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##   Tribal Colleges and Universities Program

06/24/2021

10/15/2021

The Tribal Colleges and Universities Program (TCUP) provides awards to federally recognized1 Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, linguistics, economics and bioeconomics, statistics, and other social and behavioral sciences; natural sciences; computer science, including, but not limited to, artificial intelligence, quantum information science, and cybersecurity), technology, engineering and mathematics (STEM), STEM education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building or community engagement projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP),TCUP for Secondary and Elementary Teachers in STEM (TSETS), TCU Enterprise Advancement Centers (TEA Centers), Cyberinfrastructure Health, Assistance, and Improvements (CHAI), and Preparing for TCUP Implementation (Pre-TI). Collaborations led by TCUP institutions that involve non-TCUP institutions of higher education are supported through TCUP Partnerships, with the participation of other NSF programs to support the work of non-TCUP institutions. Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) divisions and directorates, and other organizations, TCUP aims to increase Native individuals' participation in STEM careers, improve the quality of STEM programs at TCUP-eligible institutions, and facilitate the development of a strong STEM enterprise in TCUP institutions' service areas. TCUP supports transformative capacity-building, community engagement, or research projects at TCUP-eligible institutions through the following funding tracks: Instructional Capacity Excellence in TCUP Institutions (ICE-TI) projects provide support to design, implement, and assess comprehensive institutional improvements in STEM education and research capacity at TCUP-eligible institutions of higher education. By strengthening STEM education and STEM education research, successful projects will increase the number of STEM students and improve the quality of their preparation. ICE-TI projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate or graduate experience. The objective of this strand is to expand STEM degrees offered by TCUP-eligible institutions or significantly enhance instructional approaches. Targeted STEM Infusion Projects (TSIP) support the attainment of a short-term, well-defined goal to improve the quality of STEM education at an eligible institution. Targeted STEM Infusion Projects could, for example, enhance academic infrastructure by systematically adding traditional knowledge to the scope or content of a STEM course, updating curricula, modernizing laboratory research equipment, developing and delivering professional development for K-12 STEM educators, or improving the computational infrastructure. The objective of this strand is to expand STEM degrees or significantly enhance instructional approaches. TCUP for Secondary & Elementary Teachers in STEM (TSETS) supports in-service professional development in STEM disciplinary or STEM education content and/or research for K-12 STEM teachers in the relevant service area. Examples of project activities include, but are not limited to, professional development involving seminar series and engagement in STEM instruction and content during the academic year, structured series of summer intensive workshops and trainings, and summer research opportunities. The objective of this strand is to broaden the instructional capacity for STEM in the K-12 workforce and thereby to the entire community, and to build the capacity for STEM disciplinary or education research among participating educational professionals. TCU Enterprise Advancement Centers (TEA Centers) coalesce the STEM and/or STEM education expertise into a team, designed to support and promote the STEM goals, needs, aspirations, or interests of the chartering reservation or tribe(s). TEA Centers may address a critical tribal or community need or focus on a realm of research or design that is beyond the scope of individual research grants or that is of interest to multiple tribes. The objective of this strand is to build on the capacity developed through prior TCUP support and apply expertise to collaborations with communities in the institution’s service area, or nationally. The Cyberinfrastructure Health, Assistance, and Improvements (CHAI) strand supports projects at TCUP-eligible institutions of higher education to upgrade the cyberinfrastructure necessary to conduct, expand, manage and administer STEM programs of study, including research. The objective of this strand is to equip TCUP institutions to meet the demands of virtual instruction, advanced computing, and data science opportunities. Preparing for TCUP Implementation (Pre-TI) provides support for activities that prepare an institution for Implementation-level projects. Consequently, they are available only to TCUP-eligible institutions of higher education that have never received TCUP support, have not received TCUP support within the previous five years, or are embarking on a significantly novel STEM strategic plan. Examples of supported activities include completing an institutional assessment of its current STEM instructional capacity, or engaging in conversations necessary to formulate a shared vision of what that capacity should be and how to achieve it. Pre-TI awards can support staff and faculty release time, travel, stakeholder gatherings, and associated administrative costs. The objective of this strand is to conduct self-studies and formulate strategic plans for the development of STEM instructional programs of study. The TCUP Partnerships strand provides support for collaborations that will improve TCUP institutions' instructional and research capacity in STEM fields supported by NSF; attract, retain, and support TCUP students in internships and research endeavors deemed to be necessary for a complete curriculum offering; and engage partner universities to provide an academic grounding and a successful transition for students who wish to study or attain degrees in STEM fields supported by NSF. TCUP Partnerships broaden the number of scientific disciplines available to students at TCUP institution through collaborations with non-TCUP institutions. Active Pre-Engineering Education Collaboratives or Partnerships in Geoscience Education awards are not affected by this revision. The objective of this strand is the development, through instructional and research capacity-building, of academic and career pathways for TCUP students through supporting collaborative projects between and among TCUP and non-TCUP institutions. Interested teams of collaborators for which a TCUP institution serves as lead should contact the TCUP program directors. Support for non-TCUP partners must be obtained from other NSF programs, which follows the procedures of the prior Partnership strands. Small Grants for Research (SGR) strand support STEM or STEM Education faculty members at TCUP-eligible institutions to initiate or pursue research projects or programs that may include undergraduate or graduate student engagement. Awards are intended to help further the faculty member's research capability and effectiveness; improve research and teaching at his or her home institution; create and study new models and innovations in STEM teaching and learning; and enhance the understanding of diverse groups' participation in STEM education practices and interventions. International research or collaborations are strongly encouraged. TCUP students may seek support for international research opportunities under the guidance of a TCUP STEM or STEM education faculty member and an international research collaborator. These awards are particularly appropriate as a means of recruiting and retaining highly qualified scientists, engineers, and educators at TCUP-eligible institutions. The objective of this strand is to support faculty research and professional development that build research capacity at TCUP institutions. [1] Executive Order 13021 defines Tribal Colleges and Universities ("tribal colleges") as those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), and other institutions that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978, (25 U.S.C. 1801 et seq.), as well as Navajo Community College as authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, Title II (25 U.S.C. 640a note). The term "Alaska Native-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 20 percent Alaska Native students. The term "Native Hawaiian-serving institution" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 10 percent Native Hawaiian students. Most TCUP-eligible institutions of higher education are two-year or community colleges. See the Who May Submit Proposals section in this solicitation for further details.

334326

47.076

##   National Initiative to Advance Health Equity in K-12 Education by Preventing Chronic Disease and Promoting Healthy Behaviors

07/20/2021

//

The purpose of this 5-year cooperative agreement is to improve the health and well-being of children, adolescents, and school staff in underserved and disproportionately affected communities. The CDC’s Healthy Schools Branch plans to fund four nationally recognized recipients with expertise and experience providing support to CDC-funded state education agencies, districts, schools, out-of-school time providers, and the organization’s constituents in the following priority areas: Priority 1 – School Health Services: Strategies and activities support access to physical, behavioral, and mental health services for students, with emphasis on students with chronic health conditions. Priority 2 - Emotional Well-Being: Strategies and activities support emotional well-being of students and staff. Priority 3 – Healthy Out-of-School-Time: Strategies and activities support healthy eating, physical activity, and emotional well-being of students and staff in out-of-school time programs. Priority 4 - School Administrator Support and Action for Healthy Schools: Strategies and activities support adoption of Whole School, Whole Community, Whole Child model policies within districts and schools that address healthy eating, physical activity, and emotional well-being of students and staff. Recipients will provide support through professional development and technical assistance, dissemination, partnerships, and implementation. Expected outcomes to be achieved by the end of the 5-year period of performance include: (1) Increased use of CDC and other evidence-based tools and resources; (2) Increased adoption and implementation of evidence-based school health policies, practices, and programs among state education agencies, districts, schools, and out-of-school time programs; and (3) Expansion of school-based mental health and health services. This notice of funding opportunity (NOFO) is intended to fund recipients with national reach to support the establishment of school policy, systems, and environmental changes to achieve and sustain positive health outcomes. This NOFO supports nationwide implementation of cross-cutting approaches to promote health and prevent and control chronic diseases and their risk factors. Applicants should be able to fulfill the strategies, activities, and performance measures stated in the NOFO at a national, state, local, community, and school level. The applicant must demonstrate their ability at a national level to impact SEAs, districts, or schools in the chosen priority area; have members, networks, affiliates, and chapters in all states; and demonstrate a minimum of ten years of expertise, experience, and documented success in addressing the priority area. The applicant must have experience working with diverse populations and underserved communities and have an understanding of community engagement efforts that can strengthen cross-sector partnerships, ensure culturally and linguistically appropriate practices, build trust within communities, promote social connections, and advance health equity. Applicants may apply for multiple priority areas but will only be awarded in one priority area. Applicants must identify the priority area they are applying for in the title of their application submission. A separate application must be submitted for each priority area the applicant is applying for.

334850

93.858

##   Youth Employment in Southern Arizona – SAGU FY21

07/29/2021

09/30/2021

This program is intended to recruit youth from Tucson and surrounding communities for paid internships. Participants will work alongside a park service staff in all areas of park management in order to gain skills and experience which will benefit them in their long-term career or education goals, while also training in essential life skills including resume building, public speaking, community engagement, and conservation projects within public lands in Southern Arizona. Interns will also gain exposure to outdoor recreation opportunities and experiences in other national parks.

334989

15.931

##   English Access Micro Scholarship Program (Access)

08/02/2021

09/30/2021

The Public Affairs Section of the U.S. Embassy Kampala, Uganda, announces an open competition for grant proposals for the administration and implementation of the English Access Micro Scholarship Program (Access), which provides supplemental English-language instruction to high potential but disadvantaged students 14 - 18 years old. The Access Program is expected to fund two years of after-school classes and enhancement activities for a cohort of 25 students at a total cost of not more than $30,000 USD. The cohort should be executed in the peri-urban regions of Jinja. Local and international non-governmental organizations and educational institutions registered in Uganda may submit grant proposals to design, implement, and administer the Access Program. Program Information Background: The English Access Micro Scholarship Program (Access) is designed to increase language skills of 14 -18 year-old students from economically disadvantaged sectors through after-school classes and engaging enhancement activities or intensive programs during school holidays. In addition to enhanced language skills, Access students will gain an appreciation for American culture and democratic ideals, strengthen critical thinking skills and self-confidence, and deepen their community engagement. The Access program opens opportunities for further study and/or employment and helps build civic engagement and resilience to delinquency or extremist ideologies. Project Overview: Grantee organizations will be expected to provide selected groups of students with two years of after-school English language instruction and enhancement activities aimed at improving students’ overall English language proficiency in the four basic skills of speaking, listening, writing, and reading. Implementation must include at least 180 hours of instruction per year or a minimum of 360 hours for the two-year program. In addition to providing quality instruction in English language to Access students, grantee organizations will be expected to conduct enhancement activities with content that gives the participants insights into U.S. culture and democratic ideals, builds confidence and critical thinking abilities, and enhances entrepreneurship and computer skills among others. These activities could involve public speaking or debate clubs; lessons on U.S. society and culture, including celebrations of American holidays; community awareness activities, such as civic education classes; community service and advocacy discussions and activities, including Global Youth Service Days; and intensive English-language camps. Enhancement activities should be designed to help students better understand U.S. society and ideals, especially the U.S. values of volunteerism and community service. Objectives: The overall objective of the Access Program is to enhance the English-language skills of talented but disadvantaged youth and thereby develop increased self-confidence, strengthen critical thinking skills, and enhance opportunities for future study or employment. Specific objectives include: Providing high potential students from socially disadvantaged families with English language classes at no cost; Enabling these students to develop leadership and interpersonal skills through various enhancement activities; Increasing students’ understanding of U.S. culture and ideals through enrichment activities; Increasing opportunities for students with improved English language skills to successfully participate in U.S. government-funded academic exchange programs and other public diplomacy initiatives. Administration: Grantee organizations are expected to keep administration costs to a minimum. Please note that administration costs may not exceed 10 percent of the total budget. Grantee organizations are also encouraged to consider cost-sharing. Please submit grant proposals according to the following templates: Access Cost Proposal Template Access Narrative Proposal template Applicant organizational information template In addition to the above templates, please provide the following mandatory forms with your grant proposal. Mandatory application forms Application for Federal Assistance SF-424 or; Application for Federal Assistance SF 424I – Individual, if applying as an individual SF424A (Budget Information for Non-Construction programs) SF424B (Assurances for Non-Construction programs) (not required if fully registered in www.SAM.gov) 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 Official permission letters, if required for program activities Submit your complete set of application in electronic format to Kampalagrants@state.gov An organization or individual may submit only one application by the application deadline. All applicants will receive confirmation of receipt of proposals. Proposals will not be considered until all information is received. Please note that all information must be received by the application deadline listed above. TECHNICAL REQUIREMENTS FOR ELIGIBILITY: All organizations applying for an award must have the following registrations: Bradstreet (D&B) Data Universal Numbering System (DUNS) number NATO Commercial and Government Entity(CAGE/NCAGE) code System for Award Management (SAM.gov) (If you have applied and have not yet received the registration number, provide proof of application). Please apply for the D&B DUNS Number and CAGE/NCAGE Code at the same time to expedite the registration process. The Legal Business Name and Address must MATCH EXACTLY when entering it into the D&B DUNS, NCAGE, and SAM.gov websites – this includes spaces, parentheses, capitalization, small letters, punctuation, etc. Self-registration in D&B DUNS, NCAGE, and SAM.gov is free of charge. DUN & BRADSTREET (D&B) DUNS/UNIQUE ENTITY IDENTIFIER (UEI) NUMBER The DUNS/UEI number is a nine-digit number established and assigned by Dun and Bradstreet, Inc. (D&B) to uniquely identify business entities. Log onto the D&B website at http://fedgov.dnb.com/webform/searchAction.do For assistance, contact D&B at the following email address: SAMHelp@dnb.com NATO COMMERCIAL AND GOVERNMENT ENTITY (NCAGE) CODE NATO Commercial and Government Entity (NCAGE) codes are required for all foreign entities to create an account in SAM.gov. The Code is a five-character ID number, and can take, at a minimum, 4-5 business days to create. Steps to register: (Please use the Internet Explorer web browser) Foreign registrants must go to the link below to check if their entity has a valid CAGE/NCAGE code https://eportal.nspa.nato.int/AC135Public/CageTool/home If the search results in no NCAGE codes found, you must click on “Request New” on the right side of the page to apply for your CAGE/NCAGE code. For assistance by telephone, please call: 1-888-227-2423 (inside the U.S.) or 001-269-961-7766 (outside the U.S.). E-mail NCAGE@dlis.dla.mil for any problems in obtaining an NCAGE code. SYSTEM FOR AWARD MANAGEMENT (SAM.gov): (Please use either the Google Chrome or Mozilla Firefox web browser) SAM is a U.S.-government wide registry of vendors doing business with the U.S. federal government and requires annual renewal. The system centralizes information about grant applicants/recipients and provides them with a central location to change their organizational information. More information about SAM.gov and useful guides for setting-up a new account, updating an existing account, or renewing an expired account can be found at: . https://sam.gov/SAM/pages/public/index.jsf Please complete ALL of the above steps before attempting to register in SAM. Log onto https://sam.gov/SAM/pages/public/index.jsf If you have had an active record in The Central Contractor Registration (CCR), you may already have an active record in SAM. To check for an active registration, please conduct a “search” for your record using the organization name and/or DUNS Number in SAM. If you are not registered, your organization or entity will not be found. If your organization does not have an active registration, you must create a user account and input all information in the exact manner as you have for the IRS, D&B DUNS, and NCAGE. Complete and submit the online form. Because of the different steps required for registration, it can take anywhere from three to fourteen business days to complete the process of creating an account with the system. If you encounter any error, please contact the SAM Federal Service Desk to report the problem at https://www.fsd.gov/clients There is a standard (not toll free) number that customers can use +1 334-206-7828. REVIEW AND SELECTION PROCESS Announcing Award Decisions: The Public Affairs Office seeks to notify applicants of funding decisions within six to eight weeks following an application deadline. The timing of approvals is, however, subject to the availability of funds. Please note: Funding for approved proposals will not be available immediately. The allocation of funds can take up to two months once all award paperwork has been completed. Selection Process: Applications will be reviewed by the Public Affairs Office’s Grant Review Committee. Each application submitted under this announcement will be evaluated and rated based on the following criteria: Quality and Feasibility of the Program Idea Organizational Capacity: The organization has expertise in the subject area and demonstrates the ability to perform the proposed activities The organization demonstrates capacity for successful planning and responsible fiscal management Project Plan Includes sufficient detail about how activities will be carried out Specifies target audience, participant recruitment plan, and geographic area of implementation Implementation timeline is reasonable Budget Costs are reasonable in relation to the proposed activities and anticipated results Realistically accounts for all necessary expenses to achieve proposed activities Monitoring and Evaluation Applicant demonstrates its ability to identify key program milestones and targets and track timely progress toward those milestones Sustainability American Content The degree to which the proposed activities will improve participants’ understanding of U.S. society and ideals, such as the values of volunteerism and community service Applicants selected for further consideration will receive official written notification and detailed information on the process of finalizing awards. Applicants selected for further consideration must provide official copies of all registrations outlined in the eligibility requirements. Failure to provide these documents will result in disqualification. Awards are contingent upon availability of U.S. Government funds and the signing of official award documents. Verbal or other informal communications cannot be considered official notification of an award, and applicants may not obligate expenses for a proposed project until all required administrative procedures have been completed. REPORTING REQUIREMENTS All awards require both program and financial reports on a frequency specified in the award agreement. The disbursement of funds may be tied to submission of these reports in a timely manner. All other details related to award administration will be specified in the award agreement. PROGRAM COORDINATION AND DEADLINE The Access Program will be administered by the Public Affairs Office of the U.S. Embassy in Uganda. Please submit your grant proposals electronically to KampalaGrants@state.gov by close of business September 30, 2021 Please note that incomplete proposals will not be taken into consideration.

335060

19.022

##   Youth Engagement, Education, and Employment

12/14/2021

09/15/2022

The U.S. Fish and Wildlife Service is the premier government agency dedicated to the conservation, protection, and enhancement of fish, wildlife and plants, and their habitats. We are the only agency in the federal government whose primary responsibility is the conservation and management of these important natural resources for the American public. The Service's origins date back to 1871 when Congress established the U.S. Fish Commission to study the decrease in the nation’s food fishes and recommend ways to reverse that decline. Today, we are a diverse and largely decentralized organization, employing about 8,000 dedicated professionals working out of facilities across the country, including a headquarters office in Falls Church, Virginia, and eight regional offices representing the 12 Unified Interior Regions. A variety of programs within the U.S. Fish and Wildlife Service (FWS, Service) and the National Wildlife Refuge System (NWRS, Refuge System) are focused on engaging diverse youth in wildlife conservation and public land management. The Service enters into cooperative agreements with member organizations of the FWS Youth Corps to engage with youth and veterans in projects under the Authority of the Public Lands Corps Act (PLC). The current list of FWS Youth Corps member organizations, application information for organizations interested in partnering with the FWS Youth Corps, and program contact information is available at: Youth U.S. Fish and Wildlife Service (fws.gov) FWS Public Lands Corps Act Overview The U.S. Fish and Wildlife Service partners with qualified youth and veteran serving organizations or qualified Conservation Corps with the organizational capacity and unique qualifications necessary to work collaboratively with the FWS to develop projects under the Public Lands Corps Act. The purpose of the PLC is to provide work and educational opportunities for youth in the areas of natural and cultural resource conservation, development, and scientific research. Youth perform work on our nation’s public lands that cannot be carried out by Federal agencies at existing personnel levels. The PLC allows the Service to enter into partnerships using a financial assistance/cooperative with partner organizations to employ youth in PLC projects and internships. PLC participants who complete program requirements will be eligible for non-competitive appointment to Federal positions for which they qualify. Eligible partner organizations must: Be a State or local government entity, the governing body of any Indian tribe, a nonprofit organization, or an accredited institution of higher education. Be members of the FWS Youth Corps. Have financial policies and procedures that reflect generally accepted accounting principles Have risk management policies that reflect industry standards and are proactive and thorough in mitigating and managing risk to PLC Participants. Have a contract or financial assistance agreement with the Service that clearly identifies both organization’s roles and responsibilities for implementing the PLC program, or have documentation (e.g. organizational charter or similar documentation) that they have performed conservation work on Federal, State, tribal, local or private lands and utilized young people between the ages of 16 and 30 years of age, and Veterans up to age 32. Provide liability insurance. Provide workers compensation insurance through the partnering organization or the state. (The FECA covers all civilian Federal employees except for non-appropriated fund employees. There is additional special legislation which provides potential coverage to Peace Corps and VISTA volunteers; Federal petit or grand jurors, volunteer members of the Civil Air Patrol, ROTC, Job Corps, YCC, and non-Federal law enforcement officers under certain circumstance involving crimes against the US. And of course, FWS volunteers have certain coverage dependent on VSA's.) Contribute a minimum of 25% of the total costs of the project or internship program either as direct funds or qualified in-kind services unless the project is carried out on Indian or Hawaiian homelands. Additionally, these organizations must have an established program that: Offers meaningful, full-time, productive work for PLC Participants in a natural or cultural resource setting. Provides a mix of work experience, basic and life skills, education training, and support services. Provides PLC Participants with the opportunity to develop citizenship values and skills through service to their community and the United States. Provides PLC Participants with a living allowance, stipend, or wages. Former Public Land Corps participants may be granted non-competitive hiring status for permanent competitive positions within the Department of the Interior, provided both they and the partner organization meet the above requirements. Non-competitive hiring status is granted through an approved FWS process. The former PLC participant also must be selected from a non-competitive selection certificate and appointed within two years of the candidate’s completion of PLC service qualifying him/her for the non-competitive hiring authority. PLC and Workforce Diversity and Inclusion Goals This special hiring authority provides the FWS with an opportunity to help meet the agency's goal of building a diverse and inclusive workforce. The FWS is committed to building and retaining a diverse and inclusive workforce that reflects the ethnic, age, socioeconomic and cultural backgrounds and language diversity of contemporary America. Diversity means having many different elements, ideas and qualities. We define workforce diversity as the differences that influence personal perspectives of individuals in that workforce – not just those differences based on ethnicity, gender, color, age, race, religion, disability, national origin, and sexual orientation, but also differences in communication style, career path, life experience, educational background, geographic location, income level, marital status, military experience, parental status, and other variables that influence personal perspectives. Inclusion is about recognizing, respecting, and valuing differences that influence personal perspectives. These unique perspectives make us react differently, solve problems differently, and see different opportunities. Superior organizational performance requires employing people with a diversity of thought. Equal employment opportunity: The Service has an ongoing obligation under equal employment opportunity laws, executive orders, and other standards to prevent discrimination on the bases of race, color, national origin, religion, sex, age, retaliation/reprisal, disability, sexual orientation, parental status, and genetic information; we are also obliged to eliminate barriers that impede free and open competition in the workplace. We conduct an annual self-assessment to monitor progress and identify areas where barriers may exclude certain groups. In conducting this assessment, we compare our internal participation rates with corresponding rates in the relevant Civilian Labor Force (CLF) as points of reference. Equal employment opportunity is focused on equality and equal access, and is primarily concerned with protected classes. Even with these protections, it is important to treat every individual with respect and to embrace differences in the workplace. In this way, equal employment opportunity is distinct from diversity. FWS Public Lands Corps Act Programs PLC projects must be developed in collaboration with a FWS program, refuge, or field office. FWS Programs that enter into cooperative agreements under the Authority of the Public Lands Corps Act include but are not limited to the following: FWS Youth Corps Under the Authorization of the Public Lands Corps Act, FWS Youth Corps, collaboratively develops projects with PLC FWS Youth Corps member organizations to provide experiential, education, and employment program opportunities for youth between the ages of 16-30 and veterans 35 and younger to address resource conservation, community engagement, environmental education, facility and trail maintenance, invasive species management, and recreation access needs. Department of the Interior Personnel Bulletin (PB) 17-03 establishes the policy and procedures for providing former members who served a minimum of 640 hours of satisfactory service during PLC qualifying projects, including 120 hours in direct support of Federally managed public lands/facilities, with a non-competitive hiring status certificate for permanent competitive positions with the U.S. Fish and Wildlife Service. Directorate Fellows Program (DFP)Under the authorization of the Public Land Corp Act, Resources Assistant Program, the Department of the Interior established policy for bureaus to implement the Direct Hire Authority, Resources Assistant Internship Program (DHA/RAIP) in 2012. The key requirements of the program are: (1) students must be enrolled in undergraduate and graduate degree programs; and (2) mandated targeted recruitment to ensure the full representation of women and participants from historically Black, Hispanic, Asian Pacific Islander and Native American schools or other schools with diverse student populations; and (3) design a rigorous project for a minimum of least 11-weeks for candidates selected to participate in the program. FWS branded the DHA/RAIP, Directorate Fellows Program (DFP), and designed it with the intent of creating a pipeline of diverse talented individuals who would qualify and be eligible for hiring into permanent entry level science positions. The FWS, DFP was implemented in 2014 with a focus on recruiting diverse students pursuing biological science, natural resources management or related degrees that support FWS conservation mission. The FWS, DFP has provided a cohort of well-qualified, motivated folks who are eligible for direct hiring authority. Since its inception, the DFP has provided 11-week rigorous fellowships for hundreds of students with exemplary talent, approximately 200 of whom have joined our workforce so far. Hispanic Access Foundation (HAF) has been selected through a directed Request for Information (RFI) as uniquely qualified to implement the Directed Fellows Program in FY 2022. In addition, several organizations have been selected through a directed RFI to provide recruitment support for the Directorate Fellows Program. Applications from qualified partner organizations for collaborative agreements to support DFP will be submitted through this announcement through GrantSolutions. Public Lands Transportation Fellows Program (PTLF) The Public Lands Transportation Fellows program (PLTF) provides fellowships to outstanding graduates in a transportation-related field to work directly with staff of Federal Land Management Agencies on key visitor transportation issues. The PLTF program began in 2012 and was modeled after the very successful Transportation Scholars program managed by the National Park Foundation (NPF) that serves the National Park Service (NPS). The PLTF program gives recent graduates (sometimes current students) in a transportation related engineering, planning, or resource management program a unique opportunity for career development and public service. Successful applicants are placed at a federal land unit facing a transportation issue to facilitate a transportation planning or implementation project. A fellow is assigned to work directly with staff at a unit or headquarters/region/field office. The assigned projects help the land units develop transportation solutions that preserve valuable resources and enhance the visitor experience. The program has three goals, which are to: Encourage emerging transportation professionals to pursue their career serving federal lands. Provide much needed transportation expertise to FMLA units and regions to help them address critical transportation issues. Support the development, implementation and evaluation of viable alternative transportation for visitors to FLMA’s. The Public Lands Transportation Fellows program is a collaborative agreement between the U.S. Fish and Wildlife Service and Montana State University Western Transportation Institute. Youth Conservation Corps The Youth Conservation Corps (YCC) is a summer youth employment program that engages young people in meaningful work experiences on public lands while developing an ethic of environmental stewardship and civic responsibility. YCC programs are generally 8 to 10 weeks long. Participants are paid the minimum wage for a 40-hour work week. Most YCC opportunities are non-residential programs that provide paid daytime work. The Service anticipates entering into cooperative agreements with multiple organizations to accomplish crew-based YCC projects in fiscal year 2022. Collaborative projects must be submitted through GrantSolutions prior to the Application Due Date of this Notice of Funding Opportunity. Youth Conservation Corps U.S. Fish and Wildlife Service (fws.gov) Career Discovery Internship Program Founded in 2008, the Career Discovery Internship Program (CDIP) was created in partnership with the Student Conservation Association (SCA) to help prepare the next generation of wildlife professionals and managers by: Introducing culturally and ethnically diverse college freshman and sophomores to conservation careers in the U.S. Fish and Wildlife Service (Service); Giving field staff the experience of working with culturally and ethnically diverse employee; and Increasing the diversity of the applicant pool for conservation based jobs. These internships provide a diverse group of youth with the opportunity to gain hands-on experience in the field. Interns are paid a living wage and, in some cases, are also provided with room and board for the duration of their service. CDIP interns are assigned to Service field stations for a summer of hard work and experiential education. Before beginning their assignment, interns attend a week-long training and orientation program. During this time, interns receive a variety of training units including an introduction to the Service and SCA, cultural and intergenerational awareness training, mentor/mentee training to name a few. The interns also engage in simulations and Service challenges designed and facilitated by Service and SCA staff. Interns also meet their designated mentor for the summer, who is a Service employee. Service challenges are usually management issues common to daily life on a Service field station, with topics considering public relations, invasive species, and resource conservation. The interns close their week with a presentation on their solutions to these challenges. CDIP project applications must be submitted in GrantSolutions prior to the Application Due Date of this Notice of Funding Application. U.S. Fish and Wildlife Service CDIP Student Conservation Association CDIP

336983

15.676

##   Office of Elementary and Secondary Education (OESE): Statewide Family Engagement Centers (SFEC) Program, Assistance Listing Number 84.310A

12/20/2021

02/20/2022

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 SFEC program is authorized under title IV, part E of the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the SFEC program is to provide financial support to organizations that provide technical assistance and training to State educational agencies (SEAs) (as defined in the notice) and local educational agencies (LEAs) (as defined in the notice) in the implementation and enhancement of systemic and effective family engagement policies, programs, and activities that lead to improvements in student development and academic achievement. The Secretary is authorized to award grants to statewide organizations (or consortia of such organizations) to establish SFECs that (1) carry out parent education and family engagement in education programs, and (2) provide comprehensive training and technical assistance to SEAs, LEAs, schools identified by SEAs and LEAs, organizations that support family-school partnerships, and other such programs. Assistance Listing Number (ALN): 84.310A

336998

84.310

##   FY 2022 Youth Leadership Program with Burma

01/10/2022

03/11/2022

The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the FY 2022 Youth Leadership Program with Burma. U.S public and private academic and cultural institutions, exchange-of-persons, and other not-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct a six to eight-week U.S.-based exchange program for secondary school aged youth and adult educators. Applicants should plan to provide U.S.-based programming for 10-12 youth and one to two adult participants from Burma. The program activities will focus on civic education, community engagement, diversity, and leadership and will prepare participants to conduct projects at home that serve a community need. Please see the full announcement for additional information.

337290

19.415

##   Fiscal Year 2022 Defense University Research Instrumentation Program – Lending Library (DURIP-LL)

02/04/2022

05/13/2022

This announcement seeks proposals from universities to create, market and implement a lending library program using DURIP-funded instrumentation. Proposals are accepted from entities who previously received a DURIP grant and currently have access to the DURIP-funded instrumentation. These could have been funded by the Army Research Office (ARO), the Office of Naval Research (ONR), and AFOSR. However, this STEM supplement is a stand-alone opportunity that is only provided by the AFOSR.A central purpose of the DURIP-LL program is to provide hands-on experiential learning opportunities using equipment and instrumentation to enhance research related education in areas of interest and priority to the DoD. Therefore, your proposal must address the impact of the equipment or instrumentation on your institution’s ability to educate K-12 students through research in disciplines important to DoD missions.DoD STEM goals are as follows:Goal 1.0: Inspire community engagement in DoD STEM education programs and activities to provide meaningful STEM learning opportunities for students and educators.Goal 2.0: Attract the Nation's and DoD's current and future STEM workforce through multiple pathways to educational and career opportunities.Goal 3.0: Increase participation of underserved and underrepresented groups in STEM education.Goal 4.0: Advance the efficiency and effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment. Relevant information includes, but is not limited to, details of any other Federal funds to be used, and any funds to be contributed by non-Federal sources toward STEM outreach and education.

337849

12.800

##   Youth Empowerment and Skills Program

02/16/2022

04/18/2022

In support of its CDCS goal, USAID/Tanzania has planned this integrated cross-sectoral youth activity following Positive Youth Development principles to increase the empowerment, productivity, and community engagement of youth, in particular of out-of-school youth aged 15-25. Adolescents and young adults in this age range are on the cusp of their working lives and parenthood and are most poised to benefit from skills-based interventions. This activity will integrate efforts from USAID’s traditional areas of intervention: health, education, democracy and governance, and economic growth to ensure youth are accessing the resources and opportunities that will help them become full actors in their own well-being. This activity will support a holistic youth-centered approach to youth development that is shaped and led by youth and that provides the skills development, resources, and support that youth need to thrive.

338105

98.001

##   FY 2022 Southeast Asia Youth Leadership Program (SEAYLP)

02/23/2022

04/29/2022

The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the FY 2022 Southeast Asia Youth Leadership Program (SEAYLP), pending the availability of funds. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct a three-week, U.S.-based youth leadership program for the FY 2022 base year for 60 youth and adult mentors from the ten member states of the Association of Southeast Asian Nations (ASEAN). Exchange activities will focus on civic education, leadership, diversity, and community engagement and address ways youth can unite around common goals and lead inclusive change in their communities. Individual or small group follow-on projects in the home communities of the exchange alumni will complete the program. Please see the full announcement for additional information.

338285

19.415

##   Saudi Young Leaders Exchange Program (SYLEP)

07/13/2022

08/15/2022

Funding Opportunity Title: Saudi Young Leaders Exchange Program (SYLEP) Funding Opportunity Number: DOS-SAU-PD-2207 Deadline for Applications: August 15, 2022 Total Amount Available: $350,000 PROGRAM DESCRIPTION The U.S. Embassy Riyadh, Saudi Arabia, Office of Public Affairs (PAS) of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to support English-speaking undergraduate students and recent graduates from Saudi Arabia in a three-week U.S.-based exchange program in Summer 2023 that explores the themes of community engagement to promote peace and prosperity, leadership development, respect for diversity, tolerance of religious beliefs, and a mutual cultural understanding. The program should continue after the U.S.-based exchange with follow-on activities in the participants’ home communities, including through alumni activities focused on social entrepreneurship and projects promoting peaceful coexistence with other members of society and the world at large. A total of 30 participants would travel to the United States in up to two delegations from Saudi Arabia in the summer of 2023. U.S. Embassy Riyadh funding will support the planning and implementation of U.S.-based programming, including a period of homestays with American families, and participant international travel. The U.S. Embassy Riyadh and the U.S. Consulates in Jeddah and Dhahran will recruit, screen, and select the participants and support program alumni, in coordination with the award recipient. Pending the availability of funds, it is U.S. Embassy Riyadh’s intent to award one cooperative agreement for an estimated total amount of $350,000 for a one-year program. Please follow all instructions below. Program Objectives: The U.S. Mission’s support of this youth leadership exchange, SYLEP, which seeks to build leadership, civic responsibility, respect for diversity, and community engagement among Saudi university students and recent graduates through a three-week summer exchange started in the summer of 2014. This successful program is being revised to strengthen additional components such as promotion of peace and prosperity, as well as tolerance and cultural understanding. The goals and objectives of the program are to: Promote mutual understanding between the people of the United States and the people of Saudi Arabia. Prepare youth leaders to become involved in sowing the seeds of tolerance and cross-cultural understanding in their own communities. Inspire youth leaders to become actively engaged in social entrepreneurship programs that help their communities in areas such as addressing the needs of persons with disabilities, developing opportunities for those facing unemployment and underemployment, and assisting the underprivileged in their own society. Teach students techniques for conflict analysis and resolution. Participants and Audiences: Applicants should propose to implement a three-week U.S.-based exchange for 30 recent graduate and undergraduate students. Applicants may propose a plan to break the delegation into smaller cohorts for some of the exchange activities. This is to ensure all participants benefit from exchange activities and to increase the effectiveness of monitoring and evaluation, including the participants’ safety and well-being while on the U.S.-based program. Participants will be recent graduate and undergraduate university students, who have demonstrated leadership abilities in their schools and/or communities, are able to demonstrate fluency in English, and are Saudi citizens residing in Saudi Arabia. FEDERAL AWARD INFORMATION Length of performance period: 9 to 12 months Number of awards anticipated: 1 award. The Public Affairs Section, U.S. Embassy Riyadh reserves the right to award less or more than the amount above in the absence of suitable applications or under such other circumstances as PAS may deem to be in the best interest of the U.S. Government. Award amounts: awards may range from a minimum of $300,000 to a maximum of $350,000 Total available funding: $350,000 Anticipated program start date: June 2023 This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement The U.S. Embassy in Riyadh and the U.S. Consulates in Jeddah and Dhahran will help recruit, screen, and nominate participants beginning in early 2023. The award recipient will conduct an initial screening of applications and recommend approximately 50-75 top candidates for consideration to the Public Affairs Sections of the U.S. Embassy and Consulates in Saudi Arabia. The Embassy and Consulates will select the final participants for the exchange. In addition to recruitment, the U.S. Embassy in Riyadh and the U.S. Consulates in Jeddah and Dhahran will provide pre-departure briefings, facilitate visa application processes, and oversee follow-on alumni projects. The award recipient must consult regularly with the Public Affairs Section at the U.S. Embassy to implement the project and coordinate participants’ international travel. The award recipients will also be responsible for preparing materials for the pre-departure briefings and providing follow-on support to participants. Program Performance Period: Proposed programs should be completed in 12-months or less. ELIGILIBITY INFORMATION The following organizations are eligible to apply: public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501 (c)(3). In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information. Individuals are not required to have a UEI or be registered in SAM.gov. Organizations should have significant experience working with international audiences, particularly youth. Additionally, they should have a history of successful program implementation and a proven capacity for designing effective exchanges in fields such as economics, entrepreneurship, healthcare, STEAM, volunteer and community services, and capacity-building and fostering leadership skills. Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding. COST SHARING OR MATCHING There is no minimum or maximum percentage required for this competition; however, PAS encourages cost sharing, contributions in-kind, and other forms of cost participation. APPLICATION AND SUBMISSION INFORMATION For assistance with the requirements of this solicitation, contact Brittani DiPaolo, Deputy Cultural Attaché, U.S. Embassy Riyadh at: Email: dipaolobm@state.gov Phone: +966-11-835-4000 ext. 4522 SUBMISSION DEADLINE Applications are due no later than midnight Eastern Standard Time on August 15, 2022. APPLICATION REVIEW INFORMATION Each application will be evaluated and rated on the basis of the evaluation criteria outlined below. Applicants should note that the following criteria (1) serve as a standard against which all proposals will be evaluated, and (2) serve to identify the significant matters that should be addressed in all proposals. The USG will award grants to the applicant whose offers represent the best value to the USG on the basis of technical merit and cost. The evaluation criteria have been tailored to the requirements of this NOFO: Project Goals/Implementation Plan (70 points): Applicants should describe what they propose to do and how they will do it. The proposed activities must directly relate to meeting the goals and objectives, and applicants should include information on how they will measure activities’ effectiveness and provide milestones to indicate progress toward NOFO-stipulated goals. The review panel will be viewing the implementation plan in terms of how well it addresses the goals and objectives, feasibility of the proposed activities and their timeline for completion, and the extent to which the impact of the project will continue beyond the conclusion of the funding period. Organizational Capability (15 points): Proposals should demonstrate the ability to develop and implement youth exchanges. Applicants must demonstrate how their resources, capabilities, and experience will enable them to achieve the stated goals and objectives. Appendices (15 points): Budget: Costs shall be evaluated for realism, control practices, and efficiency. PAS must determine that the costs paid for this award are reasonable, allowable, and allocable to the proposed project activities. This will consist of a review of the budget to determine if the overall costs are realistic for the work to be performed, if the costs reflect the applicant’s understanding of the allowable cost principles established by OMB Circular A-122, and if the costs are consistent with the program narrative. Resume: The review panel will consider the appropriateness of the selected project director; in view of the role and responsibility that person will play in guiding the project through implementation to completion. Position descriptions submitted in lieu of the resume will be reviewed for the appropriateness of the qualifications and skills identified. Review and Selection Process: A review committee will evaluate all eligible applications. Each application will be evaluated by a peer review committee of Department of State and U.S. Embassy Riyadh and other experts, as deemed appropriate. In accordance with the Executive Order on Advancing Racial Equity and Underserved Communities, proposals should demonstrate how the program advances equity with respect to race, ethnicity, religion, income, geography, gender identity, sexual orientation, and disability. The proposal should also demonstrate how the program will further engagement in underserved communities and with individuals from underserved communities. Proposals should demonstrate how addressing racial equity and underserved communities will enhance the program’s goals and objectives, as well as the experience of participants. The support of underserved communities will be part of the review criteria for this opportunity. Therefore, proposals should clearly demonstrate how the program will support and advance equity and engage underserved communities in program administration, design, and implementation. Anticipated Announcement and Federal Award Dates: By September 1, 2022 This information is provided as a summary reference. Please see the full Notice of Funding Opportunity located in the documents section for complete eligibility and submission requirements. All application materials must be submitted by email to RiyadhGrants@state.gov and applications may be submitted electronically through www.grants.gov.

342105

19.021

##   Continuity of Pre-Primary Education Post Covid Using Learning Through Play, Community Engagement and Edutainment in South Africa – South Africa Addendum APS

08/12/2022

09/26/2022

This program is authorized in accordance with Part 1 of the Foreign Assistance act of 1961, as amended.Through this Addendum to the Science, Technology, Innovation and Partnership (STIP) Annual Program Statement (APS) No. 7200AA21APS00003 (the STIP APS Full Announcement), USAID is making a special call for the submission of Concept Notes focused on Continuity of Pre-Primary Education post COVID-19 using Community Engagement and Edutainment in South Africa.This activity aims to support the expansion and dissemination of relevant educational video content and other educational content and materials to pre-primary learners in South Africa. While there is much focus on the use of new and innovative technologies for strengthening educational systems and reaching learners, a historic constant has been the well-documented and compelling cases of the use of video or television segments to support developing country educational objectives. Whether as complements to broader education projects or as standalone interventions, educational videos that are well-constructed, evidence-based, and of appropriate pedagogy can uniquely capture the imagination of learners, drive social and behavior change, and provide important tools for professional development of teachers. While the use of these tools for in-classroom instruction is also effective, the expansion of educational television, and other forms of mass media instruction (collectively referred to as “edutainment” platforms), are particularly compelling in light of the current COVID-19 pandemic, which has had enormous detrimental impacts on educational attainment worldwide. Moving forward, development of new edutainment approaches and expansion of existing ones must be part of a comprehensive disaster preparedness strategy.The use of co-creation will determine the objective(s), however, possible ideas could be to:1) Develop and test low-cost video dissemination and projection devices to deliver high-quality educational video content, particularly in lower-resource settings;2) Support families within the context of their own homes with materials and in-person activities to promote children’s learning and use of self-regulation techniques;3) Develop mobile play material (toy) libraries and screen COVID-related edutainment for children and their families who are in the most need;4) Engage a local institution of higher education to track student, family, and community outcomes; and5) Instill Learning Through Play methodologies in parents, caregivers, and early childhood educators, in partnership with the LEGO Foundation.USAID may allocate up to $1.5 million over the course of two years to fund a portfolio of partnerships. Ideally, the portfolio will enable USAID to ensure that each of the above objectives is advanced. However, priority will be placed on supporting the most promising approaches, even if the resulting portfolio only advances one or two of the objectives described above.

343100

98.001

##   Fiscal Year 2023 Lending Library - Defense University Research Instrumentation Program (LL-DURIP)

01/17/2023

04/14/2023

This announcement seeks proposals from universities to create, market and implement a lending library program using DURIP-funded instrumentation. Proposals are accepted from entities who previously received a DURIP grant and currently have access to the DURIP-funded instrumentation. These could have been funded by the Army Research Office (ARO), the Office of Naval Research (ONR), and AFOSR. However, this STEM supplement is a stand-alone opportunity that is only provided by the AFOSR.A central purpose of the DURIP-LL program is to provide hands-on experiential learning opportunities using equipment and instrumentation to enhance research related education in areas of interest and priority to the DoD. Therefore, your proposal must address the impact of the equipment or instrumentation on your institution’s ability to educate K-12 students through research in disciplines important to DoD missions.DoD STEM goals are as follows:Goal 1.0: Inspire community engagement in DoD STEM education programs and activities to provide meaningful STEM learning opportunities for students and educators.Goal 2.0: Attract the Nation's and DoD's current and future STEM workforce through multiple pathways to educational and career opportunities.Goal 3.0: Increase participation of underserved and underrepresented groups in STEM education.Goal 4.0: Advance the efficiency and effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment. Relevant information includes, but is not limited to, details of any other Federal funds to be used, and any funds to be contributed by non-Federal sources toward STEM outreach and education.

345430

12.800

##   FY 2023 Community College Administrator Program (CCAP)

02/07/2023

04/10/2023

The Office of Global Educational Programs of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) announces an open competition to administer the FY 2023 Community College Administrator Program (CCAP). Accredited U.S. colleges and universities and other U.S. public or private non-profit organizations meeting the provisions described in Internal Revenue Code section 501(c)(3) may submit proposals to design, administer and implement one, approximately five to six-week intensive exchange program including a virtual component and a minimum of three weeks of programming in the United States. The program is designed for foreign participants, including institutional administrators and government officials, with significant responsibilities related to post-secondary vocational and technical education in selected countries. The program will examine the key tenets of community college administration and cutting-edge programs at U.S. community colleges that address local educational and workforce development needs. In support of U.S. foreign policy, the program will build participant skills in community college administration in key areas including, but not limited to, workforce development, leadership, governance, student affairs and student services, program assessment, finance and fundraising, private sector partnerships, community engagement, and distance learning. The successful applicant will provide responsive and flexible programming and exhibit an ability to tailor activities to selected countries’ priorities for vocational and technical education and workforce development that leads to measurable institutional and broader positive change in the sector. ECA, in consultation with the Department’s regional bureaus, embassies/consulates and/or Fulbright Commissions, will select the final participating country or countries to reflect current foreign policy priorities.

345859

19.408

##   Team Nutrition Training Grants 2023

03/22/2023

05/22/2023

The goal of the FY 2023 Team Nutrition Grant is to facilitate the adoption of healthy eating patterns by school-aged children (grades Pre-K through 12) and their families through the coordination and implementation of MyPlate nutrition education connected to the nutritious meals and snacks offered through USDA Child Nutrition Programs.ObjectivesIncrease the consumption of nutritious foods and beverages offered through the National School Lunch Program (NSLP), School Breakfast Program (SBP) and Child and Adult Care Food Program (CACFP) At-Risk Afterschool Meals and Outside School Hours Care Centers (OSHCC) via high-quality MyPlate nutrition education.Increase awareness of the MyPlate symbol and accompanying MyPlate nutrition education tools, resources, and messages. Increase awareness of the nutritional contributions of meals and snacks offered to students from parents/caregivers, school coaches and athletic trainers, school nurses, afterschool program operators, and Pre-K-12 teachers.Improve equity by increasing the number of students from historically underserved and marginalized populations who are reached by nutrition education resources, including resources and recipes that are culturally appropriate and/or in the preferred language of the students and their families.Increase school community engagement in the development, implementation, and assessment of the Local School Wellness Policy (LWP).

347044

10.574

##   Trauma-Interventions for Children and Youth in Foster Care with Complex Mental, Behavioral, and Physical Health Needs

05/26/2023

07/31/2023

The Children’s Bureau seeks trauma-informed interventions to address trauma in children and youth with complex mental, behavioral, and health conditions. This Notice of Funding Opportunity (NOFO) supports projects to implement interventions that are culturally and developmentally responsive, achieve demonstrable improvements in well-being for children and youth, and share lessons learned. CB will make two awards for up to 36 months each. These demonstration projects will implement and evaluate innovative trauma-informed programming. The focus is on services for children and youth with complex needs who are in foster care. Services include: Evidence-based clinical services, foster parent training and curricula, volunteer support services for foster parents, positive biological and birth family engagement, enrichment activities for children and youth, and trauma-informed systems work. Please note: This NOFO may look different than you’re used to...We’re testing a new design for this funding opportunity and we’d love your feedback! Email us at: CB@grantreview.com.

348402

93.670

##   Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA)

06/02/2023

07/31/2023

The Office of Community Services (OCS) within the Administration for Children and Families (ACF) issued for fiscal year (FY) 2023, a notice of funding opportunity for one 3-year cooperative agreement for Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA).This cooperative agreement will contribute to the long-term capacity of CSBG-eligible entities, tribes and tribal organizations, state associations, and states to collectively increase organizational performance through legal T/TA. The cooperative agreement will include a focus on organizational, fiscal, governance, and legal challenges in the following areas: community engagement, community assessment, monitoring, tripartite board governance, strategic planning, mergers, designations/de-designations, workforce management, financial management, oversight, and operations, CSBG statutory, regulatory, and reporting requirements, and other identified challenging areas. The recipient of this cooperative agreement will implement strategies designed to build and strengthen the capacity of agencies to implement effective CSBG activities by: promoting practices and policies that respond to organizational and fiscal oversight, governance, equity, and general operational challenges; providing T/TA (ad hoc and planned) that is responsive to the needs of the CSBG Network and innovative for program improvement purposes. T/TA may include written/digital training materials, webinars, presentations, and videos. The recipient will provide training and education relevant to staff at all levels of the CSBG Network, including states, territories, eligible entities, and tribes and tribal organizations; providing T/TA that supports the value and benefits of using the CSBG Organizational Standards on increasing accountability and organizational performance by assisting states (hereinafter referred to as State CSBG Lead Agencies) and local CSBG-eligible entities in setting and meeting high-performance standards; and engaging, collaborating, and partnering with CSBG T/TA partners to support the CSBG T/TA network-wide approach and implementation of a comprehensive CSBG T/TA learning agenda.The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement. The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the recipient to implement T/TA consistent with the purposes of CSBG.

345030

93.569

##   Management of U.S. Embassy Youth Council (USYC) Program

06/21/2023

07/23/2023

PROGRAM DESCRIPTION Executive Summary: The Embassy of the United States in Kathmandu announces an open competition for the management of U.S. Embassy Youth Council (USYC) Program 2024. Every year, approximately fifty-five individuals, between 20-30 years old, are accepted to the Council. Throughout the duration of their membership term, council members participate in networking events, work on community engagement projects, and attend important events. The U.S. Embassy in Nepal is looking for an implementer to manage the USYC program through a cooperative agreement. Any not-for-profit, non-governmental organizations, think tanks, and academic institutions are eligible to apply. The deadline for submitting proposals to KTMgrants@state.gov is by Sunday, July 23, 2023. Any submission received after the deadline will not be considered for this grant opportunity. Background: The U.S. Embassy in Nepal created the U.S. Embassy Youth Council (USYC) in 2011 in order to interact directly with Nepal’s youth about the issues that concern them. The Council consists of 50-55 Nepalis between the age of 20-30 years from all regions of Nepal and representing various backgrounds, regions, castes, ethnicities, religions, and professions. The USYC has two primary objectives: 1) to interact with the Embassy about the challenges young Nepalis face and what can be done to address them, and 2) to encourage participation by Council members in their communities and the larger civil society. In 2022, over 2700 Nepali youth applied to become a member of this unique platform. The selected youth participated in multiple networking events, attended meetings, and designed and implemented civic engagement projects (CEPs). Past USYC members have built teams, developed solutions to problems, and launched products, organizations, and companies that have created opportunities for progress. For example, Youth Council members created: Project Upskill, a program that helped graduating students to gain employable skills for an easier transition to the job market; eConstruction, a website to support reconstruction after the April 2015 earthquake; Lunch Box, a kit to help rural women start small businesses; iconstutution: an app to widely circulate the new constitution of Nepal and help citizen’s understand their constitutionally protected rights; and Model Debate, a program to promote dialogue between electoral candidates and youth voters. This funding opportunity seeks to identify a cooperative agreement partner to manage U.S. Embassy in Nepal’s flagship youth program. The prospective implementer will recruit USYC members through an open and objective process, bring innovative approaches to youth programming, and design and implement programs and activities to engage the USYC members throughout their tenure. Project Audience(s): Primary beneficiaries for this project are youth aged 20-30 with the following demographic variables. 1. Gender: At least 50% of the USYC members should be female. 2. Geographic location: All seven provinces should be covered in terms of geographic representation. 3. Age group: between the age of 20-30. 4. Level of Education: Bachelor’s degree or above. 5. Diversity: Selected participants should reflect Nepal’s cultural, religious, ethnic, and social diversity. Project Goal: The United States Embassy in Nepal supports initiatives that promote democracy, increase economic prosperity, and create resilience. This is only possible when youth are provided with given tools and resources to support their communities and country. USYC provides the training, mentorship, and networking for youth to be leaders of social positive change. Project Objectives: This project has the following objectives. · Select 50 to 55 Nepali Youth, through an open and transparent manner, who represent Nepal’s diverse social, religious, cultural, geographic, and ethnic backgrounds. · Strengthen the capacity of all Council members through series of training and capacity building events. · Support Council members with designing and implementation of 5-7 Civic Engagement Projects. · Strengthen the U.S. Embassy’s and USYC Members relationship through events and other appropriate networking opportunities. · Increase in empowerment, exposure, and leadership skills of USYC members. · Effectively utilize the expertise of USYC alumni and recommend ways to include them in U.S. Embassy’s programming. B. FEDERAL AWARD INFORMATION Length of performance period: 15 Months Award amounts: $75,000 Type of Funding: FY23 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 1, 2023 Note: The Public Affairs Section reserves the right to award less or more than the funds described under circumstances deemed to be in the best interest of the U.S. government, pending the availability of funds and approval of the designated grants officer. Funding Instrument Type: Cooperative Agreement. Public Affairs Section of the U.S. Embassy will work with the grantee to select the members, approve program content, and provide experts and speakers. Support for Diversity, Equity, Inclusion, and Accessibility (DEIA): All programs should consider strategies for expanding the pool of individuals/organizations/beneficiaries to afford opportunities for as diverse and inclusive population as is feasible to bring diverse perspectives based on religion, sex, disability, race, ethnicity, sexual orientation, gender identity, gender expression, sex characteristics, national origin, and age to implementation of the program. Note: NOFO is attached in the additional document

348819

19.040

##   Farm To School Technical Assistance-Cooperative Agreement

07/27/2023

10/10/2023

The purpose of the Farm to School Technical Assistance Cooperative Agreement described in this request for applications (RFA) is to support nonprofit entities and Indian Tribal Organizations to implement national- and/or regional-level farm to school activities. Awardees under this cooperative agreement will undertake projects supporting USDA’s priorities of Food System Transformation, Improving Child Health through Nutritious School Meals, and Indigenous Food Sovereignty. There are three funding tracks available, corresponding with each USDA priority. Applicants to the Supporting Community Engagement track (aligned with USDA’s priority of Improving Child Health through Nutritious School Meals) will propose projects that expand farm to school institutes. The Supporting Producer Engagement track aligns with USDA’s Food Systems Transformation priority and will fund projects that strengthen producer engagement with the Child Nutrition Programs market. Finally, the Supporting Tribal Engagement track will fund an entity to conduct Tribal dialogues with the purpose of supporting FNS’s farm to school grantmaking and technical assistance for Tribal entities, in alignment with USDA’s Indigenous Food Sovereignty priority. Available funding ranges from $500,000 to $1 million depending on the applicant’s choice of track. Eligible applicants are national and/or regional level nonprofit entities and Indian Tribal Organizations with a history of meaningful engagement with the target audience for this cooperative agreement

349583

10.531

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