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# Grants.gov

Grants.gov provides information on more than 1,000 grant opportunities for 26 federal grantmaking agencies. youth.gov has developed a customized search of Grants.gov to help you find **open grant announcements** for **programs that serve youth and their families**.
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##   International Research Experiences for Students

08/11/2020

09/28/2021

The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate and/or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in science and engineering research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features two mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based organizations. International partners should be listed as "unfunded collaborators." 1.IRES - Track I: IRES Sites (IS) projects engage a group of undergraduate and/or graduate students in active high-quality collaborative research, in principle at an international site with mentorship from researchers at a host lab. IRES Sites must be organized around a coherent intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. 2.IRES - Track II: Advanced Studies Institutes (ASI) are intensive short courses with related activities that engage advanced graduate students in active learning and research at the frontiers of knowledge. ASIs typically range in length from ten to twenty-one days and, in principle, must be held outside the United States. ASIs must have a compelling rationale for their international location and should involve distinguished active researchers in the target field from the U.S. and abroad. ASIs should enable students to develop skills and broaden professional networks, leveraging international participation and complementary resources (expertise, facilities, data, field site, etc.) for mutual benefit. For all IRES proposals, PIs are strongly encouraged to outline virtual, hybrid or other alternative approaches to strengthen and maintain international collaboration in the event travel is not undertaken, and/or in addition to travel. It is expected that these approaches will extend collaboration beyond the actual international trip and strengthen IRES proposals overall.

328613

47.041

##   Improving Undergraduate STEM Education: Hispanic-Serving Institutions

08/13/2020

08/25/2021

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

328645

47.076

##   Research Experiences for Teachers Sites in Biological Sciences

05/06/2021

08/01/2022

The National Science Foundation's Directorate for Biological Sciences (BIO) will support up to 10 awards annually to enable active research by cohorts of middle school teachers, high school teachers and/or community college faculty. Research Experiences for Teachers Sites (RET Sites; RETS) will be based at institutions of higher learning or other non-profit organizations in the U.S. that conduct educational and research activities. RETS with a focus on Biological Sciences (BIORETS) will include research projects in fields that are supported by the Directorate for Biological Sciences. BIORETS may be based in a single discipline or department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. An important goal of the program is to increase the participation of underrepresented groups in biological research and those from geographically underrepresented areas in science, technology, engineering, and mathematics (STEM). Proposals are strongly encouraged to involve members of these groups both as participants and as mentors. BIORETS awards are expected to leverage the teachers’ research experiences for curriculum development, with the goal of enriching their classroom teaching practices and inspiring a broad swath of students to consider higher education and careers in STEM. Teachers supported with NSF funds in BIORETS projects must be U.S. citizens, U.S. nationals, or permanent residents of the United States.

333319

47.074

##   Funding Opportunity Announcement of Science, Mathematics, and Research for Transformation (SMART) Scholarship-for-Service Program

01/05/2022

03/07/2022

The Department of Defense seeks innovative applications to cooperatively partner with eligible entities in the implementation and execution of its Science, Mathematics, and Research for Transformation (SMART) Program. The Department intends to award ONE (1) cooperative agreement award, with a maximum award of up to $450M over a five-year period of performance.SMART is a highly competitive STEM-focused scholarship-for-service program, empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines that the Department has identified as critical to national security and DoD’s future. Established by Congress in 2006, the program has awarded more than 3,700 scholarships, and aims to increase the number of civilian scientists and engineers working at Department of Defense (DoD) laboratories and facilities.“We are very proud of all the 416 recipients of this prestigious scholarship,” said Mr. Louie Lopez, DoD STEM Director. “I look to forward to seeing these next generation of STEM leaders’ contributions to the Department and the Nation.”The DOD develops STEM talent through its K-20 STEM education and talent development efforts called DoD STEM. DoD STEM aims to inspire, cultivate, and develop talent to address the Nation’s technological challenges, now and into the future.The largest program under DoD STEM is the National Defense Education Program (NDEP). It fosters and enhances the DoD’s ability to develop and access high-quality STEM talent vital to national defense.NDEP activities support the DoD STEM effort in providing authentic learning experiences through a variety of education and outreach initiatives in the form of scholarships, internships, enrichment activities, competitions, and mentorships by leveraging partners from industry, academia, and other government organizations with a shared STEM mission. One of the main NDEP efforts in addressing talent development and recruitment is through the SMART Program.SMART is empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines critical to national security and DoD’s future. Upon graduation, students move directly into employment at DoD facilities. Awards can be made during any phase of a scholar’s education and vary in length from a minimum of one to a maximum of five years. The service commitment is one year of DoD employment for each academic year of SMART funding.The funding announcement will be available in early January 2022 on Grants.gov (www.grants.gov), SAM.GOV (https://sam.gov/) and the U.S. Combat Capabilities Development Command’s Army Research Laboratory website.The SMART Program will also hold a virtual Opportunity Day on 09 February 2022 from 1300 to 1600 Eastern Standard Time (EST). To register, email osd.smart@mail.mil. More details will be provided prior to the event. To learn more about the SMART Scholarship-for-Service Program and the participating DoD sponsoring facilities, visit www.smartscholarship.org.

336961

12.631

##   Improving Undergraduate STEM Education: Hispanic-Serving Institutions

12/24/2021

03/28/2022

The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. "Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions." American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.

337127

47.076

##   Annual Program Statement for Public Affairs Cultural and Educational Programs (“Public Diplomacy Grants Program”)

01/18/2022

04/30/2022

1) Priority Program Area One: Combating Transnational Threats PAS is seeking proposals that strengthen regional security and stability and combat transnational threats through engagement with diverse, targeted stakeholders on key issues like violent extremism, human trafficking, and emergency preparedness, incorporating American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: ● Improve communication and coordination between civil society, local communities, and the Government of the Kyrgyz Republic to prevent radicalization and/or combat violent extremism; ● Develop skills that provide alternative opportunities to individuals who may be drawn to radicalization to increase in their economic and societal integration within their communities; ● Increase resilience of at-risk groups to the allure of extremist messages and recruitment attempts through messaging about the dangers of violent extremism; ● Raise awareness among vulnerable populations on human trafficking; ● Increase societal resilience to public health concerns, including by promoting the importance of COVID-19 vaccination; or ● Foster dialogue among key stakeholders, including civil society, about preparedness for climate change related challenges. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 3 initiatives in the area of Combating Transnational Threats, including at least one youth-led and one based in a region other than Chui; ● Expose to alternative opportunities a minimum of 500 beneficiaries, including a minimum of 70% young people (14-28 years old); ● Train a minimum of 150 beneficiaries (content creators, influencers, mediators, and decision-makers), including 30 representatives of local/national government agencies, on C/PVE messaging; ● Support a minimum of one initiative that informs vulnerable populations in different regions on human trafficking; ● Support a minimum of one initiative addressing public health concerns, including the importance of COVID-19 vaccination; or ● Train a minimum of 10 representatives of key stakeholders, including civil society, about preparedness for climate change-related challenges. 2) Priority Program Area Two Sustainable Economic Growth PAS is seeking proposals that build inclusive economic prosperity upon regional connectivity and sustainable solutions to human capital, energy, and environmental challenges, using American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: · Reduce barriers to economic participation, particularly among youth, women, and underserved groups; · Develop programs and tools for small and medium businesses; or · Build support for sustainable natural resource management and/or adoption of cleaner energy sources and technologies. Project proposals may include the following or other innovative strategies to realize the goals given above: ● English-language programs that promote the use and spread of the English language to increase the professional level of government officials, educators, and civil society, including disadvantaged students, and to provide better access to English-language sources of information and U.S. subject matter experts; ● Educational programs that focus on training soft and professional skills with a focus on IT technology sector skills; ● Convening key stakeholders to support sustainable natural resource management and adoption of cleaner energy sources and technologies; ● Expanding outreach on these themes to Kyrgyz-speaking audiences; or ● Innovation, entrepreneurship, and economic empowerment programs that develop innovative ideas involving STEAM, space, social entrepreneurship, adaptive technologies, rural economic development, economic diversification, women’s empowerment, corporate social responsibility, access to finance, and support for entrepreneurs. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 5 initiatives in the area of Sustainable Economic Growth including at least 4 related to social entrepreneurship and/or promoting STEAM and/or sustainable natural resource management and/or adoption of cleaner energy sources and technologies; ● Raise awareness of legal and regulatory aspects of doing business for a minimum of 500 beneficiaries , including a minimum of 80% of them young people (aged 14-28) and women, especially Kyrgyz-speaking audiences; ● Improve the capacity of a minimum of 50 business association members to advocate for policy and programmatic solutions that increase economic participation, especially for women and youth. The solutions may include reforming discriminatory laws and practices that hinder access to capital, land tenure, property rights, finance, training, technology, markets, mentors, and networks; ● Train a minimum of 20 business owners on U.S. and international business standards and how to export locally sourced products to the U.S. using internationally known e-commerce platforms; ● Support at least one project that facilitates partnerships/collaboration and/or networking among businesses to further develop their capacity; ● Support a minimum one initiative that focus on improving English language as well as soft skills for government officials, educators, and civil society, including underserved students. 3) Priority Program Area Three: Accountable Governance and Stability PAS is seeking proposals that advance more accountable, inclusive governance underpinning a stable Kyrgyz Republic, using American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: ● Strengthen civil society and independent media organizations’ capacity through facilitating connections, relationships, and opportunities to collaborate; ● Educate citizens on rights and protections, contributing to a culture of respect for rule of law and reduced corruption; ● Increase effectiveness of citizen oversight of political processes and government, regulations, budget processes, and activities; ● More effective collaboration between citizens and government bodies, resulting in improved policy formation, governance, and service delivery; ● Better access to civically-relevant information for Kyrgyz citizens through better quality and quantity of locally produced, locally relevant, and balanced media products. Project proposals may include the following or other innovative strategies to realize the goals given above: ● Peace-building programs that promote tolerance, leadership development, youth and women’s empowerment, and diversity and inclusion. Such projects should strengthen ties between the United States and the Kyrgyz Republic or on a regional basis between Central Asian countries; ● Arts, culture, and sports programs that deepen ties between the Kyrgyz Republic and the U.S. and improve understanding of U.S. culture and values; ● Media strengthening and information literacy programs that develop Kyrgyz-language media, fact-checking and research for journalists or media consumers, capitalize on social media use for greater transparency, and/or expand such programs to rural and remote areas of the Kyrgyz Republic; ● Improving quality of media content on such topics as democracy and freedom, human rights, rule of law, civic education and advocacy, and protection of the environment and how the U.S. promotes those values through USG-supported programs; capitalizing on social media use for greater transparency and/or expanding such programs to rural areas of the Kyrgyz Republic; or ● Expanding outreach on these themes to Kyrgyz-speaking audiences. Project Objectives: (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 5 initiatives in the area of Accountable Governance and Stability, including at least three youth-led and two based in a rural areas; ● Expose to alternative opportunities a minimum of 300 beneficiaries, including a minimum of 80% from underserved groups (youth, women, minorities); ● Train a minimum of 200 beneficiaries (trainers, influencers, mediators, and decision-makers), including 30 representatives of local/national government agencies.

337405

19.040

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

02/02/2022

03/20/2022

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

337404

19.900

##   Democracy Commission Small Grants Program

02/24/2022

04/11/2022

Program Office: Public Affairs Section, U.S. Embassy, Ashgabat Funding Opportunity Title: Democracy Commission Small Grants Program Announcement Type: Grant or Cooperative Agreement Executive Summary: The U.S. Embassy Ashgabat Public Affairs Section (PAS) of the U.S. Department of State is pleased to announce that funding is available through the Embassy’s Democracy Commission Small Grants Program. This program supports the development of the country's democratic institutions and civil society by competitively awarding small grants to nonprofit, nongovernmental organizations (NGOs) and associations, to nonprofit civil society organizations (CSOs), and to independent local media organizations in Turkmenistan. Applicants are strongly encouraged to submit joint proposals with another NGO, such as a regional NGO collaborating with a Ashgabat-based organization, to build partnerships and strengthen civil society capacity. Background: The Public Affairs Section (PAS) of the U.S. Embassy in Turkmenistan is soliciting Statements of Interest for grants from Turkmen civil society and independent media organizations that focus on one of the priority areas/themes specified below. Applicants should pay close attention to PAS priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Note: A specific goal and objectives for each theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: 1. Non-governmental organizations (NGO) capacity buildingThe Turkmen NGO sector is limited, and many NGOs lack essential capacities, especially in rural areas, that limit their impact. The registration process is opaque, complex, and difficult to navigate. Previous PAS-funded projects have focused on empowering cooperation between local governments and civil society, strengthening advocacy efforts and raising awareness on universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: ● limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; ● limited CSO capacity in strategic planning, project design and management, monitoring and evaluation, public relations and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or ● limited cooperation between rural civil society and local government. Project Goal: Create strong, representative, and independent civil society organizations to hold government and all institutions accountable, deter corruption, and increased CSO capacity to respond to social needs in Turkmenistan. Project Audience(s): Potential and current urban and rural NGOs, including youth organizations, rural youth and university students aged 14-28, their families and community leaders, local and state government officials. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase the number of institutions engaged in the civil society sector that report making positive organizational changes. 2) Increase awareness of the importance of civil society career opportunities among at least 60 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs 3) Promote sustainable civic education practices, engagement, and leadership involving a minimum of 60 high school students so that youth more actively and positively participate in civic, social and economic life and contribute to the development of their families and communities through long-term partnerships with governing bodies and local civil society organizations; 4) Increase opportunities for youth decision-making and contribution to governance through supporting at least 7 regional youth leadership initiatives on environmental challenges and/or governmental accountability implemented with local self-governments and local councils; 5) Improve access to public services in rural communities through strengthened partnership between civil society and local government bodies to support the needs of underserved communities; 6) Establish robust communication plans and strategies for at least 8 rural (or relatively low-capacity) CSOs to improve their skills utilizing traditional and social media for outreach campaigns, in support of program goals; and/or 7) Engage a minimum of 8 rural NGOs working with youth, women, and other underserved groups to develop better connectivity with each other and with local government bodies, as well as better-formulated strategies resulting from associated networking and mentoring programs. 2. Advancing Human Capacity and EntrepreneurshipThe economy of Turkmenistan relies heavily on external factors, contributing to the country’s economic instability in recent decades. The limited economic opportunities and high level of poverty, especially in rural locations, led to mass labor migration, which caused additional socio-economic problems within communities. The pandemic has presented further economic challenges. The ability to speak and read English is an important first step to improve economic opportunity for individuals in Turkmenistan because it increases access to key information and opportunities in higher education, business, trade, and a host of other fields. In addition to English language, it is essential to enhance entrepreneurship skills to expand economic opportunity and secure economic independence, particularly for vulnerable populations. Previous PAS-funded projects have focused on strengthening English language, academic preparation and alumni development initiatives by providing beneficiaries with necessary tools and knowledge; increasing the level of financial literacy and business skills; and providing English-related training programs and vocational courses to ensure economic independence and self-sustainability. This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: ● high level of poverty in rural locations; ● insufficient number of academic slots in Turkmenistan; ● lack of English skills to successfully matriculate into U.S. universities; ● lack of core competencies and skills needed in the modern workplace; and/or, ● lack of economic opportunities and resources. Project Goal: To support socio- economic empowerment of youth in Turkmenistan through educational and professional development opportunities Project Audience(s): Youth and university students aged 14-28, their families and community leaders, local and state government officials, alumni and underserved and vulnerable populations, especially in rural regions. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) To strengthen English language skills and academic prep for at least 80 recent high school graduates (ages 17-21) to successfully enter university and create future economic opportunities. 2) Increase knowledge, skills, and available tools for at least 50 secondary high school students or university students through activities like debate, advocacy, speaker programs, entrepreneurship and leadership programs, 3) Increase capacity of at least 20 young women and men (age 18-28) from rural communities to improve entrepreneurship skills through providing training, mentorship support and/or internship with local companies; 4) Improve understanding of sustainable business practices through mentorship/speakers/exchange programs for at least 30 youth (ages 18-28) and small business owners to learn and apply innovative approaches in sustainable business development; 5) Increase awareness of at least 50 potential youth entrepreneurs on ways to use online digital resources or other new resources to promote their businesses through hands-on training. STATEMENT OF INTEREST SUBMISSION INFORMATION: FIRST ROUND Please follow all instructions below carefully. Statements of Interest that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible. Application Deadline: All Statements of Interest must be received by April 11, 2022, 11:59 p.m. Ashgabat time as determined by the time-stamp when received by PASAshgabatGrants@state.gov or, for any submissions by Grants.gov, the time-stamp provided by Grants.gov. 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. Each Statement of Interest must: 1. Clearly indicate the grant priority area to which it is being submitted for consideration; 2. Focus on the key audiences specified in the areas (i.e., women, youth, etc.), and note key geographic areas and other indicators of focus populations; 3. Clearly delineate how elements of the program will have a multiplier effect and be sustainable beyond the life of the grant; 4. Identify specific outcomes to be achieved by the end of the grant period; 5. Provide a plan for program outcomes, including social media outreach and monitoring, where applicable; and 6. Provide an approximate funding amount along with a short budget proposal. Content and Form of Statement of Interest Submission Please ensure: The Statement of Interest clearly addresses the goals, audiences, and objectives of this notice. Applicants may choose to use the attached Statement of Interest template (Attachment 1) to submit their concept paper application. All documents are in English. All budgets are in U.S. dollars. Applicants are encouraged to use the Budget Proposal template in Attachment 1 to submit the short budget proposal. All applicant authorized signatures are provided where indicated on the various required forms. Statements of Interest, including the short budget proposal, cannot exceed three pages. All Statements of Interest should address the following areas: Explain the problem your project will address and why this project is needed. Give a short summary that outlines your proposed project. List your project goal and objectives. The “goal” describes what the project is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Describe a sample project activity and how it will help achieve the objectives. Describe the expected results of the program. Provide a short, but clear overview of expected costs/expenses associated with the project activities. Application Submission Process: There are two application submission methods available to applicants. Applicants may submit their application using Submission Method A or Submission Method B outlined below. ● Submission Method A: Submitting all application materials directly to the following email address: PASAshgabatGrants@state.gov. Applicants opting to submit applications via email to PASAshgabatGrants@state.gov must include the Funding Opportunity Title and Funding Opportunity Number in the subject line of the email. ● Submission Method B: Submitting all application materials through Grants.gov. For those opting to apply through Grants.gov, thorough instructions on the application process are available at http://www.grants.gov. For questions relating to Grants.gov, please call the Grants.gov Contact Center at 1-800-518-4726 (U.S. toll-free number) or for international callers: 1-606-545-5035. Technical support may also be available at https://www.grants.gov/support.html or via email at support@grants.gov. Please note that PASAshgabatGrants@state.govn is unable to assist with technical questions or problems applicants experience with Grants.gov. Full infomation is provided in the attached NOFO.

338297

19.900

##   University Centers of Excellence in Developmental Disabilities Diversity Fellowships

02/25/2022

04/26/2022

The Developmental Disabilities Assistance and Bill of Act (DD Act), requires that the programs authorized under the law are culturally competent to ensure that individuals with developmental disabilities, regardless of background, are full participants in all aspects of community life. According to the DD Act, Sec. 101. [42 USC 15001] c Policy. “It is the policy of the United States that all programs receiving assistance under this title shall be carried out in a manner consistent with the principles that Services, supports, and other assistance should be provided that demonstrate respect for personal preferences, and cultural differences; Specific efforts must be made to ensure that individuals with developmental disabilities from racial and ethnic minority backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports available to other individuals with developmental disabilities and their families; Recruitment efforts in disciplines related to developmental disabilities in pre-service training, community training, practice, administration, and Policymaking must focus on bringing larger numbers of racial and ethnic minorities into the disciplines in order to provide appropriate skills, knowledge, role models, and sufficient personnel to address the growing needs of an increasingly diverse population.” The DD Act has long identified the importance of cultural competence and improving expectations and outcomes for people with developmental disabilities, including those from culturally and linguistically diverse backgrounds. The DD Act throughout requires that the programs authorized address the needs of people from unserved and underserved backgrounds. Section 101(a) identifies the need to ensure that services, supports, and other assistance are provided in a culturally competent manner and that individuals from racial and ethnic minority backgrounds are fully included in all activities provided under the Act. The term “culturally competent” is defined in the DD Act of 2000, sec. 102(7) as: Services, supports, or other assistance that is conducted or provided in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language, and behaviors of individuals who are receiving the services, supports, or other assistance, and in a manner that has the greatest likelihood of ensuring their maximum participation in the program involved. The DD Act of 2000 recognizes the important role that UCEDDs play in enhancing the diversity of the workforce, requiring that UCEDDs coordinate their efforts to recruit and retain underrepresented groups at all levels in order to respond to the changing United States demographics. This opportunity will fund up to 10 UCEDD Diversity fellowship grants to continue to address the disparities experienced by historically underrepresented communities. Funds will be used to support the recruitment and retention of trainees from culturally and linguistically diverse backgrounds to participate in a fellowship experience at the UCEDD with opportunities to make systemic change through a capstone project in community based activities. AoD will award NTI grants to pay for the federal share of a diversity fellowship program to support UCEDDs in: Growing the diversity of its trainee enrollment; Building a cohort of trainees in the UCEDD network from diverse backgrounds; Creating a forum for knowledge exchange and transfer at the UCEDD; and Committing to participate in an AUCD coordinated national forum for knowledge exchange and transfer across the UCEDD network. The UCEDD will use the funds to recruit at least one trainee from a diverse background to participate in a fellowship program with opportunities to make systemic change through a capstone project in community-based activities, organizations, policy and/or programs. The fellowship should include a formal training experience with mentoring and other opportunities that will engage the trainee in the national network of UCEDDs and support knowledge exchange and transfer in a national forum.

338254

93.632

##   OJJDP FY 2022 National Mentoring Programs

03/24/2022

05/09/2022

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

338919

16.726

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

04/06/2022

05/23/2022

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

339269

16.726

##   OJJDP FY 2022 Multistate Mentoring Programs Initiative

04/07/2022

05/25/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for youth populations that are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement. There are three categories under which organizations can apply, including: Mentoring Organizations (1 state), Mentoring Organizations (2 - 10 states), and Mentoring Organizations (11 - 44 states). See the eligibility section for more information.

339298

16.726

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

05/26/2022

09/08/2022

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research 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. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. The IES National Center for Special Education Research (NCSER) is announcing two competitions—one competition in each of the following areas: special education research and special education research training. NCER Competitions The Research Training Programs in the Education Sciences Competition (ALN 84.305B). 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] • Methods Training in Data Science for Education Researchers. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity- and achievement gaps for learners from prekindergarten through adult education. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must be eligible to receive assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA. Information on eligibility under these authorities is available on the FY 2022 Eligibility Matrix at this link. MSIs include Alaska Native and Native Hawaiian-Serving Institutions (ANNH), American Indian Tribally Controlled Colleges and Universities (TCCU), Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), Hispanic-Serving Institutions (HSI), Historically Black Colleges and Universities (HBCU), Predominantly Black Institutions (PBI), and Native American-Serving, Nontribal Institutions (NASNTI). Please note that institutions eligible only for the Department’s Title III Part A Strengthening Institutions program (SIP) are not considered MSIs for the purpose of this competition unless they also meet the eligibility requirements for a specific MSI category. Assistance Listing Number (ALN) 84.305B.

340583

84.305

##   OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY2020 Mentoring Opportunities for Youth Initiative)

09/15/2022

09/22/2022

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety, and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth. Statutory Authority: Department of Justice Appropriations Act, 2020, Pub. L. No. 116-93; 133 Stat. 2317, 2410.

343570

16.726

##   Democracy Commission Small Grants Program

02/08/2023

03/28/2023

The U.S. Embassy Ashgabat Public Diplomacy (PD) Section of the U.S. Department of State is pleased to announce that funding is available through the Embassy’s Democracy Commission Small Grants Program. This program supports the development of the country's democratic institutions and civil society by competitively awarding small grants to nonprofit, nongovernmental organizations (NGOs) and associations, to nonprofit civil society organizations (CSOs), and to independent local media organizations in Turkmenistan. Applicants are strongly encouraged to submit joint proposals with another NGO, such as a regional NGO collaborating with an Ashgabat-based organization, to build partnerships and strengthen civil society capacity. Background: The PD Section of the U.S. Embassy in Turkmenistan is soliciting Statements of Interest for grants from Turkmen civil society, economic union and independent media organizations that focus on the priority theme specified below. Applicants should pay close attention to PD priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Note: A specific goal and objectives for the theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: Development of a new generation of civil society leaders The Turkmen NGO sector is a developing sector, and many NGOs, especially in rural areas, are in need of certain skills in order to maximize their impact. Previously funded projects have focused on encouraging cooperation between local governments and civil society, strengthening advocacy efforts and raising awareness around universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote youth interest in civil society sector development, train youth in project management and fundraising skills, increase cooperation between existing NGOs and create new civil society organizations. The U.S. Embassy is seeking proposals that focus on addressing the following challenges: Increase knowledge on the importance of rule of law, civic engagement, civil society, and advocacy. Increase NGO capacity in strategic planning, project design and management, monitoring and evaluation, public relations, and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or Increase cooperation between rural and urban civil society and local government. Project Goal: Create strong, diverse, and independent groups of youth representatives that will go on to engage government and all institutions, deter corruption, and increase civil society’s ability to respond to the needs our different groups in Turkmenistan. Project Audience(s): Potential and current urban and rural NGOs, including youth organizations, rural and urban youth and university students aged 14-28, community leaders, and local and state government officials. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase number of registered NGOs in Turkmenistan by improving organizational capacities of institutions engaged in the civil society sector, including assessment of institutional development needs of local organizations, providing training to strengthen organizational system capacities, guidance on budgets, strategic planning, communications, and policy and program infrastructure, etc. 2) Build awareness of civil society career opportunities among at least 60 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs 3) Promote youth participation for a minimum of 60 high school students in civic, social, and economic life that promote sustainable civic education practices, engagement, and leadership and contribute to the development of their families and communities. 4) Establish long-term partnerships with local CSOs. 5) Encourage youth decision-making and contribution to governance that address environmental challenges and/or governmental accountability through at least seven regional youth leadership initiatives in partnership with local self-governments and local councils. 6) Improve skills of at least eight rural (or relatively low capacity) CSOs to utilize traditional and social media for outreach campaigns (e.g., establishment of robust communication plans and strategies) that support of program goals; and/or 7) Develop better connectivity between a minimum of eight rural NGOs working with youth, women, and other underserved groups and local government bodies, that include continued engagement strategies that were the outcome of associated networking and mentoring programs. C. ELIGIBILITY INFORMATION The following organizations are eligible to apply: ■ Not-for-profit organizations, ■ Civil society/non-governmental organizations, ■ Economic unions, ■ Media organizations. For this announcement, only organizations based in Turkmenistan are eligible to apply. Organizations unique to Turkmenistan will be prioritized over local branches of international NGOs/CSOs.

345887

19.900

##   OJJDP FY 2023 National Mentoring Programs

02/27/2023

04/17/2023

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund national mentoring organizations to enhance and expand mentoring services for children and youth who are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.

346443

16.726

##   U.S. Higher Education Guidance Counselor Training Program

03/03/2023

04/16/2023

The Embassy of the United States in Kathmandu announces an open competition for U.S. alumni (Nepali Graduates from U.S. institutions) or alumni from U.S. government-funded and U.S. government-sponsored exchange programs to submit applications to the 2023 U.S. Higher Education Guidance Counselor Training Program. Teams with at least two U.S. graduates/alumni who meet all the program's eligibility conditions are invited to submit applications. The deadline for submitting proposal to culturektm@state.gov by Sunday, April 16, 2023. Any submission received after the deadline will not be considered for this grant opportunity. A. PROGRAM DESCRIPTION This program provides grants to qualified teams with experience in U.S. higher education to train Nepali teachers and guidance counselors from local secondary schools and provide them with a comprehensive understanding of the U.S. higher education system, the college application process, and the U.S. student visa process. The program’s objective is to increase the number of informed counselors who can serve as mentors to students interested in studying in the U.S. With this foundational training under their belt, the counselors will return to their home institutions ready to excel in their counseling and academic role as mentors to students interested in studying in the U.S. PAS Kathmandu will oversee successful applicants which will: · In the first phase, find suitable locations in at least three major cities in Nepal including Kathmandu for holding a two-day training conference that will train 20 – 30 guidance counselors at each location to be U.S. higher education mentors. · In the second phase, conduct the training program in Kathmandu, and then conduct the training program in at least two different provinces outside the Kathmandu Valley. These programs should enable the guidance counselors and teachers to act as mentors to their students and deliver accurate information, as well as relevant skill-building activities and resources to interested students and parents at their local institutions. B. FEDERAL AWARD INFORMATION Program Office: Public Affairs Section, Embassy of the United States in Kathmandu, Nepal Funding Opportunity Title: U.S. Higher Education Guidance Counselor Training Program Announcement Type: Small Grant Deadline for Applications: Sunday, April 16, 2023, Kathmandu, Time Total Amount Available: $15,000 USD CFDA Number: 19.040 C. ELIGILIBITY INFORMATION 1. Eligible Applicants: The following individuals are eligible to apply: · Applicants must be U.S. Graduates or alumni of a U.S. government-funded or sponsored exchange program (https://alumni.state.gov/list-exchange-programs) · Projects teams must include at least two (2) alumni. · Alumni who are U.S. citizens may not submit proposals, but U.S. citizen alumni may participate as team members in a project. · Alumni teams may be comprised of alumni from different exchange programs and different countries. · Applications must be submitted by exchange alumni or alumni associations of USG exchange alumni. Not-for-profit, non-governmental organizations, think tanks, and academic institutions are not eligible to submit applications but can serve as partners for implementing project activities. 2. Cost Sharing Inclusion of cost share is not a requirement of this opportunity. 3. Grant Program Area: The proposed project will: · Provide open access to accurate, high-quality information that counters fee-based consultancy services’ misinformation in Nepal. · Increase the number of informed counselors to serve as mentors to students interested in studying in the U.S. · Foster strategic mentor/mentee pairings to cultivate informed families and students better prepared to apply for study in the U.S. The proposed program will take place in cities across Nepal over the course of one year, with the following requirements: · Number of participants: a minimum of 100 guidance counselors and teachers from Nepal trained, at least 50% of whom are women. · Training locations: At least one training in Kathmandu, and at least two trainings in cities in other provinces. Applicants may choose to partner with colleges, universities, and American Corners in the three cities. · Outputs: The creation of digital training resources, in both English and Nepali and targeted towards student and parent populations, on studying in the U.S. 4. Other Eligibility Requirements If the grant is awarded to a team of individuals only, those individuals are not required to have a UEI (Unique Entity ID) number or be registered in SAM.gov. However, if the team includes an organization as a partner in the project, that organization must have a UEI, as well as a valid registration on www.SAM.gov. Organizations must have a commitment to equal opportunity employment practices and to non-discrimination practices with regard to beneficiaries, without regard to race, religion, ethnicity, gender, sexual orientation, or political affiliation. Note: Applicants are only allowed to submit ONE proposal. If more than one proposal is submitted, all proposals from that alumni team will be considered ineligible for funding. D. APPLICATION AND SUBMISSION INFORMATION Important: Interested applicant must submit a project proposal and a clear budget electronically via email [culturektm@state.gov] to the Public Affairs Section of the U.S. Embassy in Kathmandu no later than April 16, 2023. Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible. 1. Project Team Information: At least two exchange alumni team members are required for a project to be considered for funding. Applications need to provide the name and contact information, describe the role each team member will have in the project, and their experience, qualifications, and ability to carry out that role. Applicants need to indicate what proportion of the team member’s time will be used in support of the project. 2. Proposal Summary: A short narrative which outlines the proposed project, including challenge/s to be addressed, project objectives, and anticipated impact. 3. Project Goals and Objectives: The goal/s of the proposed project need to describe what the project is intended to achieve and include the objectives which support the goal/s. Objectives should be specific, measurable, and realistically achievable in a set time frame. 4. Project Methods, Design, and Timeline: A description of how the project is expected to work to solve the stated problem and achieve the goal/s. This should include a description of the project’s direct and indirect beneficiaries as well as a plan on how to continue the program beyond the grant period, or the availability of other resources, if applicable. The proposed timeline for the project activities should include the dates, times, and locations of planned activities and events. Applicants may also submit proposed workshop or training agendas and materials. 5. Local Project Partners: A list of partners who will support the proposed project, if applicable. 6. Communication Plan: The communication plan should include a communication and outreach strategy for promoting the proposed project. It may include social media, websites, print news, or other forms of media intended to use to share information about the project to beneficiaries and the public. 7. Project Monitoring and Evaluation Plan: The Monitoring and Evaluation component of the proposal should outline in detail how the proposal’s activities will advance the program’s goals and objectives. This should include any outcomes showing a change in knowledge, awareness, and attitudes; improved quality of services; increased capacity at a school, group; etc. 8. Budget Justification Narrative: Applicants must submit a detailed budget and budget narrative justification. Line-item expenditures should be listed in the greatest possible detail. Budgets shall be submitted in U.S. dollars and final grant agreements will be conducted in U.S. dollars. Note: Applicants will be required to submit additional federal forms after their proposals are shortlisted. Disclaimer: This notice is subject to availability of funding. U.S. Embassy Kathmandu does not guarantee availability of funding by receiving applications under this announcement. Only successful applicants will be contacted. E. FEDERAL AWARDING AGENCY CONTACT Questions about the grant application process should be directed to: Culturektm@state.gov or Rekha Giri, Education Outreach Coordinator at girirk@state.gov or 01-423 4176.

346579

19.040

##   OJJDP FY 2023 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY 2019 Specialized Services and Mentoring for Child and Youth Victims of Sex Trafficking and Sexual Exploitation, Category 1)

03/30/2023

04/06/2023

Please refer to the OJP Invitation Letter for program-specific information.

347211

16.320

##   OJJDP FY 2023 Multistate Mentoring Programs Initiative

04/13/2023

05/30/2023

OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America's youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant's proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund mentoring organizations to enhance and expand mentoring services for children and youth who are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.

347487

16.726

##   Implementation of C5+1 Youth Council Program

04/28/2023

06/16/2023

The program will introduce students to U.S. foreign policy priorities in Central Asia and allow them to engage with their peers on topics relevant across the region: (1) economics, with a focus on improving regional trade flows and prospects for U.S. trade and investment; (2) shared regional environmental challenges; (3) human rights; and (4) security, with a focus on terrorist threats. Program Goal: Develop a regional network of civically engaged and English-speaking youth leaders across Central Asia who work to advance C5+1 priorities. Program Objectives: 1. Increase understanding and knowledge of participants on U.S. foreign policy and C5+1 priorities in the region (see agenda below) 2. Increase connectivity between English-speaking Central Asian and Afghan students attending Central Asian universities 3. Foster youth leadership by developing critical thinking and project management skills of program participants 4. Develop and execute community-based projects led by program participants and C5+1 program alumni Increase collaboration between C5+1 YC alumni and English-speaking high school and university participants through mentorship opportunities.

347829

19.900

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