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##   Child Labor in Botswana

07/12/2021

08/23/2021

The U.S. Embassy Gaborone announces an open competition for organizations to submit applications to carry out a program to strengthen children's rights in Botswana. The program would raise awareness of child labor, particularly in agriculture, empower civil society and local leaders to contribute to solutions, and ensure the government enforces laws to protect children. Program Objectives: Child labor exists in Botswana, particularly in the commercial agriculture and cattle farming sector, but the scale of the problem is largely unknown, and enforcement of Botswana's existing laws on child labor is minimal. A lack of research and inconsistencies in knowledge about child labor likely contribute to these problems thus driving conceptions that child labor is isolated and that children's work is mostly harmless. There is also little public awareness of the issue. Many child workers are from the San ethnic group, a minority population that has faced considerable discrimination on land rights, education, and language. The Government of Botswana has little capacity to enforce labor laws due to insufficient data too few inspectors, and poor access to agricultural sites. The proposed project includes the following activities: Research: A study of child labor to identify trends, current numbers and demographics of victims, and possible tactics to counter the problem. This would provide much needed data to assess the scale of child labor in Botswana, the type of work children are engaged in, potential hazardous work, government actions to respond to child labor, and obstacles to enforcing child labor laws. Outreach: Engage with stakeholders in agricultural regions, including the cattle farming areas of Ghanzi and Tsabong, to ensure they are aware of child labor regulations, can identify child labor, know their responsibilities under the law and the legal ramifications of violating the laws, and are able to play a productive part in solutions. This outreach would include traditional leaders, the San ethnic group, parents, journalists, and most importantly, farmers and cattle industry organizations. Local government labor divisions would also be included. Public Awareness: The project will fund media campaigns including radio, local television, and social media in farming areas to raise awareness of what child labor looks like, its deleterious effects on children and their rights, and how to report it. This public awareness would also focus on government officials, encouraging them to take greater action to address the problem. Victim Assistance: Botswana’s system of child victim assistance, including for issues such as Gender Based Violence and Trafficking in Persons (TIP), is highly dependent on a loose network of poorly funded NGOs and victim assistance groups. Most NGOs are based in Gaborone, meaning any child in need of assistance must be brought to the capital, often more than a thousand kilometers in distance. The project would work with these NGOs to improve their capacity to identify and provide services to children in child labor situations. The role of the grantee will be the following: Organize logistics; gather, analyze, and present information; and host a series of events or educational/cultural sessions, each focused on at least one of the priority areas listed above. The award amount includes venue, travel, speaker, media, refreshments, or any other fees directly related to the project. No funding request above the $300,000 award ceiling will be considered. Applicants should consider that much of this work will occur outside of Botswana’s capital and major population centers. Therefore, budgets must include travel to rural areas outside of public transportation networks. Successful applicants must provide a detailed strategy on how to gain access to traditional communities, farmers, local leaders, government officials, and local business communities. Given the ongoing constraints on public gatherings and travel posed by COVID-19, as a contingency, grantees should be prepared to explain how their proposals could be conducted virtually if in-person events are not possible. FEDERAL AWARD INFORMATION: Length of performance period: 18 months; Anticipated program start date: January 1, 2022. This notice is subject to availability of funding. ELIGILIBITY INFORMATION Eligible Applicants: The following organizations are eligible to apply: Not-for-profit organizations, including think tanks and civil society/non-governmental organizations; Public and private educational institutions; Individuals; Public International Organizations; Cost Sharing or Matching: None : Other Eligibility Requirements: In order to be eligible to receive an award, all organizations must have a unique entity identifier (Data Universal Numbering System/DUNS number from Dun & Bradstreet), as well as a valid registration on www.SAM.gov. Individuals are not required to have a unique entity identifier or be registered in SAM.gov. APPLICATION AND SUBMISSION INFORMATION: Application Package: Application forms required below are available at grants.gov Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible. Content of Application: Please ensure: The proposal clearly addresses the goals and objectives of this funding opportunity; All documents are in English; All budgets are in U.S. dollars; All pages are numbered; All documents are formatted to US Letter size paper (8.5” x 11”), and; All documents must be in Microsoft Word or Microsoft Excel, the paragraphs must be single-spaced, the font must be 12-point Times New Roman, and the margins must be 1-inch. Mandatory application forms: SF-424 (Application for Federal Assistance – organizations) or SF-424-I (Application for Federal Assistance --individuals) at Grants.gov SF-424A (Budget Information for Non-Construction programs) at Grants.gov SF-424B (Assurances for Non-Construction programs) at Grants.gov (note: the SF-424B is only required for individuals and for organizations not registered in SAM.gov) Summary Page: Cover sheet stating the applicant’s name and organization, proposal date, program title, program period, proposed start and end date, and brief purpose of the program. Proposal (10 pages maximum): The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. You may use your own proposal format, but it must include all the items below. Proposal Summary: Short narrative that outlines the proposed program, including program objectives and anticipated impact. Introduction to the Organization or Individual applying: A description of past and present operations, showing ability to carry out the program, including information on all previous grants from the U.S. Embassy and/or U.S. government agencies. Problem Statement: Clear, concise and well-supported statement of the problem to be addressed and why the proposed program is needed. Program Goals and Objectives: The “goals” describe what the program is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve the objectives. Program Methods and Design: A description of how the program is expected to work to solve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the program activities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles and experience/qualifications of key personnel involved in the program. What proportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizations and sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successful grants. Throughout the timeframe of the grant, how will the activities be monitored to ensure they are happening in a timely manner, and how will the program be evaluated to make sure it is meeting the goals of the grant? Future Funding or Sustainability: Applicant’s plan for continuing the program beyond the grant period, or the availability of other resources, if applicable. Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separate sheet of paper to describe each of the budget expenses in detail. See section H. Other Information: Guidelines for Budget Submissions below for further information. Attachments: 1-page CV or resume of key personnel who are proposed for the program; Letters of support from program partners describing the roles and responsibilities of each partner; If your organization has a Negotiated Indirect Cost Rate Agreement (NICRA) and includes NICRA charges in the budget, your latest NICRA should be included as a PDF file; Official permission letters, if required for program activities; Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: Any applicant listed on the Excluded Parties List System (EPLS) in the System for Award Management (SAM) is not eligible to apply for an assistance award. Additionally, no entity listed on the EPLS can participate in any activities under an award. All applicants are strongly encouraged to review the EPLS in SAM to ensure that no ineligible entity is included. All organizations applying for grants (except individuals) must obtain these registrations. All are free of charge: Unique entity identifier from Dun & Bradstreet (DUNS number), NCAGE/CAGE code; SAM.gov registration; After receiving the NCAGE Code, proceed to register in SAM.gov by logging onto: https://www.sam.gov; SAM registration must be renewed annually. Submission Dates and Times: Applications are due no later than August 23, 2021 Funding Restrictions: Funding is intended for activities in Botswana Other Submission Requirements: All application materials must be submitted by email to mannings@state.gov; schaperd@state.gov; and moreengar@state.gov. APPLICATION REVIEW INFORMATION: See NOFO for details. Federal Awardee Performance & Integrity Information System (FAPIIS): See Notice of Funding (NOFO) for more information. FEDERAL AWARD ADMINISTRATION INFORMATION: Federal Award Notices: Issuance of this NOFO does not constitute an award commitment on the part of the U.S. government, nor does it commit the U.S. government to pay for costs incurred in the preparation and submission of proposals. Further, the U.S. government reserves the right to reject any or all proposals received. Administrative and National Policy Requirements: Before submitting an application, applicants should review all the terms and conditions and required certifications which will apply to this award, to ensure that they will be able to comply. See NOFO for more information. Reporting Requirements: See NOFO for more information. Foreign Assistance Data Review: As required by Congress, the Foreign Assistance Data Review (FADR) requires tracking of foreign assistance activity data from budgeting, planning, and allocation through obligation and disbursement. See NOFO for more information. FEDERAL AWARDING AGENCY CONTACTS: If you have any questions about the grant application process, please contact: mannings@state.gov; schaperd@state.gov; and moreengar@state.gov OTHER INFORMATION: Guidelines for Budget Justification: See NOFO for more information.

334688

19.225

##   University Library Resources Program (ULRP)

01/14/2022

03/15/2022

A. PROGRAM DESCRIPTION The Public Diplomacy section at the U.S. Embassy in Harare announces an open competition for public and private Zimbabwean higher education institutions to submit applications to carry out a program (or programs) to strengthen ties between the United States and Zimbabwe’s academic libraries in supporting Faculty educational, learning and research activities. Program Objectives: The program shall improve access to educational resources and use of technology for learning and research to academic libraries working with Faculty in the following subject areas: One Health, STEM (Science, Technology, Engineering, and Mathematics) in Agriculture, and Peace and Conflict Resolution. By the end of the program, faculty and students will have access to relevant publications, online research databases and digital educational resources to improve their access to information, research methodologies and overall learning outcomes. The program may also include the purchase of equipment to adequately access the internet for a host institution; these requests should be reasonable and explicitly explained in the budget. Program Goals The goal of this program is to strengthen ties between the United States and Zimbabwe’s academic libraries to support higher education partnerships through the provision of educational resources and promote access to digital educational resources that support One Health, STEM fields in Agriculture and Peace and Conflict resolution for Zimbabwean higher education. Proposals must promote increased access to U.S educational resources (both digital and physical). Project themes must include some or all the following components. Only proposals that relate to the stated program objectives, in partnership with the relevant faculty departments will be considered: · Access to Academic Journal Databases: programs that promote access to academic journals database subscriptions that cover One Health, STEM in Agriculture and Peace and Conflict resolution. · Higher Education Collections: Programs collaborating with faculty in One Health fields, STEM in Agriculture and Peace and Conflict resolution to source the relevant materials and enhance student access to higher education resources. · Access to Internet: Programs that enhance access to online research databases and digital content to support higher education research and development of faculty staff through collaborative research opportunities. NOTE: All educational materials must be obtained from U.S. sources. Participants and Audiences: Proposals must engage with university faculty in the priority subject areas and academic library staff. All materials funded by this program must ensure open access to all students and faculty. Program Performance Period: Proposed programs should be completed in 12 months or less. The following documents required: 1. Mandatory application forms · SF-424 (Application for Federal Assistance – organizations) at the U.S. Embassy Harare website · SF-424A (Budget Information for Non-Construction programs) at the U.S. Embassy Harare website · SF-424B (Assurances for Non-Construction programs) at the U.S. Embassy Harare website (note: the SF-424B is only required for individuals and for organizations not registered in SAM.gov) 2. Summary Page: Cover sheet stating the applicant name and organization, proposal date, program title, program period proposed start and end date, and brief purpose of the program. 3. Proposal (10 pages maximum): The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. You may use your own proposal format, but it must include all the items below. · Proposal Summary: Short narrative that outlines the proposed program, including program objectives and anticipated impact. Introduction to the Organization or Individual applying: A description of past and present operations, showing ability to carry out the program, including information on all previous grants from the U.S. Embassy and/or U.S. government agencies. Problem Statement: Clear, concise and well-supported statement of the problem to be addressed and why the proposed program is needed Program Goals and Objectives: The “goals” describe what the program is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve the objectives. Program Methods and Design: A description of how the program is expected to work to solve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the program activities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles and experience/qualifications of key personnel involved in the program. What proportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizations and sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successful grants. Throughout the time-frame of the grant, how will the activities be monitored to ensure they are happening in a timely manner, and how will the program be evaluated to make sure it is meeting the goals of the grant? Future Funding or Sustainability Applicant’s plan for continuing the program beyond the grant period, or the availability of other resources, if applicable. 4. Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separate sheet of paper to describe each of the budget expenses in detail. See section H. Other Information: Guidelines for Budget Submissions below for further information. 5. Attachments : · 1-page CV or resume of key personnel who are proposed for the program · Letters of support from program partners describing the roles and responsibilities of each partner · If your organization has a Negotiated Indirect Cost Rate Agreement (NICRA) and includes NICRA charges in the budget, your latest NICRA should be included as a PDF file. · Official permission letters, if required for program activities · Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: Any applicant listed on the Excluded Parties List System (EPLS) in the System for Award Management (SAM) is not eligible to apply for an assistance award in accordance with the OMB guidelines at 2 CFR 180 that implement Executive Orders 12549 (3 CFR, 1986 Comp., p. 189) and 12689 (3 CFR, 1989 Comp., p. 235), “Debarment and Suspension.” Additionally, no entity listed on the EPLS can participate in any activities under an award. All applicants are strongly encouraged to review the EPLS in SAM to ensure that no ineligible entity is included. All organizations applying for grants (except individuals) must obtain these registrations. All are free of charge: · Unique entity identifier from Dun & Bradstreet (DUNS number) · NCAGE/CAGE code · www.SAM.gov registration Step 1: Apply for a DUNS number and an NCAGE number (these can be completed simultaneously) DUNS application: Organizations must have a Data Universal Numbering System (DUNS) number from Dun & Bradstreet. If your organization does not have one already, you may obtain one by calling 1-866-705-5711 or visiting http://fedgov.dnb.com/webform NCAGE application: Application page here: https://eportal.nspa.nato.int/AC135Public/scage/CageList.aspx Instructions for the NCAGE application process: https://eportal.nspa.nato.int/AC135Public/Docs/US%20Instructions%20for%... For NCAGE help from within the U.S., call 1-888-227-2423 For NCAGE help from outside the U.S., call 1-269-961-7766 Email NCAGE@dlis.dla.mil for any problems in getting an NCAGE code. Step 2: After receiving the NCAGE Code, proceed to register in SAM.gov by logging onto: https://www.sam.gov. SAM registration must be renewed annually. APPLICATION REVIEW INFORMATION 1. Criteria: Each application will be evaluated and rated on the basis of the evaluation criteria outlined below. Quality and Feasibility of the Program Idea – 25 points: The program idea is well developed, with detail about how program activities will be carried out. The proposal includes a reasonable implementation timeline. Organizational Capacity and Record on Previous Grants – 25 points: The organization has expertise in its stated field and has the internal controls in place to manage federal funds. This includes a financial management system and a bank account. Program Planning/Ability to Achieve Objectives – 15 points: Goals and objectives are clearly stated, and program approach is likely to provide maximum impact in achieving the proposed results. Budget – 10 points: The budget justification is detailed. Costs are reasonable in relation to the proposed activities and anticipated results. The budget is realistic, accounting for all necessary expenses to achieve proposed activities. Monitoring and evaluation plan – 15 points: Applicant demonstrates it is able to measure program success against key indicators and provides milestones to indicate progress toward goals outlined in the proposal. The program includes output and outcome indicators and shows how and when those will be measured. Sustainability – 10 points: Program activities will continue to have positive impact after the end of the program. Other Submission Requirements All application materials must be submitted by email to: PublicDiplomacyGrants-Zim@state.gov If you are unable to email your application, please deliver your application to: U. S. Embassy Harare Attn: Public Diplomacy Grants 2 Lorraine Drive Bluffhill Harare, Zimbabwe Submission deadline is March 15, 2022.

337370

19.040

##   DRL: Youth Engaged in Democratic Processes for Community-Driven Change

01/25/2022

03/28/2022

The U.S. Department of State, Bureau of Democracy, Human Rights, and Labor (DRL) announces an open competition for organizations interested in submitting applications for projects that empower young people to engage in democratic processes to ensure their voices and interests are represented. DRL’s goal for the Maldives is to increase youth inclusion and participation in policy decisions at all levels of government by empowering youth to become agents of positive social change within their own communities. The bureau seeks proposals that strengthen young people’s knowledge of basic principles of leadership, transparency, accountability, inclusivity, and civic participation, and how they can use these principles to engage more fully with their local governments and communities. The program objectives are: 1) youth and youth-led organizations have increased leadership skills and strengthened networks to engage more meaningfully in decision making processes and implementation of policies that impact youth and their communities; and 2) youth and youth-led organizations are empowered to advance and protect fundamental freedoms acting as catalysts to increase awareness of governance issues among young people and other community members.

337534

19.345

##   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

##   Georgian Media Education Program - “Strengthening Journalism Education in Georgia”

03/10/2022

05/16/2022

The Public Diplomacy (PD) Section of the U.S. Embassy in Tbilisi, Georgia encourages U.S. organizations to apply for the Media Education Program – “Strengthening Journalism Education in Georgia” for media educators and administrators. Applicants must have a demonstrated expertise in developing and implementing programs related to journalism training, designing and carrying-out study tours for university administrators and media professionals, and organizing trainings at U.S. schools of journalism/mass communication. Expertise and established relationships with higher education institutions/journalism schools in Georgia will be considered favorably. The grantee is expected to coordinate the solicitation process of the program participants, including placement at a U.S. school of journalism/mass communication, with PD Section. To mitigate risk because of the ongoing COVID-19 pandemic, grantee will be asked to work with PD Section Tbilisi to enable alternate or supplemental virtual delivery of certain segments of the program in the event of COVID-19 travel restrictions. EXECUTIVE SUMMARY The Public Diplomacy Section (PD) of the U.S. Embassy in Tbilisi is pleased to announce an open competition for a Media Education Program (MEP) – “Strengthening Journalism Education in Georgia.” U.S. non-profit/non-governmental organizations and accredited American higher education institutions may submit proposals to manage a year-long project to support the professional development of Georgian media educators from public and private higher education institutions through a robust professional study tour at U.S. schools of journalism, media and mass-communication, with complementary site visits to U.S.-based media organizations and journalism education associations, e.g., Journalism Education Association, etc.. Additional means for achieving objectives of the program may include participation in annual conventions or conferences promoting excellence in journalism education and media literacy. Proposals should include a component to engage approximately 40 MEP alumni through the MEP Alumni Association. This might include a micro-grant opportunity to encourage alumni projects that advance journalism education and media literacy. The applicant should work closely with PD Section throughout the grant period to identify Georgian participants. The project will award $249,900 to defray the costs of a two- week intensive study tour for up to 10 participants. Applicants should include provisions for non-English speaking participants and secure international travel insurance for duration of the study tour. OBJECTIVES The purpose of the Georgian Media Education Program is to support the professional development of media educators, strengthen journalism programs in Georgian HEIs through adopting the best practices of journalism education in the United States, and establish collaborative linkages between Georgian and U.S. schools of journalism. These visits should also demonstrate the important role quality journalism education plays in establishing and maintaining a vibrant press corps and accountable democracy. The program should focus on introducing MEP participants to the latest trends in journalism education, multimedia and media literacy. In today’s consumer-driven and media saturated world, it’s becoming increasingly important for teachers to understand how to teach media literacy. Media educators can play a significant role in helping students understand the differences in media outlets, the messages they receive and ethical methods for producing their own content. Apart from consultation meetings with professors and media administrators, campus tour and intensive hands-on trainings at a selected U.S. school of journalism/communication, participation in events and workshops organized by professional journalism organizations should help achieve the program objectives. Exposure to emerging media tools, instruments, and digital platforms would enable selected Georgian media educators to learn modern practices in journalism education and to successfully adopt them in their professions. The program will also enable media professionals to examine technological advances in an American university and the influence it has on expanding academic opportunities for the educational achievement. The MEP has provided professional development to three previous cohorts comprising about 40 journalism educators, who remain active through a newly developed alumni association. MEP proposal may entail a component that ensures continued alumni engagement. Funds up to $15,000 can be encumbered to support a micro-grant competition through which alumni may submit proposals that will strengthen their programs. The program envisages exchanges in both directions – a combination of trips to the United States for Georgian participants and trips to Georgia of American partners, who will be engaged in active trainings on specific topics identified in consultation with MEP participants. For the visits to Georgia, activities should focus on completing those activities conducted in the United States and increasing the professional capacity of the Georgian participants and their colleagues who may not travel to the United States. EXPECTED RESULTS The program should emphasize hands-on experience that will build the professional expertise of Georgian media educators and contribute to strengthening journalism education in Georgia. It will also help journalism professors get acquainted with strategies for teaching media literacy and supporting students in developing skills that allow them to effectively evaluate content from a variety of media sources. The program may include such topics as: · Curriculum and instruction (including course design and curriculum development for BA and MA programs in journalism and mass communication, multimedia journalism, digital media and strategic communications); · Assessment of student learning outcomes; · Course evaluation and accreditation of media programs; · Modern textbooks, journalism coursework and curriculum designs, e-libraries; · Media Literacy teaching/ resources and increasing digital literacy skills; · Social media and Multimedia teaching; · Online programs for journalism, development of online course design; · Faculty development; Journalism Education Association: JEA mission and standards of media education; · Student internship and support; · Teaching academic writing for journalism students; · Media school partnerships and student exchanges; · Multidisciplinary teaching and use of integrated methods (academic research combined with practical work); · Current trends and “hot button” issues in journalism education Applicants may propose other project topics/activities not specifically mentioned in this solicitation if the activities reinforce the impact of the project. A detailed program timeline for the entire grant period that outlines how components unfold and complement each other must be included in the proposal. The names of proposed Georgian participants must be reviewed and approved in advance of U.S. travel by the Public Diplomacy (PD) Section of the U.S. Embassy in Tbilisi. PD Section anticipates that the majority of Georgian participants will not have working-level competency in English. The applicant should describe the provisions (interpretation, international travel insurance, visa B1/B2 fee, meals and incidental expenses) that will be made for the proposed study tour participants.

338646

19.900

##   FY2022 EducationUSA Opportunity Funds Program

04/28/2022

05/31/2022

A. 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 College Application Boot Camp, 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 August and October 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.

339890

19.022

##   Education Influencers Exchange Program

07/20/2022

08/19/2022

Funding Opportunity Title: Education Influencers Exchange Program Funding Opportunity Number: PD-SEOUL-FY22-03 Deadline for Applications: OOB August 19, 2022, GMT+9 Assistance Listing Number: 19.040 Total Amount Available: $100,000 A. PROGRAM DESCRIPTION The U.S. Embassy Seoul / Bureau of East Asian and Pacific Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to implement the Education Influencers Exchange Program. Please follow all instructions below. Program Objectives: The United States has historically been the top destination for degree-seeking Korean students studying at colleges and universities overseas. However, we have seen a yearly decline in the number of Korean students studying in the United States with the figures for 2020-2021 (39,491 Korean students) reflecting a 32% decrease compared to five years ago (2016/17 recorded 58,663 Korean students) and 45% decrease compared to ten years ago (2011/12 recorded 72,295 Korean students). According to the National Center on Education and the Economy, up to 80% of Korean high schoolers each year use private tutoring, including college agents or application preparation services. This is illustrative of Korea's infamous "education fever," fueled by the decision-making power Korean parents wield in their kids' educational decisions. Additionally, as a country with nearly 100% of households with internet access, online forums including internet cafes and vlogs have become key sources for information exchange among parents of school age children. This exchange program will focus on working with 5-7 influencers within this arena, whom the U.S. Embassy in Seoul will select as the participants. NOTE: After issuance of the award, depending on availability of FY22 EOY funding, the number of participants may be increased to 10 and the award will be amended accordingly. The exchange program will consist of three parts: 1. Consultation The selected organization will perform group consultations with candidates, either in-person or remotely, to assess the chief interests and concerns of their audiences (students and their parents) as they pertain to U.S. higher education. The findings will be incorporated into the design of a 10-day exchange program to best address their interests and concerns and promote U.S. higher education. 2. 10-day Exchange program in the United States Findings of the consultation will be incorporated into the design of a 10-day exchange program in the United States. The itinerary will be largely driven by the results of the consultation, but we anticipate that visits to U.S. college campuses and meetings with successful Korean alumni of U.S. higher education institutions will be included in the itinerary. The exchange program may also include stays in two different cities to provide participants a wide view of the United States. Ideally one stop would be more urban, and one more suburban/rural. Throughout the exchange, the participants will be given ample opportunities to collect material for their social media channels. Embassy Seoul will also work with our media/communications team to post snapshots from the tour and brief interviews with participants about their experiences. 3. Social Media Posts As part of the program, each participant will be required to publish three blog or vlog features about study in the United States via their social media accounts within 3 months of the conclusion of the program. The proposal should incorporate 1-3 sessions during the trip to workshop ideas with participants to outline and gather content for these posts. Proposals should budget for two Korean-language interpreters to accompany the group during the ten-day program. One Embassy Seoul employee may also accompany the group to engage, liaise, and troubleshoot any challenges. The applicant organization should plan to include the Embassy staffer in making logistical arrangements, including any cultural activities or ground transport. However, funding for the Embassy staffer’s flights and hotels will be borne directly by the Embassy (i.e., not included in the award budget). Participants and Audiences: The participants of this exchange program will be comprised of 5-7 online influencers selected by the U.S. Embassy who are actively engaged in exploring overseas educational opportunities for South Korean undergraduate university students via online forums including YouTube, online internet cafes, and vlogs. B. FEDERAL AWARD INFORMATION Length of performance period: October 2022 to July 2023 Number of awards anticipated: 1 award Award amounts: awards may range from a minimum of $10,000 to a maximum of $100,000 Total available funding: $100,000 (might be increased upon availability of funding) Type of Funding: FY22 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 2022 (actual trip schedule will be in April 2023) This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement. Post will select participants of the exchange program and provide feedback on the consultations and proposed itinerary for the U.S. trip. Program Performance Period: Proposed programs should be completed in 12 months or less. C. ELIGILIBITY INFORMATION 1. Eligible Applicants The following organizations are eligible to apply: · Not-for-profit organizations, including think tanks and civil society/non-governmental organizations · Public and private educational institutions Public International Organizations and Governmental institutions NOTE: Preferably US-based NPOs that have a partnership with organizations in ROK, or vice-versa.

342575

19.040

##   Strength in Partnership: Call for Proposals

11/22/2022

04/30/2023

Strengthen the Relationship: The Public Affairs Section (PAS) of the U.S. Mission to South Africa of the U.S. Department of State announces an open competition for Federal financial assistance to support projects that strengthen ties and build relationships between the United States and South Africa. PAS welcomes proposals from South African organizations with a U.S. partner. U.S. organizations may also submit proposals, so long as they have a South African partner. Project Objectives: PAS is seeking proposals that address one or more of the following challenges from a public diplomacy perspective. Public Diplomacy (PD) seeks to promote partnerships and information/knowledge exchange between the Americans and South African publics and institutions to enable more effective, mutually beneficial cooperation with the United States globally, benefitting the U.S. national interest and the national security as well as South Africa. PD aims to identify and fund programs and projects that broaden and deepen dialogue and empower cooperation between American citizens and institutions – including civil society and educational organizations – and their South African counterparts. 1. Adapting to Climate Change and Implementing a Just Green Energy Transition The Challenge: Mitigating and adapting to climate change is a key policy priority for the global community. Climate change is already altering ecosystems, economies, and livelihoods. Floods, drought, and water shortages, driven by climate disruptions, have been severe over the last few years, with parts of the world facing water scarcity issues and others suffering devastating floods. As we move from fossil-fuel based energy production to renewables, livelihoods based on fossil fuels will shift, requiring social safety nets and reskilling to build resilience in these communities. A just transition aims to realize a quality life for those impacted by a transition from fossil fuels to renewables. PAS seeks proposals that will create exchanges of information and experience, as well as partnerships between Americans and South Africans. Projects may generate awareness and promote shared action/collaboration on mitigating and adapting to climate change. Projects may also facilitate the response to the evolving climate crisis with an emphasis on identifying shared challenges and solutions in implementing a just transition to green energy sources. Project proposals should identify a primary audience that the project seeks to influence. An audience related to a just energy transition in South Africa might be, for example: vocational students; secondary school or university educators; start-up entrepreneurs; leadership in community organizations; civil society representatives or government officials working on climate and energy issues. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: fostering economic opportunity and facilitating a green energy transition; sustainable waste management and recycling; urban and peri-urban clean water solutions; climate change adaptation; or urban gardening and greening. 2. Promoting Equity, Social Justice, and Social Cohesion The Challenge: The Black Lives Matter protests in the United States in 2020 quickly grew into mass protests in the United States and around the world, including Africa. Citizens and civil society organizations raised concerns about social injustice that had manifested as racial violence, economic inequality, and non-inclusive historical narratives. The United States has since seen increases in anti-Black, anti-Asian, and anti-Semitic violence but also efforts by government, business, and civil society to address questions of inequity and discrimination within American society. In South Africa, violent social unrest in July 2021, centered predominantly in KwaZulu Natal and Gauteng, led to the loss of two million jobs and a substantial contraction in the South African economy. These events have highlighted continued racial and social cleavages within South Africa, raising important questions around social and economic inequality in the current post-Apartheid era. In response to these events, PAS would like to create safe spaces for dialogue and exchange on topics that address equity, racial justice, and social inclusion in an effort to create greater social and economic security for all citizens. PAS seeks proposals that build on shared American and South African goals to promote respect for human rights and advance racial equity, social justice, and social cohesion. Proposals should align with the U.S. Government’s commitment to acknowledge and protect members of marginalized racial and ethnic communities, including indigenous communities, in keeping with White House Initiatives to advance racial equity and the U.S. Department of State’s Equity Action Plan. Project proposals should complement existing equity efforts, particularly those focused on women and girls, as well as LGBTQI+ persons, persons with disabilities, persons belonging to religious minorities, and members of other marginalized communities. Preference will be given to proposals that engage audiences and help them address the existing disparities and unique circumstances faced by members of marginalized communities, including those who experience compounded discrimination due to multiple and intersecting social identities. Proposals should foster dialogue, encourage civic engagement, and increase understanding about the historical injustices in the United States and South Africa to make concrete connections with contemporary applications of the lessons learned from those histories. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the promotion of equity, social Justice, and social cohesion might be, for example: secondary school or university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Outreach to underscore connections between the struggle for equality of marginalized groups in the United States and South Africa’s liberation struggle; Exploration of the literature, culture, and histories of marginalized groups in the United States with South African audiences; or Facilitation of dialogues and exchanges which increase connections between individuals and communities in the United States and South African committed to increasing equity and social inclusion in both countries, sharing challenges and best practices from contemporary scholarship. Proposals may incorporate use of sport or art that addresses the American experience that is relevant to the South African experience. Competitive proposals will outline how the activities will resonate with South African audiences. 3. A Global Crisis: Trafficking in Persons The Challenge: Through force, fraud, and coercion, human traffickers violate the most basic right of people everywhere to freedom. Traffickers’ exploitative practices negatively impact countries like South Africa and the United States by diminishing and destroying communities, a sense of security, and the global economy. How can we use public diplomacy to combat human trafficking in South Africa, especially in the most at-risk communities? PAS seeks proposals that aim to improve the public’s ability to recognize and report TIP, to identify TIP risk factors, and to reduce demand for labor and sexual exploitation. Proposals should facilitate awareness of and generate grass-roots action on TIP-related issues in South Africa. Proposals should address recommendations in the most recent U.S. Department of State’s Trafficking in Persons Report for South Africa with the goal of increased public knowledge, understanding, and calls for action to prevent this abuse of human rights. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the fight against trafficking in persons might be, for example: members of a vulnerable population (children, LGBTQI+ persons, refugees, migrants, or commercial sex workers); university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. PAS welcomes proposals incorporating South African government entities as partners. Priority project areas include: Increasing the public’s understanding of trafficking in persons; Increasing TIP awareness among populations vulnerable to trafficking and exploitation; Reducing demand for labor and sexual exploitation; or Increasing the public and civil society’s reporting of TIP offenses and official complicity to appropriate South African authorities. 4. Expanding Cooperation in Higher Education and Vocational Training The Challenge: Universities, colleges, community colleges, and vocational schools are important community institutions in both the United States and South Africa. Economically, they have a role to play in identifying and addressing gaps in skills and other needs. Socially, they can effect positive change in relation to pressing political, social, and economic problems – from youth unemployment to countering gender-based violence to climate change and adaptation. Ties between American and South African institutions should enable societies in both countries to look around the corner at the challenges of tomorrow. PAS seeks proposals that strengthen existing ties and foster new collaborations between U.S. and South African higher education institutions under the University Partnership Initiative (UPI). Proposals should address the option to scale up the scope and reach of the project pending funds availability and should address potential significant involvement by PAS. Collaboration with existing U.S. Mission South Africa programs or alumni of USG-funded exchanges is encouraged. Project proposals should identify a primary audience that the project seeks to influence. An audience related to cooperation in higher education might be, for example: South African university and Technical Vocational Education and Training (TVET) students; South African government officials in positions responsible for funding and programmatic decisions linked to South African higher education institutions; Leadership of NGOs working to improve access to higher education and higher education outcomes; Out of school and other historically underserved individuals and groups who can benefit from restored linkages to educational and vocational opportunities; or Administrators of university, TVET, or community education training centers. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Promoting U.S.- South Africa faculty and student exchanges, particularly the development of dual degree programs that have South Africans complete their studies locally and address South Africa’s shortage of qualified academic staff and that facilitate collaboration on addressing shared challenges in the United States and South Africa; Sharing best practices and expertise in curriculum development and aligning curricula to address job market needs and skills gaps; Developing the use of instructional technology to increase access to educational opportunities, including in the context of challenges like the COVID-19 pandemic; Facilitating early-career training for academics; Joint research, especially in agriculture, food security, health, and STEM; Providing training and transfer skills in all aspects of university and TVET college administration through subject-matter exchange programs; Sharing best practices for student recruitment, retention, and job placement while battling misconceptions about the utility of TVET and community college education; or Exploring public-private partnerships, with an emphasis on commercialization, technology transfer, and job creation as well as post-graduate job placement. Proposals should address how relationships between institutions will be sustained after U.S. government-funded efforts end. Proposals that develop linkages between South African technical universities and their American counterparts are strongly encouraged.

344613

19.040

##   Entrepreneurial Approaches to Addressing Social Exclusion Factors of Vulnerable Youth in Jordan

03/20/2023

06/05/2023

The U.S. Embassy in Amman announces an open competition for eligible not-for-profit organizations to submit proposals to design and implement projects that leverage or build innovative digital platforms and channels to reach and engage with Jordanian youth to address one or more of the following challenges: Unemployment or underemployment of underserved youth outside Amman; lack of gender parity in the workforce, with an emphasis on women in security and justice sectors; gender-based violence, honor killings, substance use, and/or gang violence; and low rates of political participation among youth. Program Objectives: The Public Affairs Section at the U.S. Embassy in Amman is soliciting proposals from eligible organizations for innovative and inclusive whole-of-society approaches to engaging youth between 12-35 years of age that includes a component(s) of gaming/gamification and/or strategic communications campaigns in order to address factors of social exclusion and discontent among underserved or underrepresented youth in Jordanian society in an effort to help mitigate vulnerabilities to recruitment and radicalization. The program’s goals are to design audience-driven tools and projects that focus on building the critical thinking and problem solving skills of youth, aged 12-35, to ensure they are equipped with the skills and knowledge to remain proactive in identifying and addressing factors of social exclusion; push and pull factors influencing and driving recruitment efforts by extremist and violent groups; and building the skills of those most vulnerable to being exploited by malign actors, all in an effort to ensure participants are able to actively identify and mitigate rising and existing threats, and create and amplify alternative or counter narratives on identity, agency, and belonging. Proposals should outline how they support the Jordanian government’s efforts in building the capacity of youth. Successful applicants will plan to co-design audience-centric, partner-led, and contextually relevant programs and tools. Applicants should consider multi-stakeholder approaches that bring together or coordinate the actions of central and local government or law enforcement as well as civil society, religious communities, academia, the private sector, local accelerators and incubators. All proposals should include a digital media plan that provides an overview of how the awardee will leverage digital and traditional media to amplify the activities, progress, and results of the program, such as by sharing participant testimonials through podcasts or webisodes, to serve as a public awareness and prevention tool.

346963

19.040

##   2023 -2025 English Access Microscholarship Program (Access)

03/22/2023

04/30/2023

A. PROGRAM DESCRIPTION The US Embassy, Public Diplomacy Section (PDS Nairobi) invites interested applicants to submit proposals from implementing partners for 2023 -2025 English Access Microscholarship Program (Access). Those interested in applying should carefully read the description below and the Access handbook: https://Handbook.Access-Program.org. Those interested should send their proposals to the Public Diplomacy Section, U.S. Embassy, Nairobi no later than midnight, April 30, 2023, via email at nairobigrants@state.gov. Further steps include drafting a detailed proposal to be entered into the Access proposal portal, which is overseen by FHI-360, the U.S. Department of State's U.S.- based Access grantee. The period of performance is to begin in September 2023.Priority Region: Kilifi and/ Nyanza RegionProgram Objectives: The goal of the Access Program is to provide participants with improved skills that contribute to building more resilient, engaged, and prosperous communities that are more aware of, and better connected to, U.S. culture. While the direct recipients of the scholarships are the students, the impact of the Access program should extend to families, communities, educators, and institutions.During the life of the program, Access students will:1 Be given a foundation of English language skills.Equipping students with English language skills can increase their competitiveness in the job market, allow them to expand their network, build people-to-people connections, empower them to read and understand a wide variety of sources, and make students more competitive for future U.S. Department of State and other exchanges.2. Gain an appreciation for U.S. culture and democratic valuesA key element of the Access Program is to familiarize students with important features of U.S. culture and democratic values to encourage mutual understanding between the U.S. and the host country. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Partners are encouraged to thoughtfully design their curriculum to integrate the following topics: global citizenship, critical thinking, environmental awareness, human rights, U.S. democracy and government, U.S. civil society, diversity and tolerance, U.S. History, U.S. education system, U.S. family and relationship values, U.S. and global gender issues, U.S. and global health, and other STEM subjects.3. Develop digital literacy skillsIn addition to learning general computer skills, using, and understanding a wider variety of informational technologies has become essential to a young person’s personal and academic future. Applicants must demonstrate that they can prepare program participants for an ever-changing digital world by improving participants’ ability to;a) find, evaluate, and critically analyze online information for its trustworthiness and accuracy,b) to connect and collaborate with others in and outside their Access group, andc) create and share content. The underpinning of this effort should focus on gaining the appropriate skills to build a positive online identity and understanding the features of a safe and secure online identity.4. Participate in personal development activitiesThe Access Program seeks to foster students’ personal development by building balanced intellectual and emotional capabilities to better prepare them for future academic and professional endeavors. Students should be introduced to topics such as lifelong learning, career development and employable skills, critical thinking, self-confidence, leadership skills, emotional literacy and self-awareness, higher education and employment tracks and trajectories, and U.S. government-sponsored exchange program options.5. Take part in Service-Learning activitiesService-learning is a teaching approach that combines specific learning objectives with service to the community to provide a learning experience in which students develop new skills and a deeper understanding of their community and environment. Students must be actively involved in the service-learning project planning process and should;a) lead the assessment of community and environmental needs,b) design the project to address the community and environmental need, andc) reflect before, during and after the service experience.In addition, service activities should be designed to meet specific learning objectives as well as empower the students with the skills of researching, planning, implementing, monitoring, and reflecting. It is important for students to use English as much as possible while completing their service-learning project.CORE PROGRAM COMPONENTSThe Access program should be a model of excellence for host communities in several ways. In terms of the learning experience for the participants, partnering institutions should ensure that classes be learner-centered, making full use of modern approaches that maximize the participants’ hands-on usage of language (in contrast to a more passive learning experience that is teacher-centered and lecture-driven). Such innovations as project-based and task-based learning are well-suited to this overall approach. Classes should be no larger than 20 students and aim for gender balance.1. After-School/Weekend Instruction (mandatory)The Access Program must deliver 360 hours of total instruction reasonably distributed over the two-year period. Providers are required to complete (at minimum) 180 or more hours of instruction per academic year. The first component of the 360 hours should be in English classes meeting at least twice per week. The majority of the program’s hours will be in this component. Each After School class should be at least 60 minutes (not shorter “academic” hours) and not longer than 120 minutes. After School classes should take place at least two days a week and ideally not more than 3 days a week. Please note that additional justification in the proposal is needed if the program plans for students to attend the Access Program for more than 10 hours per week. It is the responsibility of the Provider to consider the schedule of the students, especially during the initial recruitment phase, to ensure that Access classes do not interfere with students’ regular school schedule. Access Programs should also include computer instruction to complement English language classes and enhancement activities. Computer classes, multimedia learning, or social media activities during after-school Instruction and/or intensive sessions should be included in the proposal. 2. Enhancement Activities (Mandatory)The second component of the 360 total hours will be enhancement activities. These activities are aimed at fostering Kenyan-U.S. cross-cultural understanding, as well as developing other key global citizenship skills, such as community service and leadership. These activities are an opportunity for educators and students to be creative and extend the language learning experience beyond the classroom walls. The hours used for such activities will be counted as part of the total 360 hours of the program. Enhancement activities are usually between 1.5 to 4 hours and must occur regularly throughout the two years of the program, including during after-school Instruction. Topics to include U.S. History, U.S. Popular Culture, U.S. Education, Gender Issues, the Environment, Ethnic Tolerance, Democracy, and Civil Society. Activities that are designed to provide hands on and interactive opportunities for students to engage in discussions, games, trips to museums, workplaces, theaters, celebrations of U.S. holidays such as hosting a Thanksgiving dinner or a Fourth of July picnic; writing and producing skits about key events in U.S. History; talent shows in which Access students perform songs by U.S. musicians; science-themed activities relating to environmental issues; and inviting guest speakers to discuss aspects of life in the U.S. such as ethnic diversity and tolerance. Other possibilities include civic outreach activities such as volunteering at nearby orphanages, homes for the elderly, or organizing the cleaning of a nearby park or forest. In-school activity possibilities include filming role-plays, hosting a visiting speaker from the U.S. Embassy or local community, creating a web page in the computer lab, creating a program newspaper, or celebrating a key U.S. holiday such as Martin Luther King Day. Access students should also be involved in community service activities to increase their awareness of social and environmental issues facing their respective communities while also gaining an understanding of the ways they can positively contribute to civil society. Access programs must improve the students’ digital and critical media literacy skills. Possibilities include making use of guest experts to teach students about these topics, asking students to take turns reviewing tools and resources that may help them better understand an issue in their community, allowing students to create their own websites, such as a Google site, or e-portfolios, volunteering at a nearby senior citizens home, tutoring primary school students in English, and organizing the cleaning of a nearby park or forest.Where possible, appropriate, and relevant, partners should:· Find ways to ensure that activities have a long-lasting impact (through multiple visits over several months) rather than taking a once-and-done approach.· Collaborate with U.S. Embassy personnel, U.S. English Language Fellows, Fulbright exchange participants and/or Peace Corps volunteers.In addition to these learner-focused components, two additional components are as follows:§ Professional Development for English Educators (encouraged)Access partners are to ensure that the educators chosen to work with the Access students are professional English teachers who are well-equipped with a strong understanding of - and experience using - the most recent approaches in the field. In addition, Access implementing teams should be dedicated to lifelong learning and work collaboratively with the U.S. Embassy and other Access sites to continue learning about, trying, and sharing new ideas. In addition to providing professional development opportunities to the Access teachers, partners should provide ongoing opportunities to share best practices with a wider community of teachers. Two main groups consist of the English teachers at the schools from which the Access students are recruited, and future teachers enrolled in nearby teacher training schools or universities with majors related to English language teaching. § Community OutreachThe Access Program site should serve as a model classroom. Efforts should be made to reach parents and other English teachers in the community, as well as include teachers of other subject matters, administrators, English Language Fellows, alumni, etc. in the Access experience, where appropriate. While it is understandable that such efforts should not interrupt instructional hours, a plan should be made to reach out several times during the Access program to key groups that stand to gain from being informed about the unique program. Examples include holding a workshop for parents addressing how to support a child during the Access implementation period, a workshop for future teachers at a nearby English language teaching department or for current teachers at the schools from which Access students have been recruited, and a meeting for administrators to better understand how to create stronger foreign language programs in their own schools.3. Intensive Sessions The third component of the 360 hours of program instruction are two-week long intensive sessions that should not exceed 8 hours per day or 40 hours a week. Intensive sessions are immersive experiences that provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. These should be conducted at an off-site to create more opportunity for students to bond with their classmates. Intensive Sessions are typically between four-day to four-week long programs. Intensive Sessions can occur three (minimum) to eight (maximum) hours a day, and can be held at the beginning, middle, and/or end of the Access Program. In Kenya, students usually sleep over at the intensive session site and meals are provided. The aim of these sessions is to provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. A typical day should combine English Language learning instruction with US cultural activities such as drama, computers, art, music, games, team building, peace building, problem solving, and creative activities that allow the students to gain confidence in English and to consolidate the global citizenship skills that they have been learning during the entire program. All intensive sessions should provide students with a window on U.S. culture and values, and their activities as much as possible should incorporate invited speakers (e.g., U.S. exchanges alumni, Embassy personnel, and other native and non-native English-speaking partners, etc.). The most successful immersion experiences are those run primarily by the implementing partner itself, with outside individuals included as needed to support the Access teachers. In collaboration with the US Embassy, it is also possible to include an English Language Fellow, Specialist, Peace Corps Volunteer, Fulbright English Teaching Assistant, Access alumni, or other support.Note that the total number of hours dedicated to enhancement activities and intensive sessions must not exceed 30% of the total time allotted to instruction (see Access Handbook for guidance).Opening and Closing Ceremony The date and time of both the opening and closing ceremony must be approved by the U.S. Embassy/Consulate. The opening ceremony should occur after the agreement has been signed and either before instruction begins or within 3 months of instruction starting. The closing ceremony usually occurs after instruction has finished and must be held before the end date of the agreement. The ceremony should be no longer than 2 - 3 hours.

347001

19.421

##   Leadership Training for Adolescent Girls and Young Women

06/23/2023

08/04/2023

PEPFAR announced the DREAMS (Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe) Partnership on World AIDS Day 2014. In 2015, DREAMS was planned with full grassroots participation. In 2016, DREAMS implementation began in ten countries of Sub-Saharan African countries including Mozambique.DREAMS focuses on HIV prevention interventions for Adolescent Girls and Young Women (AGYW) from 10 to 24 year olds. The program provides a comprehensive package of core interventions to address many of the factors that make girls and young women particularly vulnerable to HIV, including gender-based violence, exclusion from economic opportunities, and a lack of access to secondary school and broad components, such as parenting/caregiver programs and the specific evidence-based curricula for HIV and Violence prevention.The goal of DREAMS is to deliver on bold U.S. targets by supporting a multi-sectoral core package of interventions that goes beyond the health sector, addressing the structural drivers that directly and indirectly increase girls’ HIV risk, including poverty, gender inequality, sexual violence, and lack of education. The DREAMS Ambassador program was initiated in 2016 as way to recognize that adolescent girls and young women (AGYW) have limited access to adolescent friendly services that respond to their sexual reproductive health needs. The participation and leadership of AGYW is essential in the decision-making processes implementation of interventions and in the that affect their lives to achieve better health for AGYW.The focus of this program is to select and train AGYW to advocate for the rights of youth, provide leadership for DREAMS interventions, and to link their peers to the services available (in the community, schools, and the health centers), in order to maximize the impact of the DREAMS program.Among of the responsibilities of the DREAMS Ambassadors, their mission is to generate public attention for the DREAMS program and the problems that affect adolescent girls and youth in their communities and being and be the public face in existing structures such as girls’ clubs and safe spaces in the community.Mozambique still has one of the highest numbers of early pregnancy and female school drop-out it also ranks very high in lack of opportunities for young women to actively raise their voices in the society. One of the roots of this problem is related to the absence of female role models at all levels across all levels of the society. This has contributed towards a cycle of poverty perpetuated throughout generations limiting opportunities for girls and women.The applicant should provide a grassroots leadership training with innovative models of education focused on adolescents girls and young women to amplify talent, raise gender equality and promote sustainable transformation by empowering girls and young women to be the next generation’s changemakers through mentorship models.The approach of the leadership training needs to be based on a holistic vision of circular leadership and active citizenship (community, civic and participatory) that recognizes the individuality and complementarity of each being in the circle, with awareness that the girls and women can be the intergenerational reference modelsDuring this training, the group enters a conceptual questioning aimed at deconstructing and re-signifying concepts (leadership, management, power). From there it expands to a vision of leading for the common good and deepens its understanding of reference models practices, intentions, and relationships.Finally, it dives into building its own profile and a collective leadership manifesto. In conclusion, this approach recognizes the dynamic and evolving nature of a leadership profile that is constantly being updated and, as such, will never be completed or crystallized.

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##   Trinidad and Tobago Youth Development and Diversion Grant

07/19/2023

09/30/2023

Overview: The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project providing a community-based solution to counter gang recruitment in selected communities of Trinidad and Tobago (TT). Countering the spread of criminal gangs is an INL Priority goal under mission goal 1, “Enhanced Citizen Security and Rule of Law’, objective 1.2 ‘Institutions support at-risk communities to address the underlying drivers of crime, gang involvement and violent extremism’, Sub Objective 1.2.1 ‘TT expands youth development and diversion programs to disincentivize gang involvement, strengthens juvenile justice systems, and improve relationships between law enforcement and at-risk communities’ Criminal gang activities drive violent crime and homicides in TT. This undermines public safety, negatively impacting livelihood, consumer confidence, foreign investment, and the ability of every citizen to enjoy peaceful and friendly communities. Lack of sustainable economic opportunities creates a climate for recruiting vulnerable youth into criminal gangs, leading to a decrease in the productive capacity of the young adult population between the ages of 18-35, especially males. Youth between the ages of 10 and 18 are more susceptible to societal and cultural ‘push’ factors, and ‘pull’ factors within the gang itself. Familial factors such as parental drug and alcohol abuse, violence at home, and parental criminality or gang membership are amongst the strongest predictors or delinquency and gang involvement. Community ‘push’ factors linked to joining gangs include social disorganization, availability of firearms, access to drugs and cultural norms supporting gang behavior. Youth may be pushed towards gang culture to resist structural violence they experience in their own community. In addition, the presence of pre-existing gangs correlates strongly with furth

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