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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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##   Historically Black Colleges and Universities - Undergraduate Program

03/14/2020

10/05/2021

HBCU-UP provides awardsto strengthen STEM undergraduate education and research at HBCUs.Support is available through thefollowing tracks: Targeted Infusion Projects (TIP), which provide support to achieve a short-term, well-defined goal for improving the quality of undergraduate STEM education at HBCUs. Broadening Participation Research (BPR) in STEM Education projects, which provide support for researchthat seeks to create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education. Research Initiation Awards (RIA), which provide support for STEM faculty with no prior or recent research funding to pursue research at the home institution, a NSF-funded research center, a research intensive institution, or a national laboratory. Implementation Projects (IMP), which provide support to design, implement, study, and assess comprehensive institutional efforts for increasing the number of students receiving undergraduate degrees in STEM and enhancing the quality of their preparation by strengthening STEM education and research. Within this track, Achieving Competitive Excellence (ACE) Implementation Projects are intended for HBCUs with exemplary achievements and established institutionalized foundations from previous Implementation Project grants. Broadening Participation Research Centers (BPRC), which provide support to conduct broadening participation research at institutions that have held three rounds of Implementation or ACE Implementation Projects and with demonstrated capability to conduct broadening participation research. Broadening Participation Research Centers are expected to represent the collective intelligence of HBCU STEM higher education, and serve as national hubs for the rigorous study and broad dissemination of the critical pedagogies and culturally sensitive interventions that contribute to the success of HBCUs in educating African American STEM undergraduates. Centers are expected to conduct research on STEM education and broadening participation in STEM; perform outreach to HBCUs in order to build capacity for conducting this type of research; and work to disseminate promising broadening participation research in order to enhance STEM education and research outcomes for African American undergraduates across the country. Other Funding Opportunities include EArly-Concept Grants for Exploratory Research (EAGER), Rapid Response Research (RAPID), conference, and planning grants.

325437

47.076

##   Child Labor in Botswana

07/12/2021

08/23/2021

The U.S. Embassy Gaborone announces an open competition for organizations to submit applications to carry out a program to strengthen children's rights in Botswana. The program would raise awareness of child labor, particularly in agriculture, empower civil society and local leaders to contribute to solutions, and ensure the government enforces laws to protect children. Program Objectives: Child labor exists in Botswana, particularly in the commercial agriculture and cattle farming sector, but the scale of the problem is largely unknown, and enforcement of Botswana's existing laws on child labor is minimal. A lack of research and inconsistencies in knowledge about child labor likely contribute to these problems thus driving conceptions that child labor is isolated and that children's work is mostly harmless. There is also little public awareness of the issue. Many child workers are from the San ethnic group, a minority population that has faced considerable discrimination on land rights, education, and language. The Government of Botswana has little capacity to enforce labor laws due to insufficient data too few inspectors, and poor access to agricultural sites. The proposed project includes the following activities: Research: A study of child labor to identify trends, current numbers and demographics of victims, and possible tactics to counter the problem. This would provide much needed data to assess the scale of child labor in Botswana, the type of work children are engaged in, potential hazardous work, government actions to respond to child labor, and obstacles to enforcing child labor laws. Outreach: Engage with stakeholders in agricultural regions, including the cattle farming areas of Ghanzi and Tsabong, to ensure they are aware of child labor regulations, can identify child labor, know their responsibilities under the law and the legal ramifications of violating the laws, and are able to play a productive part in solutions. This outreach would include traditional leaders, the San ethnic group, parents, journalists, and most importantly, farmers and cattle industry organizations. Local government labor divisions would also be included. Public Awareness: The project will fund media campaigns including radio, local television, and social media in farming areas to raise awareness of what child labor looks like, its deleterious effects on children and their rights, and how to report it. This public awareness would also focus on government officials, encouraging them to take greater action to address the problem. Victim Assistance: Botswana’s system of child victim assistance, including for issues such as Gender Based Violence and Trafficking in Persons (TIP), is highly dependent on a loose network of poorly funded NGOs and victim assistance groups. Most NGOs are based in Gaborone, meaning any child in need of assistance must be brought to the capital, often more than a thousand kilometers in distance. The project would work with these NGOs to improve their capacity to identify and provide services to children in child labor situations. The role of the grantee will be the following: Organize logistics; gather, analyze, and present information; and host a series of events or educational/cultural sessions, each focused on at least one of the priority areas listed above. The award amount includes venue, travel, speaker, media, refreshments, or any other fees directly related to the project. No funding request above the $300,000 award ceiling will be considered. Applicants should consider that much of this work will occur outside of Botswana’s capital and major population centers. Therefore, budgets must include travel to rural areas outside of public transportation networks. Successful applicants must provide a detailed strategy on how to gain access to traditional communities, farmers, local leaders, government officials, and local business communities. Given the ongoing constraints on public gatherings and travel posed by COVID-19, as a contingency, grantees should be prepared to explain how their proposals could be conducted virtually if in-person events are not possible. FEDERAL AWARD INFORMATION: Length of performance period: 18 months; Anticipated program start date: January 1, 2022. This notice is subject to availability of funding. ELIGILIBITY INFORMATION Eligible Applicants: The following organizations are eligible to apply: Not-for-profit organizations, including think tanks and civil society/non-governmental organizations; Public and private educational institutions; Individuals; Public International Organizations; Cost Sharing or Matching: None : Other Eligibility Requirements: In order to be eligible to receive an award, all organizations must have a unique entity identifier (Data Universal Numbering System/DUNS number from Dun & Bradstreet), as well as a valid registration on www.SAM.gov. Individuals are not required to have a unique entity identifier or be registered in SAM.gov. APPLICATION AND SUBMISSION INFORMATION: Application Package: Application forms required below are available at grants.gov 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. Content of Application: Please ensure: The proposal clearly addresses the goals and objectives of this funding opportunity; All documents are in English; All budgets are in U.S. dollars; All pages are numbered; All documents are formatted to US Letter size paper (8.5” x 11”), and; All documents must be in Microsoft Word or Microsoft Excel, the paragraphs must be single-spaced, the font must be 12-point Times New Roman, and the margins must be 1-inch. Mandatory application forms: SF-424 (Application for Federal Assistance – organizations) or SF-424-I (Application for Federal Assistance --individuals) at Grants.gov SF-424A (Budget Information for Non-Construction programs) at Grants.gov SF-424B (Assurances for Non-Construction programs) at Grants.gov (note: the SF-424B is only required for individuals and for organizations not registered in SAM.gov) Summary Page: Cover sheet stating the applicant’s name and organization, proposal date, program title, program period, proposed start and end date, and brief purpose of the program. Proposal (10 pages maximum): The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. You may use your own proposal format, but it must include all the items below. Proposal Summary: Short narrative that outlines the proposed program, including program objectives and anticipated impact. Introduction to the Organization or Individual applying: A description of past and present operations, showing ability to carry out the program, including information on all previous grants from the U.S. Embassy and/or U.S. government agencies. Problem Statement: Clear, concise and well-supported statement of the problem to be addressed and why the proposed program is needed. Program Goals and Objectives: The “goals” describe what the program is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve the objectives. Program Methods and Design: A description of how the program is expected to work to solve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the program activities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles and experience/qualifications of key personnel involved in the program. What proportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizations and sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successful grants. Throughout the timeframe of the grant, how will the activities be monitored to ensure they are happening in a timely manner, and how will the program be evaluated to make sure it is meeting the goals of the grant? Future Funding or Sustainability: Applicant’s plan for continuing the program beyond the grant period, or the availability of other resources, if applicable. Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separate sheet of paper to describe each of the budget expenses in detail. See section H. Other Information: Guidelines for Budget Submissions below for further information. Attachments: 1-page CV or resume of key personnel who are proposed for the program; Letters of support from program partners describing the roles and responsibilities of each partner; If your organization has a Negotiated Indirect Cost Rate Agreement (NICRA) and includes NICRA charges in the budget, your latest NICRA should be included as a PDF file; Official permission letters, if required for program activities; Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: Any applicant listed on the Excluded Parties List System (EPLS) in the System for Award Management (SAM) is not eligible to apply for an assistance award. Additionally, no entity listed on the EPLS can participate in any activities under an award. All applicants are strongly encouraged to review the EPLS in SAM to ensure that no ineligible entity is included. All organizations applying for grants (except individuals) must obtain these registrations. All are free of charge: Unique entity identifier from Dun & Bradstreet (DUNS number), NCAGE/CAGE code; SAM.gov registration; After receiving the NCAGE Code, proceed to register in SAM.gov by logging onto: https://www.sam.gov; SAM registration must be renewed annually. Submission Dates and Times: Applications are due no later than August 23, 2021 Funding Restrictions: Funding is intended for activities in Botswana Other Submission Requirements: All application materials must be submitted by email to mannings@state.gov; schaperd@state.gov; and moreengar@state.gov. APPLICATION REVIEW INFORMATION: See NOFO for details. Federal Awardee Performance & Integrity Information System (FAPIIS): See Notice of Funding (NOFO) for more information. FEDERAL AWARD ADMINISTRATION INFORMATION: Federal Award Notices: Issuance of this NOFO does not constitute an award commitment on the part of the U.S. government, nor does it commit the U.S. government to pay for costs incurred in the preparation and submission of proposals. Further, the U.S. government reserves the right to reject any or all proposals received. Administrative and National Policy Requirements: Before submitting an application, applicants should review all the terms and conditions and required certifications which will apply to this award, to ensure that they will be able to comply. See NOFO for more information. Reporting Requirements: See NOFO for more information. Foreign Assistance Data Review: As required by Congress, the Foreign Assistance Data Review (FADR) requires tracking of foreign assistance activity data from budgeting, planning, and allocation through obligation and disbursement. See NOFO for more information. FEDERAL AWARDING AGENCY CONTACTS: If you have any questions about the grant application process, please contact: mannings@state.gov; schaperd@state.gov; and moreengar@state.gov OTHER INFORMATION: Guidelines for Budget Justification: See NOFO for more information.

334688

19.225

##   University Library Resources Program (ULRP)

01/14/2022

03/15/2022

A. PROGRAM DESCRIPTION The Public Diplomacy section at the U.S. Embassy in Harare announces an open competition for public and private Zimbabwean higher education institutions to submit applications to carry out a program (or programs) to strengthen ties between the United States and Zimbabwe’s academic libraries in supporting Faculty educational, learning and research activities. Program Objectives: The program shall improve access to educational resources and use of technology for learning and research to academic libraries working with Faculty in the following subject areas: One Health, STEM (Science, Technology, Engineering, and Mathematics) in Agriculture, and Peace and Conflict Resolution. By the end of the program, faculty and students will have access to relevant publications, online research databases and digital educational resources to improve their access to information, research methodologies and overall learning outcomes. The program may also include the purchase of equipment to adequately access the internet for a host institution; these requests should be reasonable and explicitly explained in the budget. Program Goals The goal of this program is to strengthen ties between the United States and Zimbabwe’s academic libraries to support higher education partnerships through the provision of educational resources and promote access to digital educational resources that support One Health, STEM fields in Agriculture and Peace and Conflict resolution for Zimbabwean higher education. Proposals must promote increased access to U.S educational resources (both digital and physical). Project themes must include some or all the following components. Only proposals that relate to the stated program objectives, in partnership with the relevant faculty departments will be considered: · Access to Academic Journal Databases: programs that promote access to academic journals database subscriptions that cover One Health, STEM in Agriculture and Peace and Conflict resolution. · Higher Education Collections: Programs collaborating with faculty in One Health fields, STEM in Agriculture and Peace and Conflict resolution to source the relevant materials and enhance student access to higher education resources. · Access to Internet: Programs that enhance access to online research databases and digital content to support higher education research and development of faculty staff through collaborative research opportunities. NOTE: All educational materials must be obtained from U.S. sources. Participants and Audiences: Proposals must engage with university faculty in the priority subject areas and academic library staff. All materials funded by this program must ensure open access to all students and faculty. Program Performance Period: Proposed programs should be completed in 12 months or less. The following documents required: 1. Mandatory application forms · SF-424 (Application for Federal Assistance – organizations) at the U.S. Embassy Harare website · SF-424A (Budget Information for Non-Construction programs) at the U.S. Embassy Harare website · SF-424B (Assurances for Non-Construction programs) at the U.S. Embassy Harare website (note: the SF-424B is only required for individuals and for organizations not registered in SAM.gov) 2. Summary Page: Cover sheet stating the applicant name and organization, proposal date, program title, program period proposed start and end date, and brief purpose of the program. 3. Proposal (10 pages maximum): The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. You may use your own proposal format, but it must include all the items below. · Proposal Summary: Short narrative that outlines the proposed program, including program objectives and anticipated impact. Introduction to the Organization or Individual applying: A description of past and present operations, showing ability to carry out the program, including information on all previous grants from the U.S. Embassy and/or U.S. government agencies. Problem Statement: Clear, concise and well-supported statement of the problem to be addressed and why the proposed program is needed Program Goals and Objectives: The “goals” describe what the program is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve the objectives. Program Methods and Design: A description of how the program is expected to work to solve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the program activities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles and experience/qualifications of key personnel involved in the program. What proportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizations and sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successful grants. Throughout the time-frame of the grant, how will the activities be monitored to ensure they are happening in a timely manner, and how will the program be evaluated to make sure it is meeting the goals of the grant? Future Funding or Sustainability Applicant’s plan for continuing the program beyond the grant period, or the availability of other resources, if applicable. 4. Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separate sheet of paper to describe each of the budget expenses in detail. See section H. Other Information: Guidelines for Budget Submissions below for further information. 5. Attachments : · 1-page CV or resume of key personnel who are proposed for the program · Letters of support from program partners describing the roles and responsibilities of each partner · If your organization has a Negotiated Indirect Cost Rate Agreement (NICRA) and includes NICRA charges in the budget, your latest NICRA should be included as a PDF file. · Official permission letters, if required for program activities · Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: Any applicant listed on the Excluded Parties List System (EPLS) in the System for Award Management (SAM) is not eligible to apply for an assistance award in accordance with the OMB guidelines at 2 CFR 180 that implement Executive Orders 12549 (3 CFR, 1986 Comp., p. 189) and 12689 (3 CFR, 1989 Comp., p. 235), “Debarment and Suspension.” Additionally, no entity listed on the EPLS can participate in any activities under an award. All applicants are strongly encouraged to review the EPLS in SAM to ensure that no ineligible entity is included. All organizations applying for grants (except individuals) must obtain these registrations. All are free of charge: · Unique entity identifier from Dun & Bradstreet (DUNS number) · NCAGE/CAGE code · www.SAM.gov registration Step 1: Apply for a DUNS number and an NCAGE number (these can be completed simultaneously) DUNS application: Organizations must have a Data Universal Numbering System (DUNS) number from Dun & Bradstreet. If your organization does not have one already, you may obtain one by calling 1-866-705-5711 or visiting http://fedgov.dnb.com/webform NCAGE application: Application page here: https://eportal.nspa.nato.int/AC135Public/scage/CageList.aspx Instructions for the NCAGE application process: https://eportal.nspa.nato.int/AC135Public/Docs/US%20Instructions%20for%... For NCAGE help from within the U.S., call 1-888-227-2423 For NCAGE help from outside the U.S., call 1-269-961-7766 Email NCAGE@dlis.dla.mil for any problems in getting an NCAGE code. Step 2: After receiving the NCAGE Code, proceed to register in SAM.gov by logging onto: https://www.sam.gov. SAM registration must be renewed annually. APPLICATION REVIEW INFORMATION 1. Criteria: Each application will be evaluated and rated on the basis of the evaluation criteria outlined below. Quality and Feasibility of the Program Idea – 25 points: The program idea is well developed, with detail about how program activities will be carried out. The proposal includes a reasonable implementation timeline. Organizational Capacity and Record on Previous Grants – 25 points: The organization has expertise in its stated field and has the internal controls in place to manage federal funds. This includes a financial management system and a bank account. Program Planning/Ability to Achieve Objectives – 15 points: Goals and objectives are clearly stated, and program approach is likely to provide maximum impact in achieving the proposed results. Budget – 10 points: The budget justification is detailed. Costs are reasonable in relation to the proposed activities and anticipated results. The budget is realistic, accounting for all necessary expenses to achieve proposed activities. Monitoring and evaluation plan – 15 points: Applicant demonstrates it is able to measure program success against key indicators and provides milestones to indicate progress toward goals outlined in the proposal. The program includes output and outcome indicators and shows how and when those will be measured. Sustainability – 10 points: Program activities will continue to have positive impact after the end of the program. Other Submission Requirements All application materials must be submitted by email to: PublicDiplomacyGrants-Zim@state.gov If you are unable to email your application, please deliver your application to: U. S. Embassy Harare Attn: Public Diplomacy Grants 2 Lorraine Drive Bluffhill Harare, Zimbabwe Submission deadline is March 15, 2022.

337370

19.040

##   DRL: Youth Engaged in Democratic Processes for Community-Driven Change

01/25/2022

03/28/2022

The U.S. Department of State, Bureau of Democracy, Human Rights, and Labor (DRL) announces an open competition for organizations interested in submitting applications for projects that empower young people to engage in democratic processes to ensure their voices and interests are represented. DRL’s goal for the Maldives is to increase youth inclusion and participation in policy decisions at all levels of government by empowering youth to become agents of positive social change within their own communities. The bureau seeks proposals that strengthen young people’s knowledge of basic principles of leadership, transparency, accountability, inclusivity, and civic participation, and how they can use these principles to engage more fully with their local governments and communities. The program objectives are: 1) youth and youth-led organizations have increased leadership skills and strengthened networks to engage more meaningfully in decision making processes and implementation of policies that impact youth and their communities; and 2) youth and youth-led organizations are empowered to advance and protect fundamental freedoms acting as catalysts to increase awareness of governance issues among young people and other community members.

337534

19.345

##   FY2022 EducationUSA Opportunity Funds Program

02/18/2022

03/31/2022

PROGRAM DESCRIPTIONThe Public Diplomacy Section of the U.S. Embassy Kenya of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project focused on promoting U.S. higher education opportunities for high-achieving, financially disadvantaged Kenyan students. Please carefully follow all instructions below. Priority Region: Project activities must take place in Kenya and the United States and be directed at Kenyan high school students. Program Objectives: The grantee will work in coordination with the U.S. Embassy’s Education Outreach Coordinator and the EducationUSA Advisor grantee in Nairobi in support of the EducationUSA Opportunity Funds program. This program assists highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs of required standardized admission tests, application fees, international and domestic airfare, visa fees, SEVIS fees, and settling-in allowance. The U.S. Embassy in Nairobi will select the EducationUSA adviser who will and the EducationUSA adviser will advise the Opportunity Funds students. This program supports the U.S. Embassy objectives to achieve inclusive, market-driven, environmentally sustainable economic growth, strengthen health and human capacity, and advance new activities that promote trade, economic cooperation, and legitimate travel.Individuals and institutions interested in bidding on this cooperative agreement are asked to submit a proposal to administer the Opportunity Funds program, EducationUSA student assistant stipend disbursement, and coordination of the Phase I Orientation, College Application Boot Camp to take place in June and July 2022 and the Phase II Graduation and Pre-Departure Orientation to take place in July 2022. The successful grantee will demonstrate an ability to effectively handle funds, coordinate logistics, and finalize payments in a timely manner. The grantee must have an international credit card to which SAT registration fees can be charged. Key Program Components:Opportunity Funds Program Phase IIn the first phase, the Opportunity Funds scholarship will pay for approximately 40 students to take the SAT, SAT subject tests, and/or the ACT. The grantee will arrange payment and registration for these tests. The estimated scholarship amount for phase one is $110 per student. The institution will manage the logistics of test registration for each student and will oversee that students take the test on various test dates at various testing centers in Kenya. It is expected that students will take the tests between May and July 2022Opportunity Funds Program Phase II In the second phase, the Opportunity Funds scholarship will pay for at least 12 students to travel to the United States to matriculate at a U.S. institution of higher education. The scholarship will pay for visa and SEVIS fees, required immunizations, international airfare, domestic airfare (if required), and a settling-in allowance (if required). The estimated scholarship amount for phase two is approximately $2,200 per student. The institution will communicate with the students and EducationUSA adviser, coordinate visa appointments, make travel arrangements for domestic and international travel, and coordinate payment to the students of settling-in and other related allowances. Phase II students will receive admission decisions between December 2021 and April 2022 and will need to be ready to start classes in the United States with start dates from July to September 2022.Student StipendThe grantee will manage monthly stipend payments to students who will assist the EducationUSA adviser in the implementation of the programmatic aspects of EducationUSA. The EducationUSA adviser will select two qualified students who have previously participated in the EducationUSA scholars’ program to help administer the required training for new scholars. The grantee will disburse a monthly stipend of $200 per month per student to offset travel expenses.Boot Camp and Pre-Departure OrientationThe grantee will manage the logistics of a College Application Boot Camp to take place in July 2022 for at least 60 students. This will be five consecutive days of activities for students preparing their college applications to study in the United States. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the boot camp must be held virtually instead of in-person.The grantee will also manage the logistics of a Pre-Departure Orientation to take place in July 2022 in Nairobi, for three consecutive days for at least 12 students, although likely more. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the orientation must be held virtually instead of in-person.Participants and Audiences: The participants are Kenyan EducationUSA scholars, selected by the EducationUSA adviser grantee and the US Embassy Education Outreach Coordinator. EducationUSA scholars are highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs.

338196

19.022

##   FY2022 EducationUSA Opportunity Funds Program

04/28/2022

05/31/2022

A. PROGRAM DESCRIPTIONThe Public Diplomacy Section of the U.S. Embassy Kenya of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project focused on promoting U.S. higher education opportunities for high-achieving, financially disadvantaged Kenyan students. Please carefully follow all instructions below. Priority Region: Project activities must take place in Kenya and the United States and be directed at Kenyan high school students. Program Objectives: The grantee will work in coordination with the U.S. Embassy’s Education Outreach Coordinator and the EducationUSA Advisor grantee in Nairobi in support of the EducationUSA Opportunity Funds program. This program assists highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs of required standardized admission tests, application fees, international and domestic airfare, visa fees, SEVIS fees, and settling-in allowance. The U.S. Embassy in Nairobi will select the EducationUSA adviser who will and the EducationUSA adviser will advise the Opportunity Funds students. This program supports the U.S. Embassy objectives to achieve inclusive, market-driven, environmentally sustainable economic growth, strengthen health and human capacity, and advance new activities that promote trade, economic cooperation, and legitimate travel.Individuals and institutions interested in bidding on this cooperative agreement are asked to submit a proposal to administer the Opportunity Funds program, EducationUSA student assistant stipend disbursement, and coordination of the Phase I College Application Boot Camp, Phase II Graduation and Pre-Departure Orientation to take place in July 2022. The successful grantee will demonstrate an ability to effectively handle funds, coordinate logistics, and finalize payments in a timely manner. The grantee must have an international credit card to which SAT registration fees can be charged. Key Program Components:Opportunity Funds Program Phase IIn the first phase, the Opportunity Funds scholarship will pay for approximately 40 students to take the SAT, SAT subject tests, and/or the ACT. The grantee will arrange payment and registration for these tests. The estimated scholarship amount for phase one is $110 per student. The institution will manage the logistics of test registration for each student and will oversee that students take the test on various test dates at various testing centers in Kenya. It is expected that students will take the tests between August and October 2022Opportunity Funds Program Phase II In the second phase, the Opportunity Funds scholarship will pay for at least 12 students to travel to the United States to matriculate at a U.S. institution of higher education. The scholarship will pay for visa and SEVIS fees, required immunizations, international airfare, domestic airfare (if required), and a settling-in allowance (if required). The estimated scholarship amount for phase two is approximately $2,200 per student. The institution will communicate with the students and EducationUSA adviser, coordinate visa appointments, make travel arrangements for domestic and international travel, and coordinate payment to the students of settling-in and other related allowances. Phase II students will receive admission decisions between December 2021 and April 2022 and will need to be ready to start classes in the United States with start dates from July to September 2022.Student StipendThe grantee will manage monthly stipend payments to students who will assist the EducationUSA adviser in the implementation of the programmatic aspects of EducationUSA. The EducationUSA adviser will select two qualified students who have previously participated in the EducationUSA scholars’ program to help administer the required training for new scholars. The grantee will disburse a monthly stipend of $200 per month per student to offset travel expenses.Boot Camp and Pre-Departure OrientationThe grantee will manage the logistics of a College Application Boot Camp to take place in July 2022 for at least 60 students. This will be five consecutive days of activities for students preparing their college applications to study in the United States. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the boot camp must be held virtually instead of in-person.The grantee will also manage the logistics of a Pre-Departure Orientation to take place in July 2022 in Nairobi, for three consecutive days for at least 12 students, although likely more. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the orientation must be held virtually instead of in-person.Participants and Audiences: The participants are Kenyan EducationUSA scholars, selected by the EducationUSA adviser grantee and the US Embassy Education Outreach Coordinator. EducationUSA scholars are highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs.

339890

19.022

##   Distracted Driving and Walking Among Hispanic Youth

07/13/2022

08/09/2022

MISSION The mission of the National Highway Traffic Safety Administration (NHTSA), an operating administration of the Department of Transportation (DOT), is to save lives, prevent injuries and reduce economic costs due to road traffic crashes, through education, research, safety standards and enforcement activity. To accomplish this, NHTSA awards grants to state and local governments, not-for-profit organizations, and other entities in support of motor vehicles and road traffic safety initiatives.PURPOSE The purpose of this project is to demonstrate countermeasures to distracted driving and walking by Hispanic youth. The demonstration project seeks to develop a student led, community approach towards reducing distracted driving and walking by building awareness within the teen community to the harm of such risky traffic safety behaviors. The project seeks to develop and demonstrate effective countermeasures that, if successful, could be adopted by States and communities to reduce distracted driving and walking among Hispanic youth. BACKGROUND Distracted driving is a serious traffic safety problem in the United States. In 2019, there were 3,142 people killed and an estimated additional 424,000 people injured in motor vehicle crashes involving distracted drivers. Recent data shows that distracted driving also impacts pedestrians and other nonoccupants. In 2021, 566 pedestrians and nonoccupants (bicyclists and others) were killed by distracted drivers (NHTSA, April 2021). Distracted driving affects young people (15-20 years old) disproportionately. Young drivers accounted for 8.5 percent of all drivers involved in fatal crashes in 2020. However, young drivers were only 5.1 percent of all licensed drivers in 2020 (NHTSA, 2022).Additionally, according to the National Safety Council (2017), pedestrian incidents are also increasing, with nearly 6,000 pedestrian fatalities in 2017. Distracted walking occurs when someone travels on foot without paying attention to their surroundings (Burke, 2018). Additional research conducted by Safe Kids Worldwide, estimates that approximately 17% of middle school students and 27% of high school students cross the street while distracted by a technological device (Safe Kids Worldwide, 2016). This distracted walking problem is primarily caused by youth cell phone use, with 44% of youth wearing headphones, 31% texting, 18% talking on the phone, and 7% doing a combination of the three (Mackey, 2016). In 2020, NHTSA found that sixteen percent of the children 14 and younger killed in traffic crashes were pedestrians (NHTSA, 2022).According to an AT&T, It Can Wait research survey (2016), U.S. Hispanics are more likely to drive distracted while using a smartphone when compared to the general population. AT&T found that 83% of Hispanics admit to using their smartphones behind the wheel, as compared to 71% of all American drivers. Half of the Latinos surveyed admitted to using their smartphones to communicate through social media while driving. Survey results found that more than 28% of Latinos snap selfies or take photos while driving and nearly 7 in 10 text behind the wheel while driving. While data related to Hispanic youth distracted driving and walking is not currently available, the increased prevalence of these unsafe behaviors among Hispanics suggests NHTSA develop programs that focus on distracted driving and walking among Hispanics.

341965

20.614

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

08/12/2022

09/26/2022

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

343100

98.001

##   Planning and Developing Infrastructure to Promote the Mental Health of Children, Youth and Families in American Indian/Alaska Native (AI/AN) Communities

03/06/2023

05/05/2023

The purpose of this program is to provide tribes and tribal organizations with tools and resources to plan and design a family-driven, community-based, and culturally and linguistically competent system of care. A system of care is “a spectrum of effective community-based services and supports for children and youth, with or at risk for mental health or other challenges, and their families, that is organized into a coordinated network, builds meaningful partnerships with families and youth, and addresses their cultural and linguistic needs, in order for them to function better at home, in school, and throughout life.” With this program, SAMHSA aims to increase resilience and improve emotional health for AI/AN children, youth, and families.

346626

93.243

##   2023 -2025 English Access Microscholarship Program (Access)

03/22/2023

04/30/2023

A. PROGRAM DESCRIPTION The US Embassy, Public Diplomacy Section (PDS Nairobi) invites interested applicants to submit proposals from implementing partners for 2023 -2025 English Access Microscholarship Program (Access). Those interested in applying should carefully read the description below and the Access handbook: https://Handbook.Access-Program.org. Those interested should send their proposals to the Public Diplomacy Section, U.S. Embassy, Nairobi no later than midnight, April 30, 2023, via email at nairobigrants@state.gov. Further steps include drafting a detailed proposal to be entered into the Access proposal portal, which is overseen by FHI-360, the U.S. Department of State's U.S.- based Access grantee. The period of performance is to begin in September 2023.Priority Region: Kilifi and/ Nyanza RegionProgram Objectives: The goal of the Access Program is to provide participants with improved skills that contribute to building more resilient, engaged, and prosperous communities that are more aware of, and better connected to, U.S. culture. While the direct recipients of the scholarships are the students, the impact of the Access program should extend to families, communities, educators, and institutions.During the life of the program, Access students will:1 Be given a foundation of English language skills.Equipping students with English language skills can increase their competitiveness in the job market, allow them to expand their network, build people-to-people connections, empower them to read and understand a wide variety of sources, and make students more competitive for future U.S. Department of State and other exchanges.2. Gain an appreciation for U.S. culture and democratic valuesA key element of the Access Program is to familiarize students with important features of U.S. culture and democratic values to encourage mutual understanding between the U.S. and the host country. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Partners are encouraged to thoughtfully design their curriculum to integrate the following topics: global citizenship, critical thinking, environmental awareness, human rights, U.S. democracy and government, U.S. civil society, diversity and tolerance, U.S. History, U.S. education system, U.S. family and relationship values, U.S. and global gender issues, U.S. and global health, and other STEM subjects.3. Develop digital literacy skillsIn addition to learning general computer skills, using, and understanding a wider variety of informational technologies has become essential to a young person’s personal and academic future. Applicants must demonstrate that they can prepare program participants for an ever-changing digital world by improving participants’ ability to;a) find, evaluate, and critically analyze online information for its trustworthiness and accuracy,b) to connect and collaborate with others in and outside their Access group, andc) create and share content. The underpinning of this effort should focus on gaining the appropriate skills to build a positive online identity and understanding the features of a safe and secure online identity.4. Participate in personal development activitiesThe Access Program seeks to foster students’ personal development by building balanced intellectual and emotional capabilities to better prepare them for future academic and professional endeavors. Students should be introduced to topics such as lifelong learning, career development and employable skills, critical thinking, self-confidence, leadership skills, emotional literacy and self-awareness, higher education and employment tracks and trajectories, and U.S. government-sponsored exchange program options.5. Take part in Service-Learning activitiesService-learning is a teaching approach that combines specific learning objectives with service to the community to provide a learning experience in which students develop new skills and a deeper understanding of their community and environment. Students must be actively involved in the service-learning project planning process and should;a) lead the assessment of community and environmental needs,b) design the project to address the community and environmental need, andc) reflect before, during and after the service experience.In addition, service activities should be designed to meet specific learning objectives as well as empower the students with the skills of researching, planning, implementing, monitoring, and reflecting. It is important for students to use English as much as possible while completing their service-learning project.CORE PROGRAM COMPONENTSThe Access program should be a model of excellence for host communities in several ways. In terms of the learning experience for the participants, partnering institutions should ensure that classes be learner-centered, making full use of modern approaches that maximize the participants’ hands-on usage of language (in contrast to a more passive learning experience that is teacher-centered and lecture-driven). Such innovations as project-based and task-based learning are well-suited to this overall approach. Classes should be no larger than 20 students and aim for gender balance.1. After-School/Weekend Instruction (mandatory)The Access Program must deliver 360 hours of total instruction reasonably distributed over the two-year period. Providers are required to complete (at minimum) 180 or more hours of instruction per academic year. The first component of the 360 hours should be in English classes meeting at least twice per week. The majority of the program’s hours will be in this component. Each After School class should be at least 60 minutes (not shorter “academic” hours) and not longer than 120 minutes. After School classes should take place at least two days a week and ideally not more than 3 days a week. Please note that additional justification in the proposal is needed if the program plans for students to attend the Access Program for more than 10 hours per week. It is the responsibility of the Provider to consider the schedule of the students, especially during the initial recruitment phase, to ensure that Access classes do not interfere with students’ regular school schedule. Access Programs should also include computer instruction to complement English language classes and enhancement activities. Computer classes, multimedia learning, or social media activities during after-school Instruction and/or intensive sessions should be included in the proposal. 2. Enhancement Activities (Mandatory)The second component of the 360 total hours will be enhancement activities. These activities are aimed at fostering Kenyan-U.S. cross-cultural understanding, as well as developing other key global citizenship skills, such as community service and leadership. These activities are an opportunity for educators and students to be creative and extend the language learning experience beyond the classroom walls. The hours used for such activities will be counted as part of the total 360 hours of the program. Enhancement activities are usually between 1.5 to 4 hours and must occur regularly throughout the two years of the program, including during after-school Instruction. Topics to include U.S. History, U.S. Popular Culture, U.S. Education, Gender Issues, the Environment, Ethnic Tolerance, Democracy, and Civil Society. Activities that are designed to provide hands on and interactive opportunities for students to engage in discussions, games, trips to museums, workplaces, theaters, celebrations of U.S. holidays such as hosting a Thanksgiving dinner or a Fourth of July picnic; writing and producing skits about key events in U.S. History; talent shows in which Access students perform songs by U.S. musicians; science-themed activities relating to environmental issues; and inviting guest speakers to discuss aspects of life in the U.S. such as ethnic diversity and tolerance. Other possibilities include civic outreach activities such as volunteering at nearby orphanages, homes for the elderly, or organizing the cleaning of a nearby park or forest. In-school activity possibilities include filming role-plays, hosting a visiting speaker from the U.S. Embassy or local community, creating a web page in the computer lab, creating a program newspaper, or celebrating a key U.S. holiday such as Martin Luther King Day. Access students should also be involved in community service activities to increase their awareness of social and environmental issues facing their respective communities while also gaining an understanding of the ways they can positively contribute to civil society. Access programs must improve the students’ digital and critical media literacy skills. Possibilities include making use of guest experts to teach students about these topics, asking students to take turns reviewing tools and resources that may help them better understand an issue in their community, allowing students to create their own websites, such as a Google site, or e-portfolios, volunteering at a nearby senior citizens home, tutoring primary school students in English, and organizing the cleaning of a nearby park or forest.Where possible, appropriate, and relevant, partners should:· Find ways to ensure that activities have a long-lasting impact (through multiple visits over several months) rather than taking a once-and-done approach.· Collaborate with U.S. Embassy personnel, U.S. English Language Fellows, Fulbright exchange participants and/or Peace Corps volunteers.In addition to these learner-focused components, two additional components are as follows:§ Professional Development for English Educators (encouraged)Access partners are to ensure that the educators chosen to work with the Access students are professional English teachers who are well-equipped with a strong understanding of - and experience using - the most recent approaches in the field. In addition, Access implementing teams should be dedicated to lifelong learning and work collaboratively with the U.S. Embassy and other Access sites to continue learning about, trying, and sharing new ideas. In addition to providing professional development opportunities to the Access teachers, partners should provide ongoing opportunities to share best practices with a wider community of teachers. Two main groups consist of the English teachers at the schools from which the Access students are recruited, and future teachers enrolled in nearby teacher training schools or universities with majors related to English language teaching. § Community OutreachThe Access Program site should serve as a model classroom. Efforts should be made to reach parents and other English teachers in the community, as well as include teachers of other subject matters, administrators, English Language Fellows, alumni, etc. in the Access experience, where appropriate. While it is understandable that such efforts should not interrupt instructional hours, a plan should be made to reach out several times during the Access program to key groups that stand to gain from being informed about the unique program. Examples include holding a workshop for parents addressing how to support a child during the Access implementation period, a workshop for future teachers at a nearby English language teaching department or for current teachers at the schools from which Access students have been recruited, and a meeting for administrators to better understand how to create stronger foreign language programs in their own schools.3. Intensive Sessions The third component of the 360 hours of program instruction are two-week long intensive sessions that should not exceed 8 hours per day or 40 hours a week. Intensive sessions are immersive experiences that provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. These should be conducted at an off-site to create more opportunity for students to bond with their classmates. Intensive Sessions are typically between four-day to four-week long programs. Intensive Sessions can occur three (minimum) to eight (maximum) hours a day, and can be held at the beginning, middle, and/or end of the Access Program. In Kenya, students usually sleep over at the intensive session site and meals are provided. The aim of these sessions is to provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. A typical day should combine English Language learning instruction with US cultural activities such as drama, computers, art, music, games, team building, peace building, problem solving, and creative activities that allow the students to gain confidence in English and to consolidate the global citizenship skills that they have been learning during the entire program. All intensive sessions should provide students with a window on U.S. culture and values, and their activities as much as possible should incorporate invited speakers (e.g., U.S. exchanges alumni, Embassy personnel, and other native and non-native English-speaking partners, etc.). The most successful immersion experiences are those run primarily by the implementing partner itself, with outside individuals included as needed to support the Access teachers. In collaboration with the US Embassy, it is also possible to include an English Language Fellow, Specialist, Peace Corps Volunteer, Fulbright English Teaching Assistant, Access alumni, or other support.Note that the total number of hours dedicated to enhancement activities and intensive sessions must not exceed 30% of the total time allotted to instruction (see Access Handbook for guidance).Opening and Closing Ceremony The date and time of both the opening and closing ceremony must be approved by the U.S. Embassy/Consulate. The opening ceremony should occur after the agreement has been signed and either before instruction begins or within 3 months of instruction starting. The closing ceremony usually occurs after instruction has finished and must be held before the end date of the agreement. The ceremony should be no longer than 2 - 3 hours.

347001

19.421

##   Historically Black Colleges and Universities - Undergraduate Program

03/21/2023

10/03/2023

HBCU-UP provides awardsto strengthen STEM undergraduate education and research at Historically Black Colleges and Universities (HBCUs).Support is available through thefollowing tracks: Targeted Infusion Projects (TIP), which provide support to achieve a short-term, well-defined goal for enhancing and innovating undergraduate STEM education at an HBCU. Research on Broadening Participation in STEMprojects (BPR), which provide support for researchthat seeks to create and study new theory-driven models and innovations related to the participation and success of underrepresented groups in STEM undergraduate education, especially African Americans. Research Initiation Awards (RIA), which provide support for STEM faculty with no prior or recent research funding to pursue research at the home institution, another research-intensive institution, an NSF-funded research center, or a national laboratory. Implementation Projects (IMP), which provide support to design, implement, study, and assess comprehensive institutional efforts for increasing the number of students receiving undergraduate degrees in STEM and enhancing their preparation by strengthening STEM education and research. Broadening Participation Research Centers (BPRC),which provide support to create centers that conduct research on STEM education and broadening participation and build the intellectual infrastructure to facilitate the creation, integration, and transfer of new knowledge. Other Funding Opportunities include EArly-Concept Grants for Exploratory Research (EAGER), Rapid Response Research (RAPID), conference, and planning grants.

347022

47.076

##   Renewal-Native American Tribes Outreach, Education, and Training to Enhance Food Safety and FSMA Compliance (U01) Clinical Trial Not Allowed

04/20/2023

06/20/2023

Purpose and Priorities The Food and Drug Administration's (FDA), Center for Food Safety and Applied Nutrition (CFSAN), is announcing its intent to renew a Cooperative Agreement with an estimated amount of $500,000.00 (direct and indirect costs) for fiscal year 2023. It is anticipated that future years of support will be available, depending on annual appropriations and successful performance. The intent of this cooperative agreement is to fund an entity that has active working relationships with Native American tribes and/or organizations that have demonstrated experience developing and providing science-based, culturally specific food safety training, education, outreach, and technical assistance for tribes, tribal businesses, and/or tribal members, with an emphasis on agricultural production and human food manufacturing/processing. Subcontracts to organizations that meet the intent noted above are encouraged. It is expected that the applicant will specifically include collaboration between and among national and regional tribal stakeholder leaders, relevant tribal organizations, tribal colleges and universities and associated national organizations; as well as land grant cooperative extension programs, and other organizations and partners involved in national food safety efforts, in order to reach the intended audience. In addition, applicants are expected to collaborate with the established FDA Food Safety Modernization Act (FSMA) Alliances. Extensive cooperation and coordination with FDA CFSAN and other FDA program offices, the National Coordination and Regional Centers (established under the “National Food Safety Training, Education, Extension, Outreach and Technical Assistance Program”), and FDA’s FSMA partners at the U.S. Department of Agriculture (USDA) and other Federal organizations that have a vested interest in food safety among tribal stakeholders is also expected. The primary objective of this cooperative agreement is to develop and provide training, education, outreach, and facilitate identification of appropriate technical assistance resources to produce farming and food manufacturing/processing members of federally recognized tribes related to the applicable federal regulations under FSMA, especially the Produce Safety and Preventive Controls for Human Food rules. In addition, consideration should be given to tribal stakeholders not currently subject to the regulatory requirements but that have conveyed an interest in or have identified economic incentives to comply (i.e., marketplace requirements to comply or business growth outlooks) with such regulations. This agreement focuses primarily on the standards for Produce Safety and Preventive Controls for Human Food rules; however, more broadly all regulations under FSMA should be considered by the applicant, as any may apply to tribal members based on their specific operation. Program Area Description FSMA was signed into law in 2011 and provided FDA with a legislative mandate to require comprehensive, prevention-based controls across the food supply along with other prevention-focused tools in order to create substantial improvements in the Agency’s approach to food safety. Standards that FDA is directed to issue under FSMA include requirements for hazard analysis and risk-based preventive controls for both human food and animal food and standards for produce safety, among other rulemaking and guidance development activities. The regulations include requirements for training and employee qualifications. Additionally, FSMA calls for enhanced partnerships and integration with FDA’s food safety Federal, State, local, tribal and territorial partners in order to achieve public health goals. To this end, the Agency has been working with such partners to develop and implement an integrated food safety system. To be successful, an integrated national food safety system must build upon the work currently being done by FDA and our regulatory and public health partners. Additional work is needed in terms of active communication, coordination, and support. One important step towards implementing an integrated national food safety system will entail training, education, outreach and understanding technical assistance needs for tribal members that grow, harvest, pack or hold produce, or process foods. Among other roles, it is FDA’s role and responsibility to collaborate with other food regulatory agencies, but to also assist through incentives or other means state, local and tribal regulatory and public health programs working to meet these standards. To build an integrated national food safety system, new training related to FSMA will need to be available to tribal produce farmers, packers and food manufacturers/processors. FDA anticipates that federally recognized tribes will need food safety education and training that addresses the regulatory requirements of the applicable FSMA rules and also encompasses specific cultural practices associated with produce farming and food manufacturing/processing within tribes relevant to their status as sovereign nations. Additionally, these tribal stakeholders frequently have limited access to adequate and affordable food safety training, education, outreach, and technical assistance. FDA will engage in a cooperative agreement with one or more collaborators that will develop and implement food safety training, education, outreach and identification of technical assistance resources for key tribal stakeholders, including farmers, packers and manufacturers/processors that grow, harvest, pack and hold produce and process food impacted by FSMA. It is expected that existing training materials, such as the standardized curriculum developed by the Produce Safety Alliance or the Food Safety Preventive Controls Alliance, would be used as a foundation for customization, where appropriate, to meet tribal needs. In addition, the Sprout Safety Alliance will be a resource for existing training materials specific to sprout growers. Customization of these existing training materials would likely address regional practices and needs, including addressing specific tribal practices associated with produce farming and food manufacturing/processing. FDA intends to work with the recipient to ensure that alternate and customized curricula are recognized by FDA. This cooperative agreement is beneficial to public health because it would further drive compliance with the final federal preventive controls regulations, especially the Produce Safety and Preventive Controls for Human Food rules; would help ensure consistency of implementation throughout the United States; would leverage existing expertise, knowledge, and enforcement authorities of tribal regulatory staff; and ultimately reduce foodborne illness. The program will focus on helping tribal audiences understand and interpret new Federal food safety agricultural production and processing regulations and guidance enacted under FSMA, thus enabling them to implement those regulations and guidelines in their respective environments. The program will begin with assessing needs, capacity and infrastructure, building and evolving to curriculum development and/or adaptation delivering training, education and outreach as well as identifying technical assistance resources for tribal audiences impacted by the new food safety regulations and guidance. The other preventive controls rules are available on FDA's website at http://www.fda.gov/Food/GuidanceRegulation/FSMA/default.htm, or upon request. Program Area Priorities This cooperative agreement is intended to develop and deliver training and outreach, develop and provide educational materials using the FSMA Alliance materials as a foundation, and facilitate identification of appropriate technical assistance resources for tribes subject to the applicable preventive controls regulations. The goal of developing and delivering this training, educational material and outreach is to: enhance the fundamental knowledge of food safety and especially on-farm good agricultural practices of tribal stakeholders subject to applicable FSMA regulations. Applications must address all of the following: Demonstrate an ability to reach the target audience and an ability to collaborate and lead relevant partners that also work with the target audience on relevant areas. Such partners include tribal academic institutions, tribal governments, land grant cooperative extension, federally recognized tribal extension agents, tribal NGOs and community-based organizations, and federal agencies with a role in food safety such as the USDA, Centers for Disease Control and Prevention, and the Indian Health Service; Demonstrate an ability to develop and implement a training plan that includes project goals that shall significantly advance tribal stakeholders understanding of on-farm produce and food manufacturing/processing safety, taking into account existing materials and also specific cultural practices within tribes and regions, and ultimately increase understanding of the requirements of the Produce Safety and Preventive Controls for Human Food rules as well as other federal preventive controls standards to facilitate and support compliance; Conduct a training, education, and technical assistance needs assessment so that training, education, and outreach can be prioritized within the scope of this cooperative agreement and appropriate resources for technical assistance can be identified; Develop science-based, culturally appropriate training, outreach and educational materials and tools, around the FSMA regulations, especially the Produce Safety rule and Preventive Controls for Human Food rule, for federally recognized tribes. Targeted training and educational materials will be based upon existing produce and human food safety training and educational materials (e.g., FSMA Alliances) to the extent practicable and will address specific (documented and itemized) regional needs where appropriate while otherwise providing for national uniformity; Identify culturally appropriate delivery vehicles for the training, outreach, and educational materials as well as mechanisms to connect with technical assistance resources for federally recognized tribes; Identify and quantitatively characterize the top 20%, but no more than 50 total, of tribes that engage in commercial production of covered produce under the Produce Safety rule as well as the top 20%, but no more than 50 total, of tribes engaged in commercial production of food covered under the Preventive Controls for Human Foods rule; and include within this group, identification of tribes with mixed-type operations; Foster and/or strengthen an integrated working relationship between the Federally-Recognized Tribes Extension Program extension educators, 1994 tribal land-grant colleges and universities, FDA and other partners including the FSMA Alliances (Produce Safety Alliance, Food Safety Preventive Controls Alliance and Sprout Safety Alliances), the FDA National Coordination Center and FDA/USDA Regional Centers established under the “National Food Safety Training, Education, Extension, Outreach and Technical Assistance Program;" Identify and provide contacts for future tribal food safety engagement as applicable to this cooperative agreement and subsequent related activity; Identify and characterize existing education and training programs within federally recognized tribes related to on-farm produce and food manufacturing/processing safety; Identify and conduct outreach opportunities relative to these overall priorities so that tribal member produce growers and food manufacturers/processors are aware of the availability of training, educational materials and technical assistance opportunities; Work collaboratively to foster an integrated working relationship with the various FSMA alliances (Produce Safety Alliance, Food Safety Preventive Controls Alliance and Sprouts Safety Alliance). Evaluate the training curricula and delivery to ensure that the target audience is provided with adequate information to increase understanding of the requirements of the Produce Safety and Preventive Controls for Human Food rules. Other Requirements Demonstrate the ability to develop and provide a range of educational tools for tribal stakeholders relative to FSMA regulations, especially the Produce Safety rule and Preventive Controls for Human Food rule, for federally recognized tribes. Demonstrate the ability to engage with and work collaboratively with national and regional Native American organization leaders (individuals and organizations), Native American colleges and universities as well as other national organizations, land grant university extension programs, the established FSMA Alliances as well as the National Coordination and Regional Centers in order to leverage and advance understanding of the FSMA requirements among the target audience. Demonstrate the ability to extensively cooperate and coordinate with FDA CFSAN and other FDA program offices, and FDA’s FSMA partners at USDA in order to further enhance an integrated food safety system. Demonstrate the availability of adequately trained personnel that will be providing training, education and outreach to tribal stakeholders. Communicate the criteria and ability to hire and/or train personnel to meet the deliverables of the cooperative agreement. Provide a properly detailed budget (one for each of the 3 years) that is intended to advance the training and education program, outreach including identification of technical assistance resources, to advance understanding of the Produce Safety and Preventive Controls for Human Food rules. Demonstrate the ability to satisfy the reporting requirements outlined in section VI.3 of this announcement. Provide justification for hiring new staff, including qualifications, and training needs. Applications demonstrating an ability to sustain the progress made beyond the duration of this cooperative agreement are encouraged. Post Award Program Management In addition, this cooperative agreement opportunity has common programmatic conditions in order to execute a seamlessly collaborative program between FDA and the awardee: An executive committee, composed of FDA and Cooperative Agreement recipient representatives as well as other partnering or relevant organizations, will be developed to provide guidance and oversight of this cooperative agreement (for example, in the development of specific deliverables and timelines). Broader committees, such as steering and technical committees, may also be formed to provide input and guidance throughout the project and may include other partnering or relevant organizations. Applicants will develop a communication plan to ensure consistent, transparent and open communication channels among the FDA, USDA, and FSMA Alliances as well as other relevant organizations; it should involve communication at a regular frequency through various mechanisms such as teleconferences, webinars, and other forms of communication; it will also include one face-to-face meeting each year of the project period, a written, quarterly progress report, and monthly teleconferences between FDA and the awardee. The communication plan must include sharing of all the appropriate information, such as data, to the activities conducted by the applicant, along with the appropriate information regarding the compiled contacts, and collaborator activities. The Project Director will be responsible for managing all technical and programmatic aspects of the cooperative agreement and will be responsible for appropriately acknowledging FDA support in publications, announcements, news programs, and other media; and The Project Director and members of the project team will be responsible for attending an annual meeting with FDA where they will provide updates on project progress, and any other significant programmatic outputs.

347586

93.103

##   Youth Innovation, Entrepreneurship and Leadership Development in Zimbabwe (“Youth Economic Empowerment”) Activity under the Local Works Zimbabwe Youth Program

05/02/2023

05/31/2023

Youth Innovation, Entrepreneurship and Leadership Development in Zimbabwe (“Youth Economic Empowerment”) Activity under the Local Works Zimbabwe Youth Program The Youth Economic Empowerment Activity is a unique opportunity for applicants to bring together local voices to achieve a common mission and vision and builds upon years of efforts under the Local Works program in USAID/Zimbabwe. From the engagement and learning with local actors described above, USAID and key youth stakeholders have generated the following goal statement, which encompasses the future this funding opportunity hopes to achieve: A resilient and sustainable entrepreneurship development ecosystem in which actors identify, nurture and support youth-owned enterprises that are scalable, innovative, inclusive, locally driven and market-demanded in any sector of the economy. The Activity will bring together local actors across Zimbabwe to engage in collaborative action, promote multi-stakeholder dialogue, generate cross-sector partnerships, and discover collaborative solutions to make this future a reality. Such local actors MAY include entrepreneurs; youth-led and youth-serving Non-Governmental Organizations and Civil Society Organizations; academic institutions; private sector companies; business associations; financial institutions and other funders; innovation and entrepreneurship incubation hubs; business development services providers; business mentors, coaches, and counselors; vocational and technical training centers and many others. To strengthen local systems and ensure collaborative efforts and solutions, USAID/Zimbabwe strongly recommends local actors to apply as groups or consortiums of individuals or institutions who complement each other to address the complex challenges facing youth in Zimbabwe.

347834

98.001

##   Teams Engaging Affiliated Museums and Informal Institutions (TEAM II) Full Awards (FULL)

06/15/2023

09/12/2023

NASA TEAM II seeks to provide authentic STEM engagement opportunities for students, and for their learning support systems of families and informal and formal educators and institutions, which also support the following NASA STEM Engagement Strategic Goals, Objectives, Strategies and Design Principles:• Provide authentic STEM engagement activities aligned with NASA mission-driven needs and priorities;• Leverage NASA missions, content, people, and facilities to provide experiential authentic STEM opportunities that encourage innovation, critical thinking, and problem-solving skills; • Use or develop evidenced-based educational strategies in designing and implementing the project and address state and local needs; • Establish outcomes and define corresponding metrics and measures to demonstrate a measurable impact on learner interest in and positive attitudes towards STEM topics, and improve self-perception of the learner’s ability to participate in STEM;• Attract and sustain diversity in student participation, and incorporate approaches to foster and promote inclusion, particularly for groups historically underrepresented and underserved in STEM fields; and • Utilize partnerships and regional and national networks of STEM- and STEM education-related IEIs to magnify reach and impact.Selected projects shall:• Address one or more of the technical subject areas of NASA-themed space exploration, aeronautics, space science, Earth science, and/or microgravity.• Target STEM engagement for diverse groups of youth and their learning support systems of families and informal and formal educators and institutions. Primary interest is students of upper elementary and middle school age, in grades 5-8, with the next priority being students in grades K-4. However, proposals utilizing innovative methods for targeting other specific age groups such as early learners and high school age students are also welcome.• Effectively leverage NASA people, resources, and facilities. • Provide evidenced-based opportunities to engage youth in NASA-unique learning experiences beyond the classroom. • Provide experiential authentic STEM opportunities that encourage innovation, critical thinking, and problem-solving skills.• Include independent evaluation of the project’s progress, impact and outcomes. The outcomes shall include changes in the beneficiaries’ knowledge, skills, behaviors, an d/or attitudes. A minimum of 8% of the total project budget is required to support evaluation activities.• Proactively share best practices with the informal education community, and address how the products generated during the project and the evaluation results will be shared with other individuals and organizations, including NASA’s Museum and Informal Education (MIE) Alliance.• Attract and engage students who are historically underrepresented and /or underserved in STEM fields, particularly women and girls, persons with disabilities, those in rural- underserved areas and/or areas without ready access to information and communication technology, and those who are new to NASA STEM. • Utilize one or more regional or national networks, consortia, or associations of STEM- and STEM education-related IEIs (formal or informal STEM Ecosystems) to magnify and maximize the reach and impact of the proposed work.

348723

43.008

##   OJJDP FY 2023 Invited to Apply - Community-Based Alternatives to Youth Incarceration Training and Technical Assistance

07/12/2023

07/20/2023

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. With this solicitation, OJJDP seeks to support training and technical assistance to jurisdictions engaging in a community-driven consultation and justice reinvestment planning process to help close and re-purpose youth detention facilities. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459, 4537

349232

16.827

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