of Events Event: Questions Regarding RFI Date: 23 August, 2021 Time: 17:00 EST Event: FAQ Posting Date: 27 August, 2021 Event: RFI Responses Due Date: 10 September, 2021 Time: 17:00 EST There is a maximum page limitation of six (6) pages: four (4) pages for the responses to questions two (2) pages for the capability statement All responses must be typed, single spaced using 12 point, Times New Roman, font, within an 8.5 by 11-inch page size, in Adobe Acrobat PDF (.pdf) or Microsoft Word files. No hard copy or facsimile submissions will be accepted. Cover letters and extraneous materials (brochures, etc.) will not be considered. All submissions shall be at the UNCLASSIFIED level and shall clearly mark proprietary information. All submissions shall include contact information for the individual and/or organization (as appropriate) making the submission. At the discretion of the Office of the Under Secretary of Defense (Research & Engineering), responders may be contacted for further clarification or additional information; if you do not wish to be contacted please indicate so in your response. [1] Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systematic Change to Support Students’ Diverse Pathways (2016). https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year... [2] Charting a Course for Success: America’s Strategy for STEM Education (2018). https://trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Ed... [3] FY2020 National Defense Authorization Act, Section 211, 10 USC §2192b Program on enhancement of preparation of dependents of members of armed forces for careers in science, technology, engineering, and mathematics [4] S. 153 – Supporting Veterans in STEM Careers Act [5] DoD STEM defines Underserved populations as students that are dependents of members of the military, national guard and reserves or military connected; students who are eligible to receive Free and Reduced-price Meals—FARMS; Students belonging to racial and ethnic minorities that are historically underrepresented in STEM (i.e., Alaska Natives, Native Americans, Blacks or African Americans, Latinx/Hispanics, Native Hawaiians and other Pacific Islanders); Students with disabilities; Students who are English language learners (ELLs); First‐generation college bound students:; Students in rural, frontier, or other Federal targeted outreach schools; and Females in certain STEM fields where they remain underrepresented (Gender) (e.g., physical science, computer science, mathematics, or engineering) [6] FY2018 National Defense Authorization Act, Section 217, 10 USC §2358 Mechanisms for Expedited Access to Technical Talent and Expertise at Academic Institutions to Support Department of Defense Missions [7] STEM Ecosystem: STEM education ecosystems consist of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible, inclusive STEM learning opportunities that promote STEM literacy and expose learners to a variety of career paths and facilitate critical transitions from Pre-K through career. A STEM education ecosystem continuously evaluates its activities and adapts as needed to improve outcomes for learners, plans for the long-term, and invests in communicating its work to build broad support and advance best-practices.

334905

12.006

##   Office of Elementary and Secondary Education (OESE): Impact Aid Discretionary Construction Grant Program Assistance Listing Number 84.041C

08/12/2021

09/13/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The Impact Aid Discretionary Construction Grant Program provides grants for emergency repairs and modernization of school facilities to certain local educational agencies (LEAs) that receive Impact Aid formula funds. Background: The Impact Aid Discretionary Construction Program provides grants to eligible Impact Aid school districts to assist in addressing their school facility emergency and modernization needs. The eligible Impact Aid school districts have a limited ability to raise revenues for capital improvements because they have large areas of Federal land within their boundaries. As a result, these districts find it difficult to respond when their school facilities are in need of emergency repairs. The Department recognizes that students, and the school districts that support them, need safe facilities to learn and to prevent the spread of COVID-19 and mitigate its impact. School facility emergencies that are consistent with 34 CFR 222.172(a) and 222.173 may be proposed. Funded Impact Aid emergency repair grants will be used to repair, renovate, or alter a public elementary or secondary school facility to ensure the health, safety, and well-being of students and school personnel. Assistance Listing Number (ALN): 84.031C

335228

84.041

##   Human Trafficking Prevention Education (HTYPE) Demonstration Program

09/03/2021

//

The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Program. The goal of the HTYPE Demonstration Program is to fund local educational agencies (LEA) to develop and implement programs to prevent human trafficking victimization through the provision of skills-based human trafficking training and education for school staff and students as specified in the Frederick Douglass Trafficking Victims Prevention and Protection Reauthorization Act of 2018. Under the HTYPE Demonstration Program, the following activities are required: 1) provide human trafficking education that equips educators and other staff to identify and respond to signs that students are at high risk of or are currently experiencing human trafficking; 2) deliver student human trafficking prevention education that is designed to build student resilience to labor trafficking and sex trafficking by strengthening student knowledge and skills; 3) train qualified individuals to implement and replicate project activities throughout the school district or identified target area(s); and 4) establish and implement a Human Trafficking School Safety Protocol (HTSSP). The LEA must work in partnership with a nonprofit or nongovernmental organization (NGO) to provide all aspects of human trafficking prevention education to students and school staff. The LEA will consult with local law enforcement in the development of the HTSSP, specifically to address the safety, security, and well-being of staff and students and to define the proper and effective role of school staff in responding to potential and confirmed cases of human trafficking, including notifying and engaging parents, guardians, or caregivers, as appropriate.

335571

93.327

##   Office of Elementary and Secondary Education (OESE): Project to Support America’s Families and Educators (Project SAFE) Grant Program Assistance Listing Number (ALN) 84.184N

09/20/2021

Not Provided

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. The Project SAFE grant program is intended to improve students’ safety and well-being by providing resources to local educational agencies (LEAs) that adopt and implement strategies to prevent the spread of the Novel Coronavirus Disease 2019 (COVID-19) consistent with guidance from the Centers for Disease Control and Prevention (CDC) and that are financially penalized for doing so by their State educational agency (SEA) or other State entity. Purpose of Program: The Project SAFE grant program provides grants to eligible LEAs to improve student safety and well-being by advancing strategies consistent with CDC guidance to reduce transmission of COVID-19 in schools. To submit an application, please email the completed and signed application, along with required attachments, to ProjectSAFE@ed.gov. The application template may be found at the following link: https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-sc... Assistance Listing Number (ALN): 84.184N

335739

84.184

##   Regional Partnership Grants to Increase the Well-Being of, and to Improve the Permanency Outcomes for, Children and Families Affected By Opioids and Other Substance Abuse

09/21/2021

Not Provided

The purpose of this Notice of Funding Opportunity (NOFO) is to provide competitive grant funds for Regional Partnership Grants (RPGs) to improve the well-being of, and to improve the permanency outcomes for children and families affected by opioids and other substance abuse. These targeted grants will be awarded to regional partnerships that provide, through interagency collaboration and integration of programs and services, activities and services that are designed to increase the well-being of, improve permanency outcomes for, and enhance the safety of children who are in out-of-home placements or are at risk of entering out-of- home placements as a result of a parent's or caretaker's substance abuse. Applicants are expected to have a collaborative structure in place that is capable of building a region’s capacity to meet a broad range of needs for families involved with both substance abuse treatment and the child welfare system. Per the legislative requirements, RPGs are required to select and report on performance indicators and evaluation measures to increase the knowledge that can be gained from the program. Partnerships will: use specific, well-defined, and evidence-based programs that are also trauma-informed and targeted to the identified population; conduct an evaluation that is sufficiently rigorous to contribute to the evidence base on service delivery, outcomes and costs associated with the project's chosen interventions; and participate in the national cross-site evaluation, which includes, but is not limited to an implementation and outcomes study. This project is for one 60-month project period, which includes a one-year Planning Phase and a 4-year Implementation Phase. Recipients should anticipate spending no more than $250,000 in the one-year Planning Phase and approximately one-fourth of the remaining project award per each 12-month period of the Implementation Phase.

335871

93.087

##   Tribal Colleges Education Equity Grants Program

11/03/2021

03/15/2022

The Tribal Colleges Education Equity Grants (TCEG) program is designed to help build Tribal education capacity in the food and agricultural sciences for Native Alaskan/American Indian students. This request for applications (RFA) will begin a new four-year continuation funding cycle. The six legislatively mandated priorities are: · Culturally relevant curricula design and materials development · Culturally responsive faculty development and teacher preparation · Student experiential learning · Equipment and instrumentation for teaching Science, Technology, Engineering, Arts and Math · Student recruitment and retention · Instruction delivery systems and strategic partnerships ﻿The TCEG program focuses on development of culturally responsive students and faculty who use students’ backgrounds and identities to create a dynamic and engaging learning environment. Preparing students for roles in Tribal leadership, traditional knowledge, and other qualities of one’s culture that are necessary to prepare students for agricultural and related careers in the private sector, for work with Tribal and non-Tribal government, and in academia. TCEG teaching applications must demonstrably incorporate a Tribal leadership development component to equip students with technical and leadership abilities upon graduation.

336428

10.221

##   Children, Youth, and Families at Risk Sustainable Community Projects

01/12/2022

02/28/2022

The National Institute of Food and Agriculture (NIFA), USDA announces the Children, Youth, and Families at Risk (CYFAR) funding program to improve the quality and quantity of comprehensive community-based programs for at-risk children, youth, and families supported by the Cooperative Extension System. The CYFAR program mission is to marshal resources of the Land-Grant and Cooperative Extension Systems to develop and deliver educational programs that equip limited resource families and youth who are at-risk for not meeting basic human needs with the skills they need to lead positive, productive, contributing lives.

337357

10.521

##   Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants Program

02/02/2022

04/06/2022

The Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants (SPECA) program seeks to: (a) promote and strengthen secondary education and two-year postsecondary education in the food and agriculture sciences in order to help ensure the existence of a workforce in the United States that's qualified to serve the food and agriculture sciences system; and (b) promote complementary and synergistic linkages among secondary, two-year postsecondary, and higher education programs in the food and agriculture sciences in order to advance excellence in education and encourage more young Americans to pursue and complete a baccalaureate or higher degree in the food and agriculture sciences.

337770

10.226

##   U.S. Embassy-Bishkek Democracy Commission Small Grants Program

02/02/2022

03/20/2022

1) Priority Program Area One: Advancing Business Empowerment and Social Entrepreneurship This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: high level of poverty in rural locations; lack of core competencies and skills needed in the modern workplace; and/or, lack of economic opportunities and resources. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase knowledge, skills, and available tools for at least 50 potential and current women entrepreneurs in a targeted field, such as information technology (IT), to start and/or improve their businesses; 2) Increase capacity of at least 20 young women and men (age 18-35) from rural communities to improve access to top IT professions through providing training, mentorship support and/or internship in local leading IT companies; 3) Improve understanding of sustainable business practices through mentorship/speakers/exchange programs for at least 30 small business owners to learn and apply innovative approaches in sustainable business development; 4) Improve and expand public-private collaboration and information sharing through events with participation of a minimum of 30 representatives of interested local state agencies and business associations; 5) Empower at least 50 potential entrepreneurs to use online digital resources or other new resources to promote their businesses through hands-on training. 2) Priority Program Area Two: Promoting Democratic Institutions This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: limited information flow and low level of media literacy, especially among rural populations; limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; limited CSO capacity in strategic planning, project design and management, monitoring and evaluation, public relations and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or limited cooperation between rural civil society and local government. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase awareness of the importance of civil participation among at least 200 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs; 2) Increase media literacy and critical thinking skills of at least 150 young people from rural communities on how to recognize and respond to the dissemination of fake news; 3) Increase opportunities for youth decision-making and contribution to governance through supporting at least 7 regional youth leadership initiatives on environmental challenges and/or governmental accountability implemented with local self-governments and local councils; 4) Promote sustainable civic education practices, engagement, and leadership involving a minimum of 150 high school students so that youth more actively and positively participate in civic, social and economic life and contribute to the development of their families and communities through long-term partnerships with governing bodies and local civil society organizations; 5) Improve access to public services in rural communities through strengthened partnership between civil society and local government bodies to support the needs of underserved communities; 6) Establish robust communication plans and strategies for at least 8 rural (or relatively low-capacity) CSOs to improve their skills utilizing traditional and social media for outreach campaigns, in support of program goals; and/or 7) Engage a minimum of 8 rural NGOs working with youth, women, and other underserved groups to develop better connectivity with each other and with local government bodies, as well as better-formulated strategies resulting from associated networking and mentoring programs. 3) Priority Program Area Three Combatting Gender-Based Violence This funding opportunity seeks to build upon previous projects and strengthen the efforts to effectively prevent and respond to gender-based violence by addressing specific current challenges: entrenched gender stereotypes and prejudice; lack of economic resources and economic vulnerability; and/or, normalization and general acceptance of gender-based violence. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase awareness of positive masculinity, respectful relations, breaking stereotyped gender roles and discrimination through online informational campaigns; 2) Promote new notions of masculinity associated with non-violence, respect, and equality by engaging at least 100 men and boys in programs; 3) Improve access to economic empowerment resources/programs at least 100 vulnerable women and victims of GBV through personal development programs; 4) Support civil participation in shaping policy that counters gender-based violence through increasing the coordination between local authorities and other stakeholders, including at least 5 civil society organizations; and/or 5) Increase capacity of key decision-makers working in governmental bodies to address gender-based violence through improved implementation of existing laws on countering domestic violence. 4) Priority Program Area Four Preventing Violent Extremism (PVE) This funding opportunity seeks to build upon previous projects and expand PVE programming in the Kyrgyz Republic through strengthening individual and community resilience and local capacity by addressing specific current challenges: lack of sense of belonging to a community, along with low civic participation and proactivity; lack of media literacy and critical skills to recognize and reject violent extremist narratives; and/or low capacity of local government and civil society actors in PVE and lack of effective collaboration in prevention of radicalization and extremism. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase positive stories and messaging on tolerance, diversity, and inclusivity through at least 5 media messaging and alternative/counter-narrative information campaigns in social media and/or traditional media; 2) Promote media literacy and critical thinking skills in rural regions or new urban communities through training at least 50 young people (aged 14-28) in recognizing and critically assessing online extremist content and propaganda, while promoting narratives based on human rights, tolerance, and democratic values; 3) Using local expertise and credible voices within communities, increase community development opportunities for at least 25 young people (aged 14-28) in rural regions or new urban communities to promote intergroup trust and increase the identification with and sense of belonging to their communities 4) Increase capacity of local government and civil society actors to address PVE and more effectively collaborate on the prevention of radicalization and extremism. 5) Priority Program Area Five Countering Trafficking in Persons (CTIP) This funding opportunity seeks to build upon previous projects and expand trafficking-in-persons programming in the Kyrgyz Republic by addressing specific current challenges: lack of approved standard operating procedures (SOPs) for state bodies including local administrations and local self-governments to implement NRM; low capacity of local government officials, including regional TIP coordination council members, as well as NGO representatives, to implement NRM and identify victims based on four identification criteria; and/or limited public awareness on trafficking-related issues, risks of illegal migration and the legal rights of migrants. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Build capacity of 50 government officials working on countering trafficking-in-persons (CTIP) issues and members of the National Database of CTIP NGOs on the national referral mechanism, including relevant SOPs to clearly delineate the respective roles of the various agencies involved; 2) Establish a network of at least 5 civil society organizations working to combat trafficking in persons, who can provide expertise and coordinate with government officials on TIP issues; 3) Raise the awareness of at-risk youth and women, as well as current labor migrants, on trafficking-related issues, basic human rights, cyber-safety, and digital literacy, reaching at least 100 current and potential labor migrants; 4) Raise the awareness of the media by providing at least 5 journalists and media professionals with tools that will support their efforts to address and/or report on human trafficking in an ethical and professional way, including the technology-facilitated methods employed by traffickers and the risks to victims.

337404

19.900

##   Distance Education Grants Program for Institutions of Higher Education in Insular Areas

02/08/2022

03/28/2022

The purpose of this program is strengthen the capacity of Institutions of Higher Education in Insular Areas to carry out resident instruction, curriculum, and teaching programs in the food and agricultural sciences through distance education technology. The Distance Education Grants Program for Institutions of Higher Education in Insular Areas (DEG) is a NIFA-administered competitive grants program focused on improving formal, postsecondary agricultural sciences education.

337909

10.322

##   Resident Instruction Grants for Institutions of Higher Education in Insular Areas

02/08/2022

04/11/2022

The purpose of these programs is to promote and strengthen the ability of eligible institutions in the Insular Areas to carry out education within the food, agricultural and natural resource sciences. RIIA projects strengthen institutional educational capacities, including libraries, curriculum, faculty, scientific instrumentation, instruction delivery systems, and student recruitment and retention, in order to respond to education needs in the food and agricultural sciences. AGFEI projects support activities to acquire or renovate facilities and relevant equipment necessary for conducting agricultural research to support tropical and subtropical agricultural research, including pest and disease research. These programs are intended to broaden the undergraduate student experience by integrating opportunities to participate in research, education, and extension and to enhance collaborations with community colleges, Hispanic Serving Institutions, Alaska Native-Serving and Native Hawaiian-Serving Institutions, 1890 and 1994 land-grant institutions, and non-land grant college and universities of agriculture.

337910

10.308

##   FY2022 EducationUSA Opportunity Funds Program

02/18/2022

03/31/2022

PROGRAM DESCRIPTIONThe Public Diplomacy Section of the U.S. Embassy Kenya of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project focused on promoting U.S. higher education opportunities for high-achieving, financially disadvantaged Kenyan students. Please carefully follow all instructions below. Priority Region: Project activities must take place in Kenya and the United States and be directed at Kenyan high school students. Program Objectives: The grantee will work in coordination with the U.S. Embassy’s Education Outreach Coordinator and the EducationUSA Advisor grantee in Nairobi in support of the EducationUSA Opportunity Funds program. This program assists highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs of required standardized admission tests, application fees, international and domestic airfare, visa fees, SEVIS fees, and settling-in allowance. The U.S. Embassy in Nairobi will select the EducationUSA adviser who will and the EducationUSA adviser will advise the Opportunity Funds students. This program supports the U.S. Embassy objectives to achieve inclusive, market-driven, environmentally sustainable economic growth, strengthen health and human capacity, and advance new activities that promote trade, economic cooperation, and legitimate travel.Individuals and institutions interested in bidding on this cooperative agreement are asked to submit a proposal to administer the Opportunity Funds program, EducationUSA student assistant stipend disbursement, and coordination of the Phase I Orientation, College Application Boot Camp to take place in June and July 2022 and the Phase II Graduation and Pre-Departure Orientation to take place in July 2022. The successful grantee will demonstrate an ability to effectively handle funds, coordinate logistics, and finalize payments in a timely manner. The grantee must have an international credit card to which SAT registration fees can be charged. Key Program Components:Opportunity Funds Program Phase IIn the first phase, the Opportunity Funds scholarship will pay for approximately 40 students to take the SAT, SAT subject tests, and/or the ACT. The grantee will arrange payment and registration for these tests. The estimated scholarship amount for phase one is $110 per student. The institution will manage the logistics of test registration for each student and will oversee that students take the test on various test dates at various testing centers in Kenya. It is expected that students will take the tests between May and July 2022Opportunity Funds Program Phase II In the second phase, the Opportunity Funds scholarship will pay for at least 12 students to travel to the United States to matriculate at a U.S. institution of higher education. The scholarship will pay for visa and SEVIS fees, required immunizations, international airfare, domestic airfare (if required), and a settling-in allowance (if required). The estimated scholarship amount for phase two is approximately $2,200 per student. The institution will communicate with the students and EducationUSA adviser, coordinate visa appointments, make travel arrangements for domestic and international travel, and coordinate payment to the students of settling-in and other related allowances. Phase II students will receive admission decisions between December 2021 and April 2022 and will need to be ready to start classes in the United States with start dates from July to September 2022.Student StipendThe grantee will manage monthly stipend payments to students who will assist the EducationUSA adviser in the implementation of the programmatic aspects of EducationUSA. The EducationUSA adviser will select two qualified students who have previously participated in the EducationUSA scholars’ program to help administer the required training for new scholars. The grantee will disburse a monthly stipend of $200 per month per student to offset travel expenses.Boot Camp and Pre-Departure OrientationThe grantee will manage the logistics of a College Application Boot Camp to take place in July 2022 for at least 60 students. This will be five consecutive days of activities for students preparing their college applications to study in the United States. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the boot camp must be held virtually instead of in-person.The grantee will also manage the logistics of a Pre-Departure Orientation to take place in July 2022 in Nairobi, for three consecutive days for at least 12 students, although likely more. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the orientation must be held virtually instead of in-person.Participants and Audiences: The participants are Kenyan EducationUSA scholars, selected by the EducationUSA adviser grantee and the US Embassy Education Outreach Coordinator. EducationUSA scholars are highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs.

338196

19.022

##   FY 2022 MCGOVERN-DOLE INTERNATIONAL FOOD FOR EDUCATION AND CHILD NUTRITION PROGRAM

03/04/2022

04/29/2022

The principal objectives of the McGovern-Dole Program are to carry out: 1) preschool and school food for education programs in foreign countries to improve food security, reduce the incidence of hunger, and improve literacy and primary education, particularly with respect to girls; and, 2) maternal, infant, and child nutrition programs for pregnant women, nursing mothers, infants, and children who are five years of age or younger.McGovern-Dole feeds school children and improves literacy (especially for girls) in low-income, food-deficit countries around the world. The program provides for the procurement of U.S. agricultural commodities, local and regional agricultural commodities, as well as financial and technical assistance, to support McGovern-Dole objectives. Section 3107 of the Farm Security and Rural Investment Act of 2002, the program authorizing legislation requires that the agreement include provisions to achieve graduation from the program or to provide other long-term benefits to targeted populations of the country (7 U.S.C. 1736o-1(j)).By providing school meals, teacher training, government capacity-building, and related education and nutrition support, McGovern-Dole helps boost school enrollment, increase attendance, and improve reading outcomes and literacy results. McGovern-Dole also provides support to Maternal and Child Nutrition (MCN). To improve health, nutrition, and dietary practices, McGovern-Dole encourages the inclusion of health- and nutrition-sensitive activities such as the use of micronutrient-fortified products, take-home rations, treatments for deworming, and diarrhea, water, sanitation and hygiene (WASH), school gardens, and curriculum-based nutrition education.The donation of U.S. commodities is an integral part of McGovern-Dole and Applicants are strongly encouraged to use U.S. donated commodities to maximize program reach of targeted beneficiaries in the most cost-effective manner. In addition, Applicants are strongly encouraged to allocate approximately ten percent of the total proposed federal award amount for local and regional procurement component. FAS prioritizes sustainability in efforts to reduce poverty and food insecurity in vulnerable economies on their path to becoming self-sufficient. FAS is focusing on helping communities develop sustainable sources of food supplies while building resilience in their food sourcing practices.FAS will consider proposals from all eligible organizations, including current recipients and new organizations. FAS may also review submissions from eligible Applicants for non–prioritized countries, however FAS will give priority consideration to fund proposals for the identified 10 priority countries. For additional information on the priority countries for this funding opportunity, applicants should refer toApp endix B – Country Guidance.FAS expects that proposals will build upon McGovern-Dole activities and what has been accomplished to date.1 Expansion beyond current target regions will be considered and should be sufficiently justified. If this is a new McGovern-Dole country, FAS expects that the proposal will lay the foundation for a strong McGovern-Dole program, complementing school feeding efforts already in place. Applications must focus on transition of McGovern-Dole activities to the host governments and/or communities and set the path to sustainability. Applicants must work with countries that have a national government that is committed to or is working towards, through a national action plan, the goals of the World Declaration on Education for All. Furthermore, applications must align with the McGovern Dole Program Project-Level Results Framework (See Part D Section 3 c v Monitoring and Evaluation.).

338479

10.608

##   International Agricultural Education Fellowship Program, Northern Triangle

03/08/2022

05/16/2022

OVERVIEWThe International Agricultural Education Fellowship Program (IAEFP), in liaison to 4H and FFA, will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs under the Agriculture Improvement Act of 2018, PL 115-334, Sec. 3307, 7 USC § 3295. Eligible U.S. citizens must possess at least a bachelor’s degree, and ideally will have agricultural experience, including teaching agricultural skills, and curriculum and/or program development. FAS will consider program proposals from all eligible organizations, including current recipients and new organizations.The IAEFP’s purpose is to connect American agricultural professionals to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana and Uganda during calendar year 2021-2022. The IAEFP, affords United States agriculturalists to develop a global mindset, collaboratively meet the food and fiber needs of the domestic population of eligible countries, and strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.OBJECTIVESIAEFP emphasizes agricultural skill transfer to youth in priority country secondary schools and encourages community-based extension and teacher training, as well as development of 4H clubs for strong sustainability of the program. Proposal submission should include, but is not limited to, classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The proposal should address priority country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. Host country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.PRIORITIESThe recipient should provide a suggested curriculum to all Fellows that is tailored to the needs of the priority country. Fellow’s training topics should align with USDA and the priority country’s agricultural policy, development, and extension goals. FAS expects that proposals will build upon past IAEFP activities and what has been accomplished to date. The recipient may also draw on additional resources and best practices from similar programs for robust program development. Topics should also promote bilateral agricultural trade between the priority country and the United States and should address priorities on Climate Smart Agricultural practices. For additional recipient requirements, please see the Performance Expectations in Section F. Applicants must submit a draft evaluation plan as an attachment. Each evaluation plan shouldinclude a comprehensive approach to monitoring and evaluating the project’s performance and impact. This includes specific performance goals, an activity-level results framework, performance indicators with targets for each program activity, and plans for baseline and program-related data collection.USDA anticipates issuing one award. The award is expected to support up to nine (9) fellows. The fellowship is expected to last 8-9 months in concurrence with the priority country’s academic year. United States fellows participating under IAEFP must hold a minimum of a bachelor’s degree in an agriculture-related field and understand U.S. school-based agricultural education and youth extension programs. After selection, recipients will be expected to identify fellows through an organized recruitment process including a request for applications, and accompanying candidate selection process. In addition, the National FFA Organization (FFA) and the National 4-H Council (4-H) must be consulted on U.S. fellow selections. Applicants are expected to identify their respective 4-H and FFA selection SME panel representatives within thirty days following negotiations. All final fellow selections must be submitted to the USDA for final concurrence.Although each fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All proposal submissions must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. fellows. Additionally, fellows should be provided with adequate and safe living accommodations. Examples of safe living accommodations include but are not limited to schools’ dorms with a security guard, host family accommodations, private transportation arrangements, etc. Living arrangements ought to be considered in liaison with the priority country’s U.S. Embassy Regional Security Officer recommendations. Applicants should also include in their orientation a safety and security self-defense training. Award recipients will be required to work with USDA/FAS IAEFP Team, and, if necessary, relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on all programmatic issues, including but not limited to target country partnerships, fellow placements, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives.PLACE OF PERFORMANCE For this solicitation, IAEFP will focus on the Northern Triangle region of Central America, particularly the countries of Guatemala and El Salvador. Applicants may submit multiple applications for different countries within the Northern Triangle; and all will be considered. Applicants may submit applications for countries outside of the Northern Triangle although applications for the Northern Triangle region will be prioritized. All proposals must address the safety and security situation in proposed country(ies) and the regions within the country(ies) where Fellows will be placed. All proposals must address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, Peace Corps, and/or USAID or other USG programming. All proposals should recognize anddemonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each proposal must be country-specific and tailored to the context of that country. Depending on ever-changing on the ground security situations, the USDA selecting official may elect not to award or fund proposals for a country(ies). In addition, USDA may elect to make amendments to agreements. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.

338584

10.619

##   OJJDP FY 2022 Victims of Child Abuse Act Training and Technical Assistance for Child Abuse Prosecutors

03/16/2022

05/03/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. The OJJDP FY 2022 Victims of Child Abuse (VOCA) Act Training and Technical Assistance for Child Abuse Prosecutors program will fund a national training and technical assistance program for attorneys who are involved in the criminal prosecution of child abuse to enhance the effectiveness of the investigation and prosecution of such crimes.

338735

16.758

##   OJJDP FY 2022 Victims of Child Abuse Regional Children’s Advocacy Centers Program

03/16/2022

05/03/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. The OJJDP FY 2022 Victims of Child Abuse (VOCA) Regional Children’s Advocacy Centers (RCAC) program supports four regional centers—one situated within each of four designated U.S. Census regions—that enhance and support the development, expansion, and continuous quality improvement of multidisciplinary teams, local children’s advocacy centers (CACs), and state chapter organizations responding to child abuse and neglect cases to improve the investigation and prosecution of child abuse and neglect and the provision of children’s advocacy center services to child victims and their families.

338739

16.758

##   OJJDP FY 2022 National Mentoring Programs

03/24/2022

05/09/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth that are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.

338919

16.726

##   OJJDP FY 2022 Mentoring for Youth Affected by Opioid and Other Drug Misuse

04/06/2022

05/23/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth impacted by opioids and other drug misuse.

339269

16.726

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