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##   Office of Elementary & Secondary Education; Overview Information: Race to the Top Fund (ARRA) CFDA 84.395

09/02/2009

//

The Race to the Top is a $4.35 billion competitive grant program designed to encourage and reward States that are creating the conditions for education innovation and reform and implementing ambitious plans in four core education reform areas: Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace;  Recruiting, developing, retaining, and rewarding effective teachers and principals;  Building data systems that measure student success and inform teachers and principals how they can improve their practices; and  Turning around lowest-performing schoolsThe overarching goals are to: Drive substantial gains in student achievement Improve high school graduation rates and prepare students for success in college and careers Close achievement gapsThe Department plans to make Race to the Top grants in two phases. States that are ready to apply may do so in Phase 1, which will open in late 2009. States that need more time may apply in Phase 2, which will open in spring 2010. States that apply in Phase 1 but are not awarded grants may reapply for funding in Phase 2, together with States that are applying for the first time in Phase 2. Phase 1 grantees may not apply for additional funding in Phase 2. We will announce specific deadlines for both Phase 1 and Phase 2 in subsequent notice(s) inviting applications for funds under this program.

49325

84.395

##   Human Services Interoperability Innovations

07/02/2021

09/01/2021

A second round of Human Services Interoperability Innovations (HSII) cooperative agreements is proposed to accelerate data sharing efforts by human services organizations through innovative approaches to interoperability implementation. Effective data sharing promotes informed decision making, improved accuracy and data quality, reduced system integration costs, and stronger protection of sensitive data. The ability to share data is often described as interoperability, which includes the technology, business, legal, organizational, and process-oriented factors that determine how we use data and collaborate across programs and systems. The cooperative agreements will have an 18-month project period. The first round of HSII grants from the 2020 funding opportunity announcement received a number of very strong applications and the Office of Planning, Research, and Evaluation (OPRE) was not able to support all promising projects. The first round are developing products of value to the field like an open source, cloud based hashing solution to match and link records across disparate data systems. OPRE anticipates that the second round of grants will prove to be similarly successful and encourage innovation at the state and local level. Funding would support demonstration projects to identify effective and efficient data sharing solutions, and develop model practices for broader adoption. Specifically, the Administration for Children and Families (ACF) is seeking to issue grant awards that meet the following criteria: 1. Addresses a high-priority, local data sharing or data integration need; 2. Proposes a new or novel implementation approach; 3. Contributes promising practices to the field and promotes replication of successful results; 4. Demonstrates implementation readiness and cost effectiveness; 5. Supports strong collaboration with OPRE and ACF; 6. Engages in productive partnerships across programs, agencies, and jurisdictions. Learn more about the ACF Interoperability Initiative at https://www.acf.hhs.gov/opre/research/project/acf-interoperability-init.... Learn about previous Human Service Interoperability grant projects at https://www.acf.hhs.gov/opre/research/project/human-services-interopera....

329037

93.647

##   Vision and Change in Undergraduate Biology Education

11/10/2020

03/07/2022

The National Science Foundation's (NSF's) Division of Undergraduate Education (DUE) in the Directorate for Education and Human Resources (EHR) acknowledges the need to expand and chronicle educational change efforts across the nation. To this end, DUE invites proposals to study the impact of the Vision and Change (V&C) movement in Undergraduate Biology Education. Specifically, this program seeks to support projects that evaluate a combination of factors such as the awareness, acceptance, adoption, and adaptation of V&C principles and outcomes including changes in curriculum, laboratories, and student retention, completion, and learning. Collectively, results of these projects are anticipated to describe the nature and extent of V&C’s use within the undergraduate biology curriculum. The projects could also describe key factors and approaches taken by the V&C community that have the potential to be useful for improving undergraduate education in other scientific disciplines or in interdisciplinary STEM education.

329749

47.076

##   Youth Regional Treatment Center Aftercare Program

11/30/2020

//

The purpose of the Youth Regional Treatment Center (YRTC) Aftercare Program is to address gaps in services that occur when youth transition from an YRTC treatment program and return home or to their designated caregiver. There may be limited, if any, aftercare support services available in a youth’s home community. Limited access to an aftercare support system significantly decreases the likelihood of successful recovery and increases the probability of relapse and other poor outcomes. In alignment with the Indian Health Service (IHS) 2019-2023 Strategic Plan Goal 1: To ensure that comprehensive, culturally appropriate personal and public health services are available and accessible to American Indian and Alaska Native people, the Tribal and Federal YRTC aftercare programs funded under this announcement will work closely with Tribal aftercare transition agencies to strengthen partnerships and develop a coordinated continuum of aftercare services. YRTCs will develop aftercare programs to support youth leaving residential treatment in order to promote recovery and wellness, and reduce relapse, recidivism and return to treatment. YRTCs will also address common challenges, such as juvenile delinquency, by partnering with diversion and juvenile justice programs. YRTCs will partner with Tribal and other agencies that provide transition support to identify gaps in services and create individualized aftercare support plans for youth promote a meaningful life in their home community. This is a forecast only. Applications will be available once the Notice of Funding Opportunity for this program is finalized and published in the Federal Register.

330096

93.654

##   Improving Undergraduate STEM Education: Education and Human Resources

04/16/2021

01/19/2022

The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growthin the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy. The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings. IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) to develop STEM talent from all sectors and groups in our society. For all the above objectives, the National Science Foundation invests primarily in evidence-based and knowledge-generating approaches to understand and improve STEM learning and learning environments, improve the diversity of STEM students and majors, and prepare STEM majors for the workforce. In addition to contributing to STEM education in the host institution(s), proposals should have the promise of adding more broadly to our understanding of effective teaching and learning practices. The IUSE: EHR program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation. Several levels of scope, scale, and funding are available within each track, as summarized in Table 1. Table 1: Overview of Engaged Student Learning and Institutional and Community Transformation tracks, levels, and deadlines Track Level Deadlines Engaged Student Learning Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $600,000 for up to three years July 21, 2021 3rd Wednesday in July thereafter Level 3: $600,001 - $2 million for up to five years July 21, 2021 3rd Wednesday in July thereafter Institutional and Community Transformation Capacity-Building: $150K (single institution) or $300K (multiple institutions) for up to two years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $2 million (single institution) or $3 million (multiple institutions and research centers) for up to five years July 21, 2021 3rd Wednesday in July thereafter

332912

47.076

##   Institute of Education Sciences (IES): Research to Accelerate Pandemic Recovery in Special Education Assistance Listing Number (ALN) 84.324X-2

06/10/2021

09/09/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334082

84.324

##   Institute of Education Sciences (IES): Education Research Assistance Listing Number (ALN) 84.305A

06/10/2021

09/09/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334085

84.305

##   Institute of Education Sciences (IES): Research Training Programs in the Education Sciences Assistance Listing Number (ALN) 84.305B

06/10/2021

09/09/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305B. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334086

84.305

##   Institute of Education Sciences (IES): Research Grants Focused on Systematic Replication Assistance Listing Number (ALN) 84.305R

06/10/2021

09/09/2021

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.

334087

84.305

##   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

##   Garrett Lee Smith State/Tribal Youth Suicide Prevention and Early Intervention Grant Program

07/30/2021

//

The purpose of this SAMHSA grant program is to support states and tribes with implementing youth suicide prevention and early intervention strategies in schools, educational institutions, juvenile justice systems, substance use programs, mental health programs, foster care systems, and other child and youth-serving organizations. It is expected that this program will: (1) increase the number of youth-serving organizations who are able to identify and refer youth at risk of suicide; (2) increase the capacity of clinical service providers to assess, manage, and treat youth at risk of suicide; and (3) improve the continuity of care and follow-up of youth identified to be at risk for suicide, including those who have been discharged from emergency department and inpatient psychiatric units.

334988

93.243

##   Teen Pregnancy Prevention Research Grants

07/30/2021

//

The Office of Population Affairs anticipates the availability of funding for Teen Pregnancy Prevention (TPP) research projects and research-to-practice translation centers. The grants will make significant contributions to the teenage pregnancy prevention field by resulting in improved curricula development and delivery strategies, reduction of disparities among participants, and better data collection and analysis related to program effectiveness. The research grants will primarily consist of secondary data analyses or small research projects to explore new questions in teenage pregnancy prevention that improve the efficiency, effectiveness, and quality of pregnancy prevention programs for adolescents or young adults, and/or reduce disparities, by age, gender, race/ethnicity, or setting. The research-to-practice translation centers will synthesize and translate existing research into practice for health promotion and development of positive assets that will lead to adoption of healthy behaviors and ultimately help to reduce teen pregnancy. The centers are expected to evaluate or assess the research, best practices, approaches, or strategies in a priority protective factor area and make that information easily accessible to health providers, caregivers and others working with youth to prevent teen pregnancy.

335055

93.343

##   Tribal Maternal, Infant, and Early Childhood Home Visiting Program: Development and Implementation Grants

09/03/2021

//

The Office of Child Care within the Administration for Children and Families will be soliciting applications for the Fiscal Year 2022 Tribal Maternal, Infant, and Early Childhood Home Visiting Grant Program: Development and Implementation Grants. Funds will support 63-month grants (cooperative agreements) between ACF and federally-recognized Indian tribes (or a consortium of Indian tribes), tribal organizations, or urban Indian organizations to: conduct community needs assessments; develop the infrastructure needed for widespread planning, adopting, implementing, expanding, enhancing, and sustaining of evidence-based maternal, infant, and early childhood home visiting programs; and provide high-quality evidence-based home visiting services to pregnant women and families with young children aged birth to kindergarten entry. Home visiting programs are intended to promote outcomes such as improved maternal and prenatal health, infant health, and child health and development; reduced child maltreatment; improved parenting practices related to child development outcomes; improved school readiness; improved family socio-economic status; improved coordination of referrals to community resources and supports; and reduced incidence of injuries, crime, and domestic violence. The goals of the Tribal Home Visiting program are to support healthy, happy, successful American Indian and Alaska Native (AIAN) children and families through a coordinated, high-quality, evidence-based home visiting strategy, and to continue to build the evidence base for home visiting in tribal communities. The Administration for Children and Families (ACF) and the Health Resources and Services Administration (HRSA), the agencies collaborating to implement the Tribal Home Visiting program within the Department of Health and Human Services, also intend for the program to result in a coordinated system of early childhood home visiting in tribal communities that has the capacity to provide infrastructure and supports to assure high-quality, evidence-based practice. This funding is intended for tribal entities that do not have prior experience with implementing evidence-based home visiting models, performance measurement systems, and evaluation activities.

335554

93.872

##   Rigorously Evaluating Programs and Policies to Prevent Child Sexual Abuse (CSA)

09/08/2021

//

The Centers for Disease Control and Prevention's National Center for Injury Prevention and Control (NCIPC) is soliciting investigator-initiated research proposals to rigorously evaluate prevention approaches (i.e., programs, policies, or practices) for their impact on the primary prevention of child sexual abuse (CSA) perpetrated by youth or adults. CSA is defined here as sexual victimization during childhood (under 18 years of age), excluding sexual violence (SV) in the specific context of dating/romantic relationships (i.e., teen dating violence [TDV] or intimate partner violence [IPV]). Research funded under this announcement will strengthen the evidence base for primary prevention of youth- or adult-perpetrated CSA. Applicants must propose rigorous evaluation designs, which for the purposes of this funding opportunity can include those that utilize experimental designs (i.e., randomized controlled trials) or rigorous quasi-experimental designs (e.g., comparative interrupted time series design, difference-in-differences, instrumental variables, regression discontinuity, regression point displacement, stepped wedge, propensity- score matching, comparison groups). Applicants must propose to rigorously evaluate an approach (i.e., program, policy, or practice) that has not yet been rigorously evaluated for its effectiveness in the primary prevention of youth- or adult-perpetrated CSA and that addresses one or more of the following six research priorities: Research Priority 1: Approaches developed for the primary prevention of youth- or adult-perpetrated CSA; Research Priority 2: Evidence-based approaches that have empirical evidence of effectiveness in reducing other forms of violence (e.g., intimate partner violence, youth violence, other forms of child abuse and neglect); Research Priority 3: Community- or societal-level approaches (i.e., programs, policies, or practices that target characteristics of settings that increase or buffer against the risk for violence); Research Priority 4: Approaches focused on preventing or reducing commercial sexual exploitation of children (CSEC) including sex trafficking as a form of CSA; Research Priority 5: Approaches focused on preventing technology-facilitated CSA (e.g., soliciting sexual contact or receiving sexual images from minors electronically, downloading/possession of online child pornography); Research Priority 6: Organizational policy approaches with the potential to prevent CSA perpetration in youth-serving organizations (e.g., juvenile residential care facilities, group foster care).

335614

93.136

##   AdoptUSKids

09/16/2021

Not Provided

The purpose of this Notice of Funding Opportunity (NOFO) is to establish, by awarding a cooperative agreement, a multi-faceted national AdoptUSKids project designed to assist states, tribes, and territories in the recruitment and retention of foster and adoptive parents for children in public foster care. The AdoptUSKids project will encompass the following components: (1) National Adoption Internet Photolisting Service: Maintain and manage the National Adoption Internet Photolisting Website (www.AdoptUSKids.org); coordinate with all states, tribes, and territories for the listing of their eligible children/youth while incorporating best practices and quality improvement standards in photolisting; (2) National Adoption Recruitment Campaign: Plan, develop and implement CB’s multimedia National Adoption Recruitment Campaign and a corresponding Recruitment Response Support Initiative intended to reach and inspire adult Americans to adopt by offering important, accurate information about the foster care system and the adoption process. Develop a donated public service campaign strategy and annually create and produce multi-media products including public service announcements for television, radio, print and social media, building on the body of work of the National Adoption Campaign launched in 2004. This project will also provide support to states, tribes, and territories to provide increased access to new recruitment media and their ability to respond in a timely and customer-friendly manner; (3) National Adoption and Foster Care Information Exchange System: Maintain a National Adoption and Foster Care Information Exchange System that raises public awareness and assists states, tribes, and territories in recruiting foster and adoptive parents for children in foster care. This will include conducting National Adoption Month activities to raise public awareness and coordinating with organizations sponsoring National Foster Care Month activities. The design of this system will incorporate the provision of a 24-hour, nationwide, toll-free communications network designed to respond to the inquiries from prospective foster and adoptive parents as well as the general public regarding the foster and adoption process. These services will be provided in English and Spanish and will be accessible to other limited English-speaking and non-English speaking callers and those who may require other communication accommodations; (4) Adoptive and Foster Family Support Activities: Develop and disseminate information, strategies, and effective or evidence-based models for the implementation of adoptive and foster family support activities for states, tribes, and territories. Develop and disseminate information on innovative approaches for creating communities of practice, peer-to-peer technical assistance, and leadership training to enhance and support adoptive and foster family support groups; (5) Capacity Building Services for Diligent Recruitment and Retention of Foster/Adoptive Families: Provide limited constituency services and universal product development and dissemination to states, tribes, and territories across the nation to assist in building agency capacity for the diligent recruitment and retention of foster and adoptive families, primarily focused on models of best practices related to photolisting, recruitment media, customer service and adoptive and foster family support activities; (6) Minority Professional Leadership Development in the Adoption Field: Provide for the planning, development, and implementation of a program to promote professional leadership development of minorities in the adoption field.

335735

93.652

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

09/20/2021

Not Provided

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

335739

84.184

##   Standing Announcement for Tribal Title IV-E Plan Development Grants

09/21/2021

Not Provided

The purpose of this Notice of Funding Opportunity (NOFO) is to solicit proposals for one-time grants to tribes, tribal organizations, or tribal consortia that are seeking to develop and, within 24 months of grant receipt, submit to the Department of Health and Human Services a plan to implement a title IV-E foster care, adoption assistance, and, at tribal option, guardianship assistance program. Grant funds under this NOFO may be used for the cost of developing a title IV-E plan under section 471 of the Social Security Act (the Act) to carry out a program under section 479B of the Act. The grant may be used for costs relating to the development of case planning and case review systems, foster care licensing and standards for tribal foster homes and child care facilities, quality assurance systems, court structure and procedures, data collection systems, cost allocation methodology development, financial controls and financial management processes, or any other costs attributable to meeting any other requirement necessary for approval of a title IV-E plan.

335870

93.658

##   Standing Announcement for Residential (Shelter and/or Transitional Foster Care) Services for Unaccompanied Children-LICENSED AND TEXAS-EXEMPT AND FLORIDA-DELICENSED ONLY

12/09/2021

02/07/2022

The Office of Refugee Resettlement/Division of Unaccompanied Children’s Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to Unaccompanied Children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and ends when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by State-licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is publishing this Standing Notice of Funding Opportunity (SNOFO) to seek shelter care providers, including group homes and transitional foster care. With the exception of certain programs in Texas, and Florida residential care providers must be licensed by an appropriate licensing agency to provide residential, group, or foster care services for children. Texas-based programs are excepted from the licensing requirement when either (1) the program had an appropriate license as of August 30, 2021, but the license was rescinded pursuant to 26 Texas Administrative Code (TAC) § 745.115(1)(B) (exempting, on a temporary basis, federally affiliated child-care facilities from the state licensure requirement); or (2) are currently licensed in the state of Texas, but are reasonably likely to have their license rescinded pursuant to 26 TAC § 745.115(1)(B) if the provider becomes a federally affiliated child-care facility funded under an ORR grant award. Florida-based programs are excepted from the licensing requirement when either (1) the program had an appropriate license as of September 28, 2021, but the Florida Department of Children and Families allowed the program’s license to lapse or expire pursuant to Florida Executive Order No. 21-223, § 8 by refusing to render a timely decision on the program’s license renewal application or denying such application; or (2) the program is currently licensed in the state of Florida, but is reasonably likely to have its license lapse or expire as a result of Florida Executive Order No. 21-223, § 8. All entities, funded under this SNOFO are subject to the provisions of the Service Contract Act (SCA) and implementing regulations found in title 29 of the CFR Part 4 including SCA labor standard clauses and must abide by applicable wage determinations. For further information on wage determination please visit https://alpha.sam.gov/content/wage-determinations. This award also is subject to Executive Order 13658, Establishing a Minimum Wage for Contractors, and its implementing regulations at 29 CFR Part 10; and Executive Order 13706, Establishing Paid Sick Leave for Federal Contractors, and its implementing regulations at 29 CFR Part 13. For additional information on the Minimum Wage and Paid Sick Leave requirements, please visit: https://www.dol.gov/agencies/whd/government-contracts/minimum-wage and https://www.dol.gov/agencies/whd/government-contracts/sick-leave. All entities, funded under this SNOFO, must also comply with the Flores Settlement Agreement Case No. CV 85-4544-RJK (C.D. Cal. 1996), pertinent regulations, laws, and ORR policies, instructions, and procedures including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit... as these will be critical to the overall program design. Please refer to the announcement when it publishes for more details on application closing dates and project periods.

336291

93.676

##   Large Grants NOFO

11/22/2021

04/30/2022

*** PLEASE READ FULL ANNOUNCEMENT (see Related Documents) BEFORE APPLYING *** Submissions must be emailed to PretoriaGrants@state.gov, not uploaded to grants.gov. The Public Affairs Section (PAS) of the U.S. Mission to South Africa of the U.S. Department of State announces an open competition for organizations to submit applications to carry out projects in one of six categories outlined in the Project Objectives below. All project proposals must strengthen ties and build relationships between the United States and South Africa and must have a strong, central, American element, or connection with American expert/s, organization/s, or institution/s (separate and beyond any involvement with the U.S. Mission or its American Corners or USG exchange program alumni) and have as a primary goal the promotion of increased understanding of U.S. values, perspectives, and policies and relationship building between Americans and South Africans. Priority Region: Project activities must take place in South Africa and be directed at South African audiences/participants. PAS welcomes proposals that reach multiple provinces or engage in areas outside the metropolitan areas of Pretoria, Johannesburg, Durban, and Cape Town, including townships and other historically underserved areas. American Content: Successful proposals will include a clear description of how American content will be substantively and meaningfully incorporated in projects. American content may include the use of curricula from a U.S.-based institution, collaboration with an American subject matter expert, or incorporation of U.S. culture, history, or society. We encourage proposals that explain how that American content builds ties with South African audiences. Project Objectives: PAS is seeking proposals in the following six categories. An organization may only submit one application and must identify the specific category. 1. Combatting Climate Change PAS seeks proposals that will create partnerships between Americans and South Africans to generate awareness and promote shared action/collaboration on climate change and the evolving climate crisis. Project proposals in this category should identify a specific audience – such as youth, students, educators, entrepreneurs, etc. – that it will reach as well as how the project plans to measure impact during the award’s performance period. Short-term impact may lay the groundwork for longer-term outcomes. Proposals should target a specific audience and clearly identify project participants. PAS welcomes proposals that exploit connections between governmental organizations, such as the U.S. National Park Service and the South African National Parks, or between U.S. and South African civil society, including higher education institutions. Priority project areas include: sustainable waste management and recycling; urban and peri-urban clean water solutions; countering wildlife trafficking; climate adaptation; urban greening, and; healthy oceans. 2. Improving Journalism Training PAS seeks proposals that strengthen journalism skills in fields such as investigative reporting, health/science/environmental journalism, and legal reporting, particularly among professional journalists, editors, and contributors to community media outlets. We will favorably note proposals that aim to establish partnerships between media outlets and non-governmental, educational, and/or civil society institutions in South Africa. Proposals should include: a series of engagements with participants that includes training in reporting skills such as critical thinking, sourcing, disinformation, and ethics; multiple “field” exercises to encourage these skills in real world settings; a focus on the program’s sustainability, including follow-up programming with participants and the possibility of expanding the program in the future. 3. Entrepreneurship and Intrapreneurship: Expanding Economic Opportunities for Youth PAS seeks proposals that break down barriers faced by South Africa’s promising young entrepreneurs by leveraging American business and management approaches to help youth develop the necessary networking, marketing, and investment skills to succeed in the economy. In addition to increasing the capacity of entrepreneurs to open new businesses, we are seeking applications that foster increased "intrapreneurship," a system wherein the principles of entrepreneurship are practiced within existing organizations. The development of intrapreneurs creates opportunities to innovate new ideas, products, and processes within an organization that can lead to the adoption of best practices, decreases in corruption, and increased growth while preparing emerging leaders for greater responsibility within their organizations or to launch startups in the future that will benefit U.S.-South African economic ties. 4. Promoting Equity, Social Justice, and Social Cohesion PAS seeks proposals that build on shared American and South African priorities to promote respect for the human rights and advance racial equity, social justice, and social cohesion. We encourage proposals that focus on outreach to historically marginalized groups. Preference will be given to proposals that foster dialogue, encourage civic engagement, and increase understanding about the historical injustices in the United States and South Africa to make concrete connections with contemporary applications of the lessons learned from those histories. Priority project areas include: conducting outreach to underscore connections between the struggle for equality of marginalized groups in the United States and South Africa’s liberation struggle; and exploring the literature, culture, and histories of marginalized groups in the United States with South African audiences. Intended audiences should include: high school and university students; professors; journalists; policy makers; or youth (ages 15-35). Proposals may incorporate use of sports or the art that addresses the American experience that is relevant to the South African experience. Competitive proposals will outline how the activities will resonate with South African audiences. 5. A Global Crisis: Trafficking in Persons South Africa is a country of origin, destination, and transit for victims of trafficking in persons (TIP). PAS seeks proposals that generate awareness of TIP-related issues in South Africa and of concerns noted in the U.S. Department of State’s 2021 Trafficking in Persons Report for South Africa, with the goal of increasing public knowledge, understanding, and calls for action on this challenging issue. Proposals should aim to improve the public’s ability to recognize and report TIP, to identify TIP risk factors, and to reduce demand for labor and sexual exploitation. Priority project areas include: the lack of public awareness of trafficking crimes; available resources for victims; cultural practices that increase trafficking vulnerability; the lack of reporting of trafficking crimes; and official indifference or complicity. Successful proposals will target clear audiences in South Africa and explain the relevance of those audiences to the issue at hand. Prospective grant partners will preferably have existing relationships with or the capacity to partner with relevant South African government agencies. 6. Expanding the University Partnership Initiative PAS seeks proposals that strengthen existing ties and foster new collaborations between U.S. and South African higher education institutions under the University Partnership Initiative (UPI). Proposals should address the option to scale to a greater level pending funds availability and should address potential significant involvement by PAS. Collaboration with existing U.S. Mission South Africa programs or alumni of USG-funded exchanges is encouraged. Priority project areas include: promoting U.S.- South Africa faculty and student exchanges, particularly the development of dual degree programs that have South Africans complete their studies locally and address South Africa’s shortage of qualified academic staff; developing the use of instructional technology to increase access to educational opportunities, including in the context of challenges like the COVID-19 pandemic; facilitating early-career training for academics; joint research, especially in agriculture, food security, health, and STEM; providing training and transfer skills in all aspects of university and community college administration through subject-matter exchange programs; exploring public-private partnerships, with an emphasis on commercialization, technology transfer, and job creation. Intended audiences should include: South African university and community college students; university administrators; or high school teachers and students who use materials developed by universities. Proposals should address how relationships between institutions will be sustained after U.S. government-funded efforts end. Proposals that develop linkages between South African technical universities and their American counterparts are strongly encouraged. PLEASE NOTE: The following types of projects are not eligible for funding: Projects relating to partisan political activity; Charitable or development activities; Construction projects; Projects that support specific religious activities; Fund-raising campaigns; Lobbying for specific legislation or projects; Projects intended primarily for the growth or institutional development of the organization; Projects that duplicate existing projects; Travel to the United States for family or social purposes; Travel to the United States for purposes of amplifying South Africa cultural initiatives; Travel to the United States for purposes unconnected to a larger project or initiative; Scholarships or tuition assistance; Events of a purely social nature; Prizes and competition awards without a programmatic linkage.

336676

19.040

##   YouthBuild

11/22/2021

01/21/2022

The purpose of this program is to fund organizations to provide a pre-apprenticeship program model that encompasses education, occupational skills training, leadership development, and high-quality post-program placement opportunities to opportunity youth. YouthBuild is a community-based alternative education program for youth between the ages of 16 and 24 who left high school prior to graduation that also have other risk factors, including being an adjudicated youth, youth aging out of foster care, youth with disabilities, migrant farmworker youth, youth experiencing housing instability, and other disadvantaged youth populations. The YouthBuild program simultaneously addresses multiple core issues important to youth in low-income communities: affordable housing, leadership development, education, and employment opportunities in in-demand industries and apprenticeship pathways. YouthBuild programs serve as the connection point to vital services for participants. Key aspects of the YouthBuild service delivery model include meaningful partnership and collaboration with the public workforce development system, education and human services systems, and labor and industry partners. DOL expects applicants funded through this solicitation to have well-established partnerships in place prior to grant award. The YouthBuild model balances project-based academic learning and occupational skills training to prepare opportunity youth for career placement. The academic component assists youth who are often significantly behind in basic skill development in obtaining a high school diploma or state high school equivalency credential. The occupational skills training component prepares opportunity youth for apprenticeship and other career pathways and/or further education or training. It also supports the goal of increasing affordable housing within communities by teaching youth construction skills learned by building or significantly renovating homes for sale or rent to low- income families or transitional housing for homeless families or individuals.

336698

17.274

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