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##   Advancing Aging Network Capacity to Support Family, Kinship and Tribal Family Caregivers: Financial and Workplace Security

10/10/2023

12/11/2023

The purpose of this Notice of Funding Opportunity (NOFO) is to implement the demonstration authority in Section 373(i) of the Older Americans Act of 1965, as amended (OAA), using the framework provided by the 2022 National Strategy to Support Family Caregivers (the Strategy). The project funded under this NOFO will join four grantees recently funded under (insert old NOFO number) to undertake multi-faceted, cross-collaborative work to advance the capacity of the National Family Caregiver Support Program (NFCSP – OAA, Title III-E) and the Native American Caregiver Support Program (NACSP-OAA, Title VI-C) to better recognize and support family caregivers. The project funded under this NOFO will focus solely on goal 4 of the Strategy: strengthening financial and workplace security of family caregivers.The target audiences for the technical assistance and related activities of the successful grantee are entities typically involved with implementing and operating programs funded by the OAA, including state units on aging (SUAs); area agencies on aging (AAAs); local aging services and family caregiver support providers; kinship, grandparent and grandfamily services providers; tribes and tribal entities, and other entities that may be part of the aging and/or tribal services networks. Additionally, given the NFCSP’s inclusion of family caregivers of individuals with early onset-dementia and older relative caregivers supporting adults with disabilities, ACL desires that applicants identify how they will work to advance the capacity of the program to reach and serve these populations more effectively, with specific emphasis on approaches for strengthening the financial and workplace security of family caregivers.Applicants must demonstrate the understanding, expertise, and capacity for developing and undertaking activities such as (but not limited to):Gathering, analyzing, developing, and disseminating employee/employer-focused tools and resources for supporting employed family caregivers;Identifying and disseminating planning resources for family caregivers and care recipients;Curating and disseminating information on affordable long-term services and supportsDeveloping, testing, and broadly disseminating employer awareness and training programsOther activities and initiatives to promote greater financial and workplace security for family caregivers.

350416

93.052

##   EONS 2018: Appendix E Minority University Research and Education Project (MUREP) for Sustainability and Innovation Collaborative – (MUSIC)

02/22/2018

//

Awards will be made as cooperative agreements to accredited Minority Serving Institutions (MSIs) partnered with non-profit organizations in the United States that are eligible to apply for this NASA Research Announcement (NRA). The period of performance for an award is up to 2 years. Prospective proposers are requested to submit any questions in writing to NASAMUSIC@nasaprs.com no later than 10 business days before the proposal due date so that NASA will have sufficient time to respond. Proposers to this NRA are required to have the following, no later than the due date: 1) a Data Universal Numbering System (DUNS) number, 2) a valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)], 3) a valid Commercial And Government Entity (CAGE) Code, 4) a valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for sub-awards or subcontracts.) Consult Appendix H Section H.3.1 for more eligibility information. Consult Appendix H Section 2.2 regarding teaming requirements and partnership guidelines. The goal of NASA MUSIC is: to provide strategic effort that will leverage research and contract relationships of MSIs and NASA through relationships developed by non-profit organizations that may include collaboration of subject matter experts and access to NASA research facilities; An effort to improve STEM education and research at MSIs; A funded activity that seeks to build institutional capacity of MSIs; An activity to support long-term sustainability of STEM research at MSIs. MUSIC seeks to address the agency goals and objectives through: Increasing the institutional awareness of NASA competitive resources that can build the capacity of MSIs to offer and conduct STEM undergraduate and graduate research with a focus on NASA opportunities. Assembling MSIs and their stakeholders with common interests, and challenges then provide common tools for MSIs to increase efficiency and optimize resources including opportunities to develop formal and informal partnerships. Connecting MSI administrators and university STEM leaders to cutting-edge initiatives at NASA that can increase interest in securing research and contracting opportunities while supporting NASA’s policy to achieve an Agency-wide goal of providing one percent of total contract value of prime and subcontracting awards to MSIs. https://www.hq.nasa.gov/office/procurement/regs/1826.htm To achieve these goals, MUSIC seeks to increase university program capacity about practical uses of research to drive institution sustainability through the following targets: Advance the understanding of MSIs on how to effectively develop institutional administrative support by competing at the university level for funding opportunities, which will result in successful application to, and management of these funding opportunities (including those at NASA). Extend MSI’s capabilities by: A. Leveraging the MSIs research capabilities with NASA research to develop Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) projects that develop and demonstrate innovative technologies that fulfill NASA needs and have significant potential for successful commercialization. B. Increasing the preparation of undergraduate and graduate science, technology, engineering, and mathematics faculty with opportunities to participate with NASA researchers and missions through grants and contracts. To achieve these goals and objectives, NASA solicits proposals from MSIs to implement the NASA MUSIC; to engage MSIs in authentic STEM experiences related to NASA missions; and to inspire and captivate learners utilizing NASA’s unique assets to develop a keen interest in STEM. Every institution that intends to submit a proposal to this NRA, including the proposed prime award or any partner whether an education institution, other non-profit institutions, and other organizations that will serve as sub-awardees or contractors, must be registered in NSPIRES. Electronic submission of proposals is required by the due date and must be submitted by an authorized official of the proposing organization. Such registration must identify the authorized organizational representative(s) who will submit the electronic proposal. All principal investigators and other participants (e.g. co-investigators) must be registered in NSPIRES regardless of submission system. Potential proposers and proposing organizations are urged to access the system(s) well in advance of the proposal due date(s) of interest to familiarize themselves with its structure and enter the requested information. Electronic proposals may be submitted via the NASA proposal data system NSPIRES or via Grants.gov. Organizations that intend to submit proposals via Grants.gov must be registered 1) with Grants.gov and 2) with NSPIRES. Additional programmatic information for this NRA may develop before the proposal due date. If so, such information will be added as a Frequently Asked Question (FAQ) or formal amendment to this NRA and posted on http://nspires.nasaprs.com. It is the proposer’s responsibility to regularly check NSPIRES for updates to this NRA.

300997

43.008

##   Integrated Violence Prevention

11/05/2018

//

This is a Request for Information(RFI). This is not a Request forProposal or a Request for Application (RFA) and is not to be construed as acommitment by the U.S. Government to issue any solicitation or Notice of FundingOpportunity, or ultimately to award a contract or assistance agreement on thebasis of this RFI, or to pay for any information voluntarily submitted as aresult of this request. USAID postsits competitive business opportunities on www.fbo.gov or www.grants.gov. It is thepotential offeror’s/applicant’s responsibility to monitor these sites forannouncements of new opportunities. Please note that responding to this RFI will not give any advantage toany organization or individual in any subsequent competition. Responses may beused by USAID without restriction or limitation, therefore proprietaryinformation should not be sent. This RFI is issued pursuant to FAR Part 15.201(c),(d) and (f) and FAR Part 10.002 (b)(2)(iii). The purpose of this RFI is tooffer the opportunity for interested organizations and individuals to provideinformation, opinions and recommendations on approaches for the implementationof the Integrated Violence Prevention Activityto improve the provision of services to high risk populations, strengthen thereferral systems already in place and strengthen organizations and institutionscharged with this type of care and related services, including both state andnon-state actors, as described in the attached Initial Problem Statement. Kindly respond tothis RFI through email directed to Vann D. Rolfson, Contracting Officer,USAID/Honduras at oaahonduras@usaid.gov. Please include the RFI number inthe subject line of the email. Questionsregarding this RFI will not be answered. USAID will review and consider any responses as part of determining whetherand how to proceed with a new activity in this area. Thank you for yourcontinuing partnership in this important development sector. Sincerely, Vann D. Rolfson Contracting Officer RFI: Integrated Violence Prevention USAID/Honduras seeks to gain further insighton challenges facing the identification and provision of both secondaryand tertiary prevention services to at-risk youth and their families, andpotential solutions in Honduras. The input may contribute to upcoming activitydesign(s). INITIAL PROBLEM STATEMENT Despite a relativedecline in the rate of homicides, Honduras continues to have one of the highestmurder rates in the world at 43.6 homicides per 100,000 people in 2017. Violentacts are primarily concentrated in low-income, urban areas and primarilyperpetrated by young males against other young males. This correlation providesthe basis for USAID/Honduras’ Development Objective 1 (“DO 1”): “CitizenSecurity increased for vulnerable populations in urban, high-crime areas.”Toaddress these challenges, USAID’s approach is comprehensive and holistic, withinterventions on the primary, secondary and tertiary spectrum of violenceprevention. USAID activitieswork to identify at risk youth, and provide specific support services tailoredto the need of the individual and their family, and importantly, within theircommunities. Activities include Outreach Centers, family-based counseling andsupport services, workforce development and job training opportunities,addressing violence in schools, small scale community infrastructure, andworking with community committees and community policing. The earlier you canidentify at risk youth and get them the support services they need, the easierit is to stop the progression of risk and, simultaneously, crime and violencethat is endemic to youth in Honduras. There are realchallenges in identifying high risk youth, and further challenges faced inaccessing these youth when and where they most need services. Because servicesmay be needed during non-working hours, require confidentiality, and othercircumstances, these violence prevention services must have a degree ofcommunity embedding or anchoring that is crucial to providing services to youthand their families. Youth and theirfamilies must be referred to the appropriate, linked services, that are integratedto provide a complete model for violence prevention. Strategic linkages must be made with localgovernments, civil society organizations, private sector, and donor‐fundedactivities to increase locally-led services for eligible youth and their families. Service provision must be genderspecific, since men and women experience violence differently. Through a new activity(ies),USAID/Honduras will seek to improve the provision of services to high riskpopulations, strengthen the referral systems already in place and strengthenorganizations and institutions charged with this type of care and relatedservices, including both state and non-state actors. BACKGROUND Crime, violence, and homicide are at or near record highs in thenorthern triangle countries of Central America - Honduras, Guatemala and El Salvador. In the last decade multiple observers haveranked Honduras and El Salvador among the most violent countries in the world.[1] To reverse this trend, USAID adapted bothsociological and public health models of violence prevention in support ofgovernment and civil society efforts. USAID/Honduras further adapted and advocated a public health model ofviolence reduction and prevention, first posited by the U.S. Surgeon General in1979, and taken up by the Department of Health and Human Services and theCenters for Disease Control[2]. This model views violence in epidemiologicalterms, equivalent to communicable diseases, and seeks to interrupt violentbehaviors through targeted interventions that reduce incidence and preventfurther transmission. The public healthviolence prevention approach is predicated on having clearly defined targetpopulations, disaggregated by risk levels, and clearly identified risk andprotective factors. USAID/Honduras hasadapted a fourth component – community policing – to the three “traditional”public health interventions against violence. This is an essential component to sustain the positive results ofprevention and effectively confront crime and violence with the cooperation ofthe community. Questions for Industry Feedback: 1. What type of proven interventions would be the most effective atproviding violence prevention services for higher risk (secondary and tertiary)youth in communities facing gang-related violence? 2. What are some key strategies for identifying higher risk youth incommunities? 3. What are the pros and cons of family-based interventions with higherrisk youth? 4. What are the obstacles to and possible solutions for at-risk youthreceiving integrated violence prevention services, specifically, those who arenot yet in conflict with the law? 5. What are the opportunitiesfor local, non-governmental organizations, the Government of Honduras, andothers to provide integrated violence prevention services to higher risk youthin Honduras? 6. How would you rank(prioritize) the aspects that serve to impede the provision of integratedprevention services to youth and their families? 7. What are key interventions required for violence prevention servicesto higher risk youth and their families? 8. How can migration beintegrated or the linkage of migration be addressed in prevention services? 9. How are higher risk violenceprevention services experienced differently by males and females? Are theredistinctions that should be made which are not currently? 10. How can USAID increasesustainability and increase local ownership of the existing violence preventionservices for higher risk youth? __________ [1] Honduras reached a high of 87 homicides/100,000people in 2011. January – September 2016rate was 45/1000. (Observatorio Nacional de la Violencia, Universidad NacionalAutónoma de Honduras/IUDPAS http://www.iudpas.org/boletines/boletines-nacionales). [2] Dahlberg, et.al. The History of Violence as a Public Health Issue. (2009). American Medical Association. http://virtualmentor.ama-assn.org/2009/02/mhst1-0902

310146

98.001

##   Research in the Formation of Engineers

08/24/2019

//

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st century. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P–12 settings. Research in this area could include understanding of approaches to engineering in P–12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work. Proposal Elements Common elements of proposals for both categories are: The title must begin with either “Research:” or “Design and Development:” depending on which category the proposal is intended for All proposals must have an evaluation plan. Evaluation refers to monitoring of the research process to ensure that the project stays on track. The evaluation plan should include both formative and summative evaluation. An evaluator external to the organization(s) of the investigator(s) is not required, but the evaluator should not be an individual who is involved in the research activities. Potential evaluators include faculty with evaluation expertise at the investigators’ institution(s), an institutional evaluation office, or an advisory board of experts. All proposals must have a dissemination plan that goes beyond publishing research papers and presenting at research conferences. PIs should think creatively about who needs to hear about the research for it to have an impact, and develop a strategy to reach that audience. The Project Summary must contain a list of three to five keywords taken from the Engineering Education Taxonomy at http://taxonomy.engin.umich.edu/taxonomy/. At least one of the keywords must be from Section 12, Research Approaches. Keywords may be selected from any level of the taxonomy as appropriate to your project. Place the keywords on a separate line at the end of the Overview section of the Project Summary.

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47.041

##   Higher Education for Leadership, Innovation, and Exchange (HELIX), A New Partnerships Initiative (NPI)

04/03/2020

04/02/2023

USAID DDI Bureau Center for Education in partnership with Mission(s), Bureaus, and Independent Offices (M/B/IOs) from across the Agency, through this Higher Education for Leadership, Innovation, and Exchange (HELIX) Annual Program Statement (APS) aims to improve partner country higher education individual, institutional, and organizational capacity for change by supporting opportunities for partnerships, scholarships, exchanges, fellowships, internships, apprenticeships, work-based learning, research, communities of practice, and other relevant forms of capacity development and change management. The aim of this APS is to support solutions that will create meaningful change at the individual, institutional, and/or system level, with, in connection to, or through higher education, as a country moves forward in its Journey to Self-Reliance. This is planned to be achieved under the umbrella of the New Partnerships Initiative (NPI). The Higher Education for Leadership, Innovation, and Exchange (HELIX) APS is not a Request for Applications (RFA). Rather, the HELIX APS requests Concept Note(s) in response to addenda published under this APS. Based on the submitted Concept Note(s) in response to active addenda under this APS, USAID will determine whether to request a Full Application from an eligible organization. Concept Note(s) and/or Full Application to the APS will not be accepted. USAID’s DDI Bureau Center for Education and supporting Bureaus anticipate awarding multiple grants and/or cooperative agreements as there is no predefined minimum or maximum number of awards. Please search grants.gov for current HELIX addenda opportunities for the Indonesia Higher Education Partnership Initiative (72049721APS00002), closing May 24, 2021 and El Salvador Basic Education Quality Advancement Addendum (72051921R00002) closing June 1, 2021.

326056

98.001

##   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

##   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

##   Uzbekistan Youth Workforce Development and Entrepreneurship Activity

07/08/2021

08/23/2021

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

334618

98.001

##   Women and Youth Creating Our Future Activity

07/16/2021

08/25/2021

Date: August 4, 2021 Subject: Amendment No. 1 to the Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity Reference: Annual Program Statement Number (APS) No.: 7200AA20APS00007, YouthPower 2 (YP2) Dear Prospective Applicants: The purpose of this amendment is to incorporate the following information to the NOFO: Responses to questions submitted by due date of July 26 as well as questions received during the NOFO Walkthrough Day on July 29. List of interested participants to the NOFO Walkthrough Day. Presentation provided during the NOFO Walkthrough Day. Revised NOFO as a result of the questions received. This amendment does not obligate USAID to execute an award, nor does it commit USAID to pay any costs incurred in the preparation and submission of Concept Paper. Furthermore, the U.S. Government reserves the right to reject any and all Concept Papers, if such action is considered to be in the best interest of the U.S. government. All other terms and conditions of this funding opportunity issued on July 16, 2021, remain unchanged. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA ------------------------------------------------------------- DATE: July 22, 2021 SUBJECT: Update# 1 to Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity, Addendum to APS No.: 7200AA20APS00007, YouthPower2 Dear Prospective Applicants, USAID/Timor-Leste would like to provide you with additional information related to this solicitation issued on July 16, 2021. Applicants are invited to participate in the virtual NOFO Walkthrough Day on July 29, 2021, 06:30 am Bangkok time / 08:30 am Dili time (July 28, 2021 - 07:30 pm Eastern time). At this conference, USAID will provide an overview of the NOFO as well as respond to questions related to the NOFO. Applicants have the opportunity to provide written questions before the meeting and, if time permits, USAID will also respond to oral questions presented during the conference. Below are the details for connecting to the Google Meeting for the NOFO Walkthrough Day: Video call link: https://meet.google.com/vkd-wnsx-goh Or dial: (US) +1 617-675-4444 PIN: 248 005 497 7940# More phone numbers: https://tel.meet/vkd-wnsx-goh?pin=2480054977940 Approximately one week later, USAID/Timor-Leste will post written responses to all questions from the conference on grants.gov. Interested Applicants are requested to provide names of participant(s) and organization(s) to Suthicha Chussananalin, Acquisition and Assistance Specialist, at schussananalin@usaid.gov and Craig Smith, Regional Agreement Officer, at csmith@usaid.gov, for reference. Other information on the NOFO remains unchanged. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA --------------------------------------- Issuance Date: July 16, 2021 Q&A Closing Date: July 26, 2021, 04:00 pm, Bangkok time NOFO Walkthrough Day: July 29, 2021, 06:30 am, Bangkok time Concept Note Submission Closing Dates: August 25, 2021, 04:00 pm, Bangkok time Reference: Annual Program Statement Number (APS) No.: 7200AA20APS00007, YouthPower 2 (YP2) Subject: Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity, Addendum to APS No.: 7200AA20APS00007, YP2 Catalog of Federal Domestic Assistance: 98.001, Foreign Assistance for Programs Overseas Pursuant to the Foreign Assistance Act of 1961, as amended, the United States Government, as represented by the U.S. Agency for International Development (USAID), the Bureau for Development, Democracy, and Innovation (DDI), and USAID/Timor-Leste, is announcing the Women and Youth Creating Our Future Addendum to the YouthPower 2 (YP2) Annual Program Statement (APS), hereafter known as the YP2 APS. Through this Women and Youth Creating Our Future Addendum, USAID/Timor-Leste aims to advance two objectives: 1) build one or more Timorese enterprises operating a sustainable business model capable of implementing development assistance activities, particularly in the areas of increasing formal employment, promoting the establishment and growth of job-creating enterprises, and increasing incomes of young men, young women, and adult women in Timor-Leste; and 2) increase formal employment, promote the establishment and growth of job-creating enterprises, and increase incomes of young men, young women and adult women in Timor-Leste. As a New Partnerships Initiative (NPI) opportunity, USAID/Timor-Leste also seeks to support partner countries’ progress to self-reliance, achieve sustainable and resilient results, and catalyze more effective partnering for impact. This Addendum disseminates information to prospective Applicants so they may develop and submit Concept Notes in response and ultimately to be considered for USAID funding. This Addendum describes and provides: ● The type of activities for which Concept Notes will be considered; ● Available funding, process and requirements for submitting Concept Notes and Full Applications; ● The Criteria for evaluating Concept Notes; and ● Relevant documentation and resources for Prospective Applicants’ reference. USAID/Timor-Leste anticipates awarding one or more Assistance Award(s) under this Addendum. Issuance of this Addendum does not constitute an award or commitment on the part of the U.S. Government to make an award, nor does it commit the U.S. Government to pay for costs incurred in the preparation and submission of a Concept Note or Application(s). The actual number of Assistance Award(s), if any, is subject to the availability of funds, as well as the viability of eventual full Applications received. Based on the submitted Concept Note(s), USAID/Timor-Leste will determine whether to request a Full Application from the eligible organization(s). To be competitive under this Addendum to the YP2 APS, Concept Notes and Full Applications must be fully responsive to all directions under the APS except when specifically noted otherwise in this Addendum. It is the responsibility of the Applicant to ensure that the entire APS and Addendum Opportunity has been downloaded from www.grants.gov and USAID bears no responsibility for data errors resulting from transmission or conversion process. If you have difficulty registering on www.grants.gov or accessing the APS, please contact the grants.gov Helpdesk at 1-800-518-4726 or via email at support@grants.gov for technical assistance. Thank you for your interest in USAID programs. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA

334750

98.001

##   Strengthening Care and Support Services for Highly Vulnerable Populations, Orphans and Vulnerable Children and their Families, plus HIV Prevention for Youth in the Republic of Cote d'Ivoire under PEPFAR

07/29/2021

//

The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $8,000,000 for Year 1, subject to the availability of funds. This notice of funding opportunity (NOFO) will support implementation and expansion of comprehensive HIV prevention, care, and treatment programs; establish systems for quality assurance and improvement; and support strengthening of districts or regional systems for sustainable HIV services delivery in prioritized health districts with a high HIV burden, prevalence, and incidence in Côte d’Ivoire (CI). These programs include: HIV Testing counseling (HTC); Pediatric HIV Care and Support (PDCS) and Adult Care and Support (HBHC); Orphans and Vulnerable Children (HKID: OVC); HIV Prevention for Priority Populations (HVAB); Prevention of mother-to-child transmission (PMTCT); and Strategic Information (SI) activities. All activities should have strong community linkages to ensure the continuum of care and prevention services in collaboration with facility-based actors. Expected outcomes include improved coverage and quality of HIV services aligned with the objectives and priorities of the UNAIDS Fast-Track strategy to end the AIDS epidemic by 2030; reduced morbidity and mortality among people living with HIV (PLHIV), including those with TB, reduced new HIV infections among adults, and strengthened health districts or regional systems as evidenced by increased financial resource allocation and enhanced evidence-driven planning of the HIV program.

334957

93.067

##   Teacher Excellence Initiative

08/19/2021

10/18/2021

The purpose of the Teacher Excellence Initiative is to improve the quality and relevance of teacher preparation in Egyptian public universities so that current and future primary school teachers have enhanced skills to increase student learning and advance the Ministry of Education and Technical Education’s (MOETE) reform. The activity will achieve this purpose through the following three results:Pre-service teachers in undergraduate programs at Faculties of Education have the skills and knowledge to apply practice-based, experiential teaching methods in the classroom.In-service teachers in postgraduate programs at Faculties of Education apply practice-based, experiential teaching methods in the classroom.The Ministry of Education and Technical Education (MOETE), the Ministry of Higher Education and Scientific Research (MOHESR), and the Supreme Council of Universities demonstrate improved capacity to jointly plan, manage, and adapt teacher education.Each result will be achieved in collaboration with the MOETE, MOHESR, and other Government of Egypt (GOE) stakeholders to advance the MOETE’s teacher professional development strategy. Two cross-cutting themes will be integrated into all three results: increasing linkages between U.S. and Egyptian universities and utilizing technology to enhance teaching and learning in Faculties of Education.

335370

98.001

##   Malawi - Moving Integrated, Quality Maternal, Newborn, Child Health and Family Planning and Reproductive Health (MNCH/FP/RH) Services to Scale (MOMENTUM)

09/15/2021

10/18/2021

USAID/Malawi is requesting submission of concept papers focused on efforts to improve maternal, neonatal, and child health (MNCH), voluntary family planning/reproductive health (FP/RH), nutrition, water sanitation, and hygiene (WASH), and malaria prevention and treatment in Malawi. USAID/Malawi anticipates issuing two (2) awards under Round-5. This is a Round announcement to an existing United States Agency for International Development (USAID) Annual Program Statement (APS). All interested organizations should carefully review both this Round and the full Annual Program Statement (APS), which can be found here: https://www.grants.gov/web/grants/view-opportunity.html?oppId=315120. Important information contained in the full worldwide APS is not repeated in this specific round document.

335698

98.001

##   South Sudan Integrated Youth Engagement Activity

01/26/2022

02/28/2022

Issue Date: January 26, 2022 Deadline for Questions: February 9, 2022 Phase 1 Closing Date: February 28, 2022 Closing Time: 2:00 PM Juba Time Subject: Notice of Funding Opportunity Number 72066822RFA00001 Program Title: South Sudan Integrated Youth Engagement Activity Federal Assistance Listing Number: 98.001 Foreign Assistance for Programs Overseas Ladies/Gentlemen: The United States Agency for International Development (USAID) is seeking applications for a Cooperative Agreement from qualified entities to implement the South Sudan Integrated Youth Engagement Activity (IYEA). Eligibility for this award is not restricted. USAID intends to make one (1) award to the applicant who best meets the objectives of this funding opportunity based on the merit review criteria described in this NOFO subject to a risk assessment. Applicants should review Section D.8 regarding Funding Restrictions. Eligible parties interested in submitting an application are encouraged to read this NOFO thoroughly to understand the type of program sought, application submission requirements and selection process. To be eligible for award, the applicant must provide all information as required in this NOFO and meet eligibility standards in Section C of this NOFO. This funding opportunity is posted on www.grants.gov and may be amended. It is the responsibility of the applicant to regularly check the website to ensure they have the latest information pertaining to this notice of funding opportunity and to ensure that the NOFO has been received from the internet in its entirety. USAID bears no responsibility for data errors resulting from transmission or conversion processes. If you have difficulty registering on www.grants.gov or accessing the NOFO, please contact the Grants.gov Helpdesk at 1-800-518-4726 or via email at support@grants.gov for technical assistance. Please be aware that this NOFO utilizes a multi-tiered review process with several selection phases: Phase 1: Applicants will submit an Initial Application. Based on USAID’s evaluation of the Initial Application, up to four (4) Applicants will be selected to proceed to Phase 2. Phase 2: Selected applicants from Phase 1 will be invited to participate in oral presentations of their proposed technical and management approaches. Oral presentations will be conducted virtually. Based on USAID’s evaluation of the Oral Presentation, one applicant will be selected to proceed to Phase 3. Phase 3: One applicant whose proposal best meets the objectives of this funding opportunity based on the selection criteria contained herein will be selected as the Apparently Successful Applicant and will be requested to submit a full application, including a program description that will be incorporated into the resulting Cooperative Agreement. USAID may not award to an applicant unless the applicant has complied with all applicable unique entity identifier and System for Award Management (SAM) requirements detailed in Section D.5.B(3). The registration process may take many weeks to complete. Therefore, applicants are encouraged to begin registration early in the process. Please send any questions to the point(s) of contact identified in Section D. The deadline for questions is shown above. Responses to questions received prior to the deadline will be furnished to all potential applicants through an amendment to this notice posted to www.grants.gov. Issuance of this notice of funding opportunity does not constitute an award commitment on the part of the Government nor does it commit the Government to pay for any costs incurred in preparation or submission of comments/suggestions or an application. Applications are submitted at the risk of the applicant. All preparation and submission costs are at the applicant’s expense. Thank you for your interest in USAID programs. Sincerely, Alexis McGinness Agreement Officer

337536

98.001

##   Request for Information on Inclusive Education and Policy, Tajikistan

02/25/2022

03/24/2022

Request for Information (RFI) Posting Date: 02/25/2022 Response Due Date: 03/24/2022 Reference Number: 72011922R00002 Point of Contact: Denis Arvanitidi, darvanitidi@usaid.gov Subject: Request for Information on Inclusive Education and Policy, Tajikistan Dear Partners: This is an Request for Information (RFI), not a Request for Proposals (RFP), and is not to be construed as a commitment by the U.S. Government to issue any solicitation or ultimately award an agreement on the basis of this RFI, nor to pay for any information submitted as a result of this request, nor does it commit the Government to pay for costs incurred in the preparation and submission of any comments. Any funding proposals submitted in response to this request will not be considered. Responses to this notice must be received by no later than the due date and time stated in this notice. All information provided will become the property of the U.S. Agency for International Development (USAID), will not be returned, and will not be released publicly. USAID reserves the right to use information provided by respondents for USAID’s own purposes. Proprietary information must not be sent. Please note that release of this RFI in no way obligates USAID to release a solicitation for this proposed activity. FAR Clause 52.215-3 REQUEST FOR INFORMATION OR SOLICITATION FOR PLANNING PURPOSES (OCT 1997) is attached and made part of this RFI. USAID is not responsible for any costs incurred in responding to this RFI. Thank you for your interest in USAID/Tajikistan programs and we look forward to your comments. Eyole Luma Contracting/Agreement Officer I. PURPOSE & BACKGROUND The purpose of this Request for Information (RFI) is to collect written information about Inclusive Education and Policy in Tajikistan to potentially address issues related to Tajik Sign Language policy, Tajik Sign Language interpreter training, certification and employment, and faculty and instruction at the higher education level to support sign language education and training in Tajikistan. The information may be used to help identify issues in implementation of a Tajik Sign Language activity and improve future development outcomes and is published in accordance with Federal Acquisition Regulation (FAR) Part 10 and FAR 15.201(e). If you are a small business, please specify your status and certification. II. POINTS & QUESTIONS USAID/Tajikistan is interested in responses to the following points and questions. Respondents do not need to respond to all. Responses should not exceed 10 pages. INCLUSIVE EDUCATION POLICY 1. What are considerations to take into account for education policy development for official recognition of Tajik Sign Language and content standards in Tajikistan?. TAJIK SIGN LANGUAGE 2. Please outline the characteristics of an activity focused on increasing the quality and number of Tajik Sign Language interpreters and teachers through higher education institutions[1] that would help USAID contribute to improving the quality of education, at the primary, general secondary, and/or higher education level. 3. What are barriers that might inhibit implementation of a Tajik Sign Language activity? 4. What are some fundamental components that would lead to a successful Tajik Sign Language activity? 5. How can USAID partner with the Ministry of Education and Science, the private sector, civil society, and Disabled Persons Organizations in this area of programming? HIGHER EDUCATION 6. Please recommend and describe higher education institutions USAID might consider partnering and coordinating with and why. Please note any geographical considerations related to these institutions. 7. Please recommend ways USAID might engage with higher education institutions to institute a Tajik Sign Language interpreter certification program along with subsequent workforce placement. 8. What are best practices related to linking student teaching practicum at higher education institutions with primary and general secondary schools for deaf and hard of hearing students? 9. What are best practices for including Tajik Sign Language in the language faculty/discipline in higher education institutions? 10. What are best practices related to higher education institution outreach and service delivery with deaf student communities? In addition to the above requested, you are welcome to outline general program recommendations, relevant context, existing capacities, or other information pertinent to the design of future USAID programming for students who are deaf or hard of hearing at the higher education level that you would like to share. This additional information is not part of the 10 page limit and should be provided as an annex or attachment. The annex or attachment is limited to 3 pages. III. SUBMISSION INSTRUCTIONS Individuals and organizations that wish to provide input to USAID must utilize the below template developed for this purpose. Interested parties who consider themselves qualified to address the questions in the RFI are invited to submit a response in the form of the attached template. All comments must be submitted electronically to darvanitidi@usaid.gov under the subject: 72011922R00002 USAID/Tajikistan Inclusive Education. Responses to this RFI will be accepted only through 03/24/2022, 10:00 am (Tajikistan Time). You will receive only an electronic confirmation acknowledging receipt of your response. You will not receive individualized feedback or suggestions. No basis for claims against the U.S. Government shall arise as a result of a response to this RFI or from the U.S. Government’s use of such information. Specific questions about this RFI should be directed only to the email addresses identified above. This office will not respond to any telephone or other inquiries regarding this notice. Respondents are advised that USAID is under no obligation to acknowledge receipt of the information, answer questions or provide feedback to respondents with respect to any information submitted. Any information submitted in response to this RFI is voluntary. The submitted response must not exceed 10 pages. Annexes/attachments (if any) are not part of the 10 page limit but are limited to 3 pages. This optional information should be provided as a separate annex/attachment not exceeding 3 pages. In your email response please include the following information: Reference Number: Date: Affiliation/ Organization: Business Address: Representative Name / Email: Please note that USAID is not seeking technical or cost applications at this time. Do not submit any application in response to this RFI. Issuance of this notice does not constitute an award commitment on the part of the U.S. Government, nor does it commit the Government to pay for any costs incurred in the preparation of comments. Thank you for your interest in this RFI. [1] The 2018 USAID Education Policy defines a higher education institution as an organization that provides educational opportunities that build on secondary education, providing learning activities in specialized fields. It aims at learning at a high level of complexity and specialization. Higher/tertiary education includes what is commonly understood as academic education but also includes advanced vocational or professional education. This may include public or private universities, colleges, community colleges, academically affiliated research institutes, and training institutes, including teacher training institutes.

338341

98.001

##   Research in the Formation of Engineers

03/10/2022

Not Provided

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, theProfessional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21stcentury. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Proposal titles should begin with either “Research:” or “Design and Development:” as appropriate. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P?12 settings. Research in this area could include understanding of approaches to engineering in P?12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work.

338625

47.041

##   Innovative Technology Experiences for Students and Teachers

04/13/2022

08/12/2022

The economic prosperity and national security of the United States is reliant upon the nation’s capacity to remain globally competitive in the technological and computational fields. The nation’s competitiveness, however, is contingent upon its capacity to educate the next generation. Learning and teaching must be reimagined to better represent the diverse composition and perspective of our nation’s people and be expanded to encompass all pathways for students to receive a high-quality STEM education. A highly proficient and diverse technological and computational STEM workforce is needed to advance new discoveries in science, engineering, and technology in the service of the nation. The ITEST program is one way NSF is responding to the challenge and opportunity to provide all students with equitable access to a STEM education related to the technical and scientific workforce. ITEST is an applied research and development program with goals to advance the equitable and inclusive integration of technology in the learning and teaching of science, technology, engineering, or mathematics (STEM) from pre-kindergarten through high school. The program’s objective is to support all students’ acquisition of the foundational preparation in STEM disciplines. Preparation for the current and future workforce is increasingly dependent upon the application and use of technology and computing. Proposed ITEST projects are expected to (1) engage students in technology-rich learning to develop disciplinary and/or transdisciplinary STEM content knowledge, including skills in data literacy and evidence-based decision-making and reasoning; (2) prioritize the full inclusion of groups who have been underrepresented and/or underserved, including but not limited to Blacks andAfrican Americans, Alaska Natives, Hispanics and Latinos, Native Americans, Native Hawaiians, Native Pacific Islanders, persons with disabilities, neurodiverse students, and women in the STEM andinformation and communication technologies (ICT)workforce; (3) motivate students to pursue appropriate education pathways to technology-rich careers; and (4) leverage strategic and community partnerships to expand education pathways in communities through public and private partnerships and collaborations. ITEST supports three types of projects: (1) Exploring Theory and Design Principles (ETD); (2) Developing and Testing Innovations (DTI); and (3) Scaling, Expanding, and Iterating Innovations (SEI). ITEST also supports Synthesis and Conference/Workshop proposals. ITEST will support one 5-year resource center starting in FY23. All ITEST proposals must address how the proposed research and development project meets the ITEST program Pillars: 1) Innovative Use of Technologies in Learning and Teaching, 2) Partnerships for Career and Workforce Preparation, and 3) Strategies for Equity in STEM Education (Program Description, section A.). All proposals must also include high-quality research design, a section describing how the project meets the Solicitation-Specific Review Criteria and plans for project evaluation and dissemination of findings (Program Description, section B: Requirements for Research Proposals.)

339417

47.076

##   LAC Regional Higher Education Scholarships for Youth Workforce Development Addendum to the Higher Education for Leadership, Innovation, and Exchange (HELIX) New Partnerships Initiative (NPI) Annual Program Statement (APS) No. 7200AA20APS00009

05/05/2022

06/03/2022

Pursuant to the Foreign Assistance Act of 1961, as amended, the United States Government, as represented by the U.S. Agency for International Development (USAID), Bureau of Latin America and the Caribbean, Office of Regional Sustainable Development (USAID/LAC/RSD) is announcing the LAC Regional Higher Education Scholarships for Youth Workforce Development Addendum to the Higher Education for Leadership, Innovation, and Exchange (HELIX), New Partnerships Initiative (NPI) Annual Program Statement (APS). No. 7200AA20APS00009. See (1) LAC Regional Higher Education Scholarships for Youth Workforce Development Addendum; and (2) Attachment 1 Concept Note Template HELIX APS Addendum located in the “RELATED DOCUMENTS" tab for specific details. The purpose of this new LAC Regional Higher Education Scholarships for Youth Workforce Development Activity is to increase the access, retention, and completion of market-relevant quality higher education and training for youth from disadvantaged populations, and to improve their opportunities for employment. In doing so, the Activity will help mitigate growing divides in higher education exacerbated by the COVID-19 pandemic. The ultimate goal of the Activity is to have a cadre of young professionals with the academic competencies, soft skills, behaviors, and attitudes that enable them to participate in society as productive workers and responsible citizens.

340058

98.001

##   Notice on Bangladesh Integrated Youth Activity

05/05/2022

05/16/2022

May 05, 2022 Notice on Bangladesh Integrated Youth Activity USAID Bangladesh will be hosting a Youth Stakeholders Engagement Workshop on its upcoming Integrated Youth Activity as part of market research, including engaging donor agencies, Government of Bangladesh (GOB) counterparts, youth groups, local and international non-government youth serving organizations and USAID representatives. Date of the event: 25-26 May, 2022 Time: 8.30am - 5.00pm Venue: Radisson Blu, Dhaka Potential and interested implementing partners willing to participate in-person and/or observe virtually should send an email to Dipti Das ddas@usaid.gov and Sharifa Ahmed sharifaahmed@usaid.gov by May 16, 2022 10:00am Bangladesh time. In-person space is limited; therefore, we ask that only one representative be identified for in-person participation, if possible. A confirmation of attendance will be sent out accordingly, with any additional information. The participants are expected to share their respective organizations’ on-going work with the youth, best practices, challenges that they face, tangible needs of the youth and this sector, and opportunities that lie ahead. To ensure transparency, all necessary documentation and information will be shared publicly, such as, workshop agenda and other relevant documents, including the resulting minutes and readout of the workshop, via a website in google cloud or other link. Brief Description of the Event: The purpose of the Stakeholders Engagement Workshop is to help USAID develop a comprehensive understanding of the current assistance various stakeholders provide to the youth population. The Government of Bangladesh (GOB) has demonstrated the important role of youth through the many programs implemented by a wide variety of Ministries. In addition to the GOB Ministries, donors, youth, and the NGO community continue to play an active role in youth development. The workshop will include a selected number of representatives from a diverse group of stakeholders engaged and interested in supporting Bangladesh’s youth that are neither employed, nor in education or training. The stakeholders’ workshop will allow USAID and the stakeholders to reflect on their achievements that empower and build the capacity of youth and explore ways that prepare and enhance youths’ opportunities to further Bangladesh’s development trajectory and aspirations to become an upper middle-income country. This workshop will also be used to further the design of USAID’s upcoming Bangladesh Integrated Youth Activity. Sincerely, Andrew Holland, CPCM Director, Office of Acquisition and Assistance USAID/Bangladesh

340064

98.001

##   Youth Employment (YE) Activity

07/22/2022

09/05/2022

The United States Agency for International Development’s (USAID) Mission in Djibouti (USAID/Djibouti) is seeking applications for a cooperative agreement from qualified entities to implement the USAID/Djibouti Youth Employment (YE) Activity, subject to the availability of funds. Eligibility for this award is not restricted. The goal of this activity is to increase youth employment through strengthened workforce programs and expanded links to quality jobs. The activity’s objective is to increase employment with greater access, equity, and effectiveness. The activity will support United States Government (USG) priorities and Government of Djibouti (GoDj)-led efforts to increase readiness for, and access to, quality employment opportunities for Djiboutian youth. The activity will pursue transformative and sustainable change by collaborating closely with local stakeholders to facilitate the development of promising sectors and sub-sectors, increasing job opportunities/availability for well-prepared Djiboutian youth.

342650

98.001

##   University Student Research Challenge (USRC2)

10/05/2022

11/10/2022

Amendment 4 to the NASA ARMD Research Opportunities in Aeronautics (ROA) 2021 NRA has been posted on the NSPIRES web site. University Student Research Challenge (solicitation NNH21ZEA001N-USRC2) seeks to challenge students to propose new ideas/concepts that are relevant to NASA Aeronautics. USRC will provide students, from accredited U.S. colleges or universities, with grants for their projects and with the challenge of raising cost share funds through a crowdfunding campaign. The process of creating and implementing a crowdfunding campaign acts as a teaching accelerator - requiring students to act like entrepreneurs and raise awareness about their research among the public. The solicitation goal can be accomplished through project ideas such as advancing the design, developing technology or capabilities in support of aviation, by demonstrating a novel concept, or enabling advancement of aeronautics-related technologies. Notices of Intent (NOIs) are not required for this solicitation. Three-page proposals for the next USRC cycle are due November 10, 2022. Proposals can also be submitted later and evaluated in the second and third cycles. USRC Cycle 1 Information Session/Q&A Date: October 3, 2022 at 2 pm ET Proposal Due Date: November 10, 2022 USRC Cycle 2 Information Session/Q&A Date: January 9, 2023 at 2 pm ET Proposal Due Date: February 23, 2023 USRC Cycle 3 Information Session/Q&A Date: May 8, 2023 at 2pm ET Proposal Due Date: June 22, 2023 The USRC Q&A/Info Session and Proposal Workshop will be held on the days/times above. Please join us on TEAMS using the Meeting Link, or call in via +1 256-715-9946,,176038745# Phone Conference ID: 176 038 745#

343952

43.002

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