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##   Uzbekistan Youth Workforce Development and Entrepreneurship Activity

07/08/2021

08/23/2021

The purpose of the Uzbekistan Youth Workforce Development and Entrepreneurship Activity is to equip youth who are in grades 8 -11 with the necessary skills as they prepare to enter Uzbekistan’s economy as skilled employees or entrepreneurs. In order to achieve the Activity’s purpose, the Uzbekistan Youth Workforce Development and Entrepreneurship Activity will focus on achievement of the following intermediate results: i) improved quality of school-based economics and entrepreneurship programs; ii) improved quality of afterschool entrepreneurship, soft skills and work readiness programs; and iii) strengthened enabling environment to support and engage youth.

334618

98.001

##   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

##   INTERETHNIC RECONCILIATION AND YOUTH TEACHER SUPPORT PROGRAM

01/26/2022

03/18/2022

This program supports initiatives with the primary goals of working with teachers, school administrators, and educators to integrate peacebuilding, reconciliation, interethnic and intercommunity exchange, collaboration, and community/relationship building among members of different ethnic groups into their classroom or after-school programs. We are seeking projects and initiatives that clearly support educators in using their curriculum or after-school programs to value and implement increased understanding, appreciation, and cooperation among the ethnically and geographically diverse communities of Bosnia and Herzegovina. Proposals should engage teachers, school administrators and educators who work with students either ages 10-17 or ages 18-25. The Embassy welcomes all innovative proposals aimed at accomplishing these goals.

337535

19.900

##   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

##   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

##   English Access Microscholarship Program 2023-24

06/29/2023

08/01/2023

A. PROGRAM DESCRIPTION Background: The U.S. Mission to Kazakhstan launched the English Access Microscholarship Program (Access) in 2007. Since its inception more than 1600 students in more than 15 regions across Kazakhstan have participated in the Access Program. With the growing interest of rural areas and secondary school youth in Kazakhstan to develop their skills in English, the U.S. Consulate General Almaty would like to continue supporting the local community through structured language training. This funding opportunity seeks to engage local educational organizations to design and implement the English Access Microscholarship Program (Access) in regions across southern Kazakhstan (for the detailed location please refer to the “project audiences” section). Through after-school classes and intensive sessions, the program will create opportunities for talented 13-15 year-olds from economically disadvantaged sectors to learn English during a two-year project. The program also gives participants the opportunity to gain an appreciation for U.S. culture and values. It is intended to increase their ability to participate successfully in the socio-economic development of their country and improve their chances of participating in educational and exchange programs in the United States. Project Audiences: Female and male 13-15 year old students (50/50 ratio per group), from Talgar, Taraz, Sayram standard secondary schools. The target audience should be from socially and economically underprivileged groups with a motivation to learn U.S. culture and values within a two-year intensive in-person program. Selected participants must be bright, economically disadvantaged students with beginning level of English. Participants should commit to enroll in classes during the full two-year program. Students will graduate with certificates of completion from the U.S. Consulate General in Kazakhstan at the end of their two-year program. Project goal: Promote the socio-economic development of Kazakhstan through increasing the English language and critical thinking skills of economically disadvantaged Kazakh youth from rural and suburban secondary schools. Project Objectives: Objective 1: Increase English language proficiency of 90-110 beginner-level to intermediate, over a two-year period through interactive learning and real-life contextual practice strategies. Objective 2: Increase awareness and understanding of key issues facing the target audiences’ respective communities and ways they can positively contribute to addressing those challenges. Objective 3: Increasing understanding of US culture/values and critical thinking skills. Objective 4: Improve media literacy and basic computer skills, including use of search engines and social media of the target audience. More information: Please see the links below for further information: · Access Program: https://exchanges.state.gov/non-us/program/english-access-microscholars... · Access Provider Handbook: https://handbook.access-program.org/ The Successful Provider will be Responsible for the Following Tasks: ▪ To advertise and promote the program in the local community; ▪ To select program participants and staff members; ▪ To organize and provide the English Language instruction classes (after school and intensive sessions); and ▪ To work closely with the U.S. Consulate General in Almaty; B. FEDERAL AWARD INFORMATION Length of performance period: 20-24 months (2 academic years) Number of awards anticipated: 1-3 awards Floor of Individual Award Amounts: $31,000 Award amounts: awards may range from a minimum of $31 000 to a maximum of $33 000 Ceiling of Individual Award Amounts: $100,000 Total available funding: $100,000 Type of Funding: Assistance to Eastern Europe, Eurasia, and Central Asia under the Foreign Assistance Act. Anticipated programs start date: September 2023 Funding Instrument Type: Cooperative agreement. Cooperative agreements are different from grants in that Consulate General staff are more actively involved in the grant implementation. There will be (but not limited to) a substantial involvement of the U.S. Consulate General Almaty in teacher and student recruitments, program activities planning and implementation, U.S.G. alumni and other representative visits, ceremonies organization. Program Performance Period: Proposed programs should be completed in September 2025 or less. C. ELIGIBILITY INFORMATION 1. The following organizations are eligible to apply: · Not-for-profit organizations · Civil society/non-governmental organizations. · Think tanks. · Public International Organizations. · Governmental institutions. · Public educational institutions and/or teaching English, preferably with similar projects. For this announcement, only Kazakhstan-based organizations are eligible to apply. The grantee should be an established institution or a non-governmental organization (NGO) with at least 3 years of experience in administering educational programs and/or teaching English, preferably to the target age group. The grantee must have access to an established core of English instructors willing to commit their time to this project. Organizations with previous experience and a capacity of working with educational institutions on a national level will be given priority. 2. Cost sharing or matching is not required for this funding opportunity 3. Pre-award costs are not an allowable expense for this funding opportunity. 4. 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 for more information. Individuals are not required to have a UEI or be registered in SAM.gov. D. APPLICATION AND SUBMISSION INFORMATION Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement will be ineligible. Application forms required below are available at: https://kz.usembassy.gov/, grants.gov. Content and Form of Application Submission Applicants must ensure: · Proposal clearly addresses the goals, audiences, and objectives of this notice. · All documents are in English. · All budgets are in U.S. dollars. · All pages are numbered. · All documents are formatted to 8 1⁄2 x 11 paper. · All Microsoft Word documents are single-spaced, 12-point Times New Roman font, with a minimum of 1-inch margins. · All applicant authorized signatures are provided where indicated on the various, required forms. Application Deadline: All applications must be received by August 1, 2023 (11.59 p.m. Astana time). This deadline is firm and is not a rolling deadline. If organizations fail to meet the deadline noted above their application will be considered ineligible and will not be considered for funding. Please note that review may take up to 60 days. Application Submission Process: Submit all application materials directly to the following email address sgp-kazakhstan@state.gov including the subject line: “Access 2023 proposal”. Required Registration: All organizations applying for grants must obtain a Unique entity Identifier (UEI) and a www.SAM.gov registration. The registration is free of charge. Note: The process of obtaining or renewing a SAM.gov registration may take anywhere from 4-8 weeks. Please begin your registration as early as possible. Read full NOFO in the Related Documents

348983

19.900

##   Affordable Housing and Supportive Services Demonstration

07/14/2023

08/18/2023

The Administration for Children and Families (ACF), Office of Community Services (OCS) announces the availability of approximately $2,000,000 to Community Action Agencies (CAAs) and tribes that were funded directly by the Community Services Block Grant (CSBG) in FY 2023 that own affordable housing units and provide wraparound supportive services to residents of the affordable units, including educational opportunities for youths and adults; afterschool and/or summer programs for children and teens; early childcare, Head Start, Early Head Start, or other early childhood education programs/opportunities for young children ages 0 to 5; older adult care services; mental health, alcohol, and addiction services; services for individuals with disabilities; self-sufficiency resources; resources on future homeownership; financial literacy training; transportation services for residents; referrals and connections to resources to help meet concrete needs; and health care services.Through this funding opportunity, recipients will be able to leverage their expertise and partnerships to provide wraparound supportive services to residents of affordable housing, with the goal of improving housing stability and economic mobility. Applicants will need to demonstrate a long-standing ability to: 1. promote safety, stability, and economic mobility for residents through strengthened wraparound supportive services 2. advance equity through their affordable housing and supportive service efforts; and3. collect data related to residential services and evaluate efforts.Recipients will participate fully in a federal evaluation and follow all evaluation protocols established by ACF and/or its designee contractor(s). Fully participating in a federal evaluation may include supporting and complying with data collection requirements, providing administrative data on program participation, and other activities. In addition, the federal evaluation may include an evaluation of the implementation of this demonstration.

348636

93.647

##   Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder

07/17/2023

08/31/2023

ONDCP’s Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder Cooperative Agreement supports training and education that helps educate juvenile and family court judges and the entire justice system about the science of addiction, substance use, and substance use disorder, and how substance use and substance use disorder is impacted by the legal system. The President’s priority is to enhance public safety by providing those who have engaged in criminal activity with greater opportunities to lead productive lives by addressing a range of issues, including mental health, vocational training, job creation, after-school programming, substance use, and mentoring through evidence-based rehabilitation programs. ONDCP seeks to reduce drug use and its consequences through evidence-based practices, and this cooperative agreement will apply these principles to the criminal justice system. The purpose of this cooperative agreement is to: (1) educate and train juvenile and family court judges to improve adherence to best practices, (2) decrease justice costs and recidivism, and (3) increase awareness of the science of addiction, substance use, and substance use disorder among the judiciary. The cooperative agreement recipient shall: • Engage judges and former judges to provide peer-to-peer educational opportunities. • Use expert practitioners in the fields engaged in the science of addiction, criminal justice, and healthcare. • Provide in-person training, online training, and jurisdiction-specific technical assistance to a variety of demographically composed areas at the state, local, and Tribal levels. • Include ONDCP policy priorities in the development and execution of training and educational programs: o Applying a comprehensive approach to addressing substance use and substance use disorders, including prevention, harm reduction, treatment, and recovery. o Diversion programming with evidence-based and comprehensive case management, treatment for substance use disorders, recovery and other necessary services. All portions of the application must reflect these objectives and subject matter areas.

349308

95.005

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