Opportunity_Name,Description,Opportunity_Opens,Opportunity_Closes,Funding_Number,Agencies,CFDA_Numbers
"EONS 2018: Appendix E Minority University Research and Education Project (MUREP) for Sustainability and Innovation Collaborative – (MUSIC)","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.",02/22/2018,//,300997,"All other Departments",43.008
"National Space Grant College and Fellowship Program - Opportunities in NASA STEM FY 2020 – 2024","This Cooperative Agreement Notice is a multi-year award thataims to contribute to NASA’s mission, Office of STEM Education priorities,Co-STEM goals, Mission Directorate collaborations, and state based needs. The multi-year award will be available to allSpace Grant Consortia who will work with the Office of STEM Engagement tofulfill these objectives. Through thecombined efforts of the Space Grant Consortia, this program will 1) enablecontributions to NASA’s work, 2) build a diverse, skilled future workforce, and3) strengthen understanding of STEM through powerful connections to NASA. The program will focus on providingopportunities for students to engage with NASA’s aeronautics, space, andscience people, content, and facilities in support of a diverse future NASA andaerospace industry workforce, as well as, providingopportunities for students to contribute to NASA’s aeronautics, space, andscience missions and work in exploration and discovery through MissionDirectorate collaborations. Everyinstitution that intends to submit a proposal to this NRA, including theproposed prime award or any partner whether an education institution, and otherorganizations that will serve as sub-awardees or contractors, must be registered in NSPIRES. Electronicsubmission of proposals is required by the due date and must be submitted byan authorized official of the proposing organization. Such registrationmust identify the authorized organizational representative(s) who will submitthe electronic proposal. All principal investigators and other participants(e.g. co-investigators) must be registered in NSPIRES regardless of submissionsystem. Potential proposers and proposing organizations are urged to accessthe system(s) well in advance of the proposal due date(s) of interest tofamiliarize themselves with its structure and enter the requested information.Electronic proposals may be submitted via the NASA proposal data systemNSPIRES. Additional programmatic information for this NRAmay develop before the proposal due date. If so, such information will be addedas a Frequently Asked Question (FAQ) or formal amendment to this NRA and postedon http://nspires.nasaprs.com. It is the proposer’s responsibility to regularly check NSPIRESfor updates to this NRA. P oint of Contact Name: Erica J. Alston Title: Deputy Space GrantProgram Manager Phone: 757-864-7247 E-mail: SGCFP@nasaprs.com",07/29/2019,//,318918,"All other Departments",43.008
"Integrated University Program – Scholarship and Fellowship Support","A. STATEMENT OF OBJECTIVESThis Funding Opportunity Announcement (FOA) is to award multiple cooperative agreements to accredited United States (U.S.) two- and four-year colleges and universities (Institutions of Higher Education (IHEs)) to receive and administer scholarship and fellowship funding—provided through the Integrated University Program (IUP) and as administered by the Department of Energy, Office of Nuclear Energy (DOE-NE)—on behalf of selected students attending these U.S. IHEs. The selection of students to receive scholarships and fellowships through the program will occur via a separate DOE-NE process.A.1 BACKGROUND AND OBJECTIVESIUP works to attract qualified nuclear science and engineering students (NS&E) to nuclear energy professions by providing undergraduate level scholarships and graduate level fellowships. The scholarships and fellowships are focused on two-, four-year, and graduate programs in science and engineering disciplines related to nuclear energy such as Nuclear Engineering, Mechanical Engineering, Electrical Engineering, Chemistry, Health Physics, Nuclear Materials Science, Radiochemistry, Applied Nuclear Physics, Nuclear Policy, Radiation Protection Technology, Nuclear Power Technology, Nuclear Maintenance Technology, and Nuclear Engineering Technology at U.S. IHEs.DOE-NE’s mission is to encourage development and exploration of advanced nuclear science and technology. DOE-NE promotes nuclear energy as a resource capable of meeting the nation’s energy, environmental, and national security needs by resolving scientific, technical, and regulatory challenges through research, development, and demonstration.IUP supports DOE-NE’s Nuclear Energy University Program (NEUP), which enables outstanding, cutting-edge, and innovative research at U.S. IHEs through the following:• Integrating research and development (R&D) at U.S. IHEs, national laboratories, and industry to revitalize nuclear education and support NE’sPrograms• Attracting the brightest students to the nuclear professions and supporting the nation’s intellectual capital in science and engineering disciplines• Improving U.S. IHE’s infrastructure for conducting R&D and educating students• Facilitating knowledge transfer to the next generation ofworkersEducating undergraduate and graduate students in NS&E will:• Support the ongoing need for personnel who can develop and maintain the nation’s nuclear power technology• Enhance the R&D capabilities of U.S. IHEs• Fulfill national demand for highly trained scientists and engineers to work in NS&E areas",10/15/2020,10/14/2030,329436,"All other Departments",81.121
"U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program (formerly the Integrated University Program), Scholarship and Fellowship Education Grant, Faculty Development Grant, and Trade School a","U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program (formerly the Integrated University Program), Scholarship and Fellowship Education Grant, Faculty Development Grant, and Trade School and Community College Scholarship Grant, Fiscal Year (FY) 2021",07/27/2021,10/04/2021,334909,"All other Departments",77.008
"Library of Congress - Of the People: Widening the Path: CCDI – Higher Education","The Library of Congress will expand the connections between the Library and diverse communities and strengthen the use of Library of Congress digital collections and digital tools. The Library of Congress seeks to award a grant to support the creative and wide-ranging use of Library collections and the connective powers of technology to serve Black, Indigenous, Hispanic or Latino, Asian American and Pacific Islander or other racial and ethnic minority populations within the United States in sharing stories about America’s past, present, and future. Projects funded through this program will use items from across the Library’s digital collections, and may describe, display, and re-mix them, in keeping with copyright and other laws, in whatever ways are most valuable to their own context. For this grant, technology can be used in simple or in complex ways, and successful applicants may develop new technologies or make use of existing platforms, tools, or approaches, such as social media platforms, or multimedia productions. The important factor in a successful project is the connections it enables in communities, and the impact of the project on its creators, users, and audience. See the Notice of Funding Opportunity for further information",09/15/2021,11/15/2021,335730,"All other Departments",42.011
"MUREP Precollege Summer Institute (MUREP PSI)","MUREP Precollege Summer Institute (PSI) will increase participation and retention of historically underserved and underrepresented high school students in STEM areas and equip them for success in college STEM degree programs and eventually in STEM careers. Proposers shall be innovative in the design of their experiences and shall use evidence-based effective strategies for developing high school students’ STEM identities, skills, and knowledge. Successful proposals shall identify and form partnerships or collaborations with NASA Centers and facilities, local STEM industries, agencies, or other organizations to provide opportunities for high school students to engage with STEM professionals.",11/16/2021,02/11/2022,336562,"All other Departments",43.008
"Space Grant K-12 Inclusiveness and Diversity in STEM (SG KIDS)","Space Grant KIDS (SG KIDS) expands the reach of individual Consortia to collaborate regionally on efforts that directly support middle and high school student participation in hands-on, NASA-aligned STEM activities. These efforts should contribute towards the goal of the proposed activities benefitting diverse and inclusive student populations. Eligible institutions are the 52 Space Grant Consortia.",03/31/2022,05/31/2022,338981,"All other Departments",43.008
"NEA Musical Theater Songwriting Challenge for High School Students","The NEA’s Musical Theater Songwriting Challenge for High School Students (the “Songwriting Challenge”) provides an opportunity for high school students to create the lyrics and music for an original musical theater song of their own, and participate in mentorship activities with professionals in the field. The purpose of this Program Solicitation is to select an organization (“Cooperator”) to coordinate and administer the 2023 Musical Theater Songwriting Challenge for High School Students in conjunction with the NEA.",05/27/2022,07/28/2022,340771,"All other Departments",45.024
"Of the People: Widening the Path: Connecting Communities Digital Initiative – Higher Education","The Library of Congress is excited to announce a Notice of Funding Opportunity (Notice) to award grants to minority-serving higher education institutions. The Library will provide financial support to enable higher education institutions to use Library of Congress digital materials to create projects that center on the lives, experiences and perspectives of Black, Indigenous, Hispanic or Latino, Asian American and Pacific Islander, and other communities of color in the United States. For this Notice, the United States includes all 50 U.S. states, the District of Columbia, territories and commonwealths See attached NOFO for additional information.",06/07/2022,09/30/2022,340968,"All other Departments",42.012
"U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program (formerly the Integrated University Program), Scholarship and Fellowship Education Grant, Distinguished Faculty Advancement Grant, and","U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program (formerly the Integrated University Program), Scholarship and Fellowship Education Grant, Distinguished Faculty Advancement Grant, and Trade School and Community College Scholarship Grant, Fiscal Year (FY) 2022",08/25/2022,10/20/2022,343278,"All other Departments",77.008
"University Student Research Challenge (USRC2)","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#",10/05/2022,11/10/2022,343952,"All other Departments",43.002
"Institutes for Higher Education Faculty and K-12 Educators","The National Endowment for the Humanities (NEH) Division of Education Programs is accepting applications for the Institutes for Higher Education Faculty and Institutes for K-12 Educators programs. NEH Institutes are professional development programs that convene higher education faculty or K-12 educators from across the nation to deepen and enrich their understanding of significant topics in the humanities and enrich their capacity for effective scholarship and teaching.",11/08/2022,02/01/2023,344405,"All other Departments",45.163
"MUREP Precollege Summer Institute (MUREP PSI) ","The National Aeronautics and Space Administration (NASA)’s Office of Science, Technology, Engineering, and Mathematics Engagement (OSTEM) Minority University Research and Education Project (MUREP) solicits proposals from Historically Black Colleges and Universities (HBCUs) and Predominantly Black Institutions (PBIs) to establish a MUREP Precollege Summer Institute (PSI) that will increase participation and retention of historically underserved and underrepresented high school students in STEM areas and prepare them for success in college STEM degree programs and STEM careers.",11/14/2022,01/17/2023,344486,"All other Departments",43.008
"2022 Funding Opportunity Announcement for Energy Improvements at Public K-12 School Facilities - Bipartisan Infrastructure Law (BIL) - Renew America's Schools","The Office of State and Community Energy Programs is issuing this Funding Opportunity Announcement (FOA) titled Energy Improvements at Public K-12 School Facilities - Bipartisan Infrastructure Law (BIL) - Renew America's Schools. The activities to be funded under this FOA support BIL section 40541 and the broader government-wide approach to support projects that enable replicable and scalable impacts, create innovative, sustaining partnerships, leverage funding and economies of scale, focus on disadvantaged communities, improve student, teacher, and occupant health, enrich learning and growth, assist schools that serve as community assets (e.g., neighborhood cooling centers or disaster recovery shelters), and are crafted thoughtfully within the context of public school facilities (e.g., procurement restraints, construction windows, etc.). Topic Area 1 – High-Impact Energy Efficiency and Health Improvements Proposals contemplated under this topic area will include energy improvements that result in direct reduction to school energy costs, increase energy efficiency, and lead to improvements in teacher and student health, including indoor air quality. Energy cost savings may be realized by reduced loads and/or by demand flexibility and demand response approaches. Topic Area 2 - Innovative Energy Technology Packages Proposals contemplated under this topic include innovative energy technology packages. Applicants may include any improvement, repair, or renovation to a school that incorporates two or more of the following energy improvements: • Energy efficiency measures • Installation of renewable energy technologies • Alternative fueled vehicle infrastructure on school grounds • Purchase or lease of alternative fueled vehicles to be used by a school DOE expects to make a total of approximately $80,000,000 of federal funding available for new awards under this FOA, subject to the availability of appropriated funds. DOE anticipates making approximately 20-100 awards under this FOA. DOE may issue one, multiple, or no awards. Individual awards may vary between $500,000 and $15,000,000. Please see full announcement document at https://eere-exchange.energy.gov/",11/30/2022,04/21/2023,344711,"All other Departments",81.086
"Notice of Intent and Request for Information Regarding Establishment of Industrial Assessment Centers (IACs) at Trade Schools, Community Colleges, and Union Training Programs and Establishment of Building Training and Assessment Centers (BTACs)","Notice of Intent and Request for Information Regarding Establishment of Industrial Assessment Centers (IACs) at Trade Schools, Community Colleges, and Union Training Programs and Establishment of Building Training and Assessment Centers (BTACs)",12/06/2022,01/31/2023,344778,"All other Departments",81.117
"MUREP Women's Colleges and Universities (MUREP WCU)","NASA MUREP Women's Colleges and Universities (MUREP WCU) Activity is a new initiative seeking to address the significant gender gap and disparate experiences of women in STEM in the United States, both in higher education and the workforce. MUREP WCU contributes to NASA’s goals and priorities for STEM engagement by inspiring, training, and equipping women undergraduate and graduate students from groups traditionally underrepresented and underserved in STEM fields with the motivation, knowledge, and skills needed for success in undergraduate and graduate STEM degree programs and afterward in STEM careers. By providing students with access to NASA STEM Engagement content, resources, and technical assistance, MUREP WCU enhances critical thinking and problem-solving skills, college/university and career readiness, student’s STEM efficacy, and personal investment and motivation to continue in STEM, thereby advancing U.S. national workforce development and educational goals. Note: This NOFO is open only to U.S. Women's Colleges and Universities (WCUs).",01/19/2023,04/17/2023,345452,"All other Departments",43.008
"Notice of Intent to issue Funding Opportunity Announcement No. DE-FOA-0002978 entitled Tribal College and University (TC&U) - 2023","DE-FOA-0002977: Notice of Intent Funding Opportunity Announcement No. DE-FOA-0002978, Transitioning Tribal College and Universities to Clean Energy - 2023 This Notice is issued so that interested parties are aware of DOE’s intention to issue this FOA in the near term. All of the information contained in this Notice is subject to change. DOE will not respond to questions concerning this Notice. However, once the FOA has been released, DOE will provide an avenue for potential Applicants to submit questions. Through this planned Funding Opportunity Announcement (FOA), the DOE Office of Indian Energy plans to solicit applications from Tribal Colleges and Universities (TCUs) for: (1) clean energy project planning (Area of Interest 1); and, (2) clean energy technology deployment (Area of Interest 2). For purposes of the planned FOA, Tribal Colleges and Universities (TCUs) are defined and eligible based on the Tribally Controlled Community College Assistance Act of 1978 (25 U.S.C. § 1801(a)(4)), and the Higher Education Act of 1965 (20 U.S.C. § 1059), respectively, as follows: “Tribal Colleges and Universities,"" for purposes of the FOA, mean institutions of higher education which are formally controlled, or have been formally sanctioned, or chartered, by the governing body of an Indian tribe or tribes, except that no more than one such institution shall be recognized with respect to any such tribe; including: Those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), any other institution that qualifies for funding under the Tribally Controlled Community College Assistance Act of 1978 (25 U.S.C. 1801 et seq.), and Diné College, authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, title II (25 U.S.C. 640a note). The DOE Office of Indian Energy envisions awarding multiple financial assistance awards in the form of grants. The estimated period of performance for each award will be approximately from two (2) to four (4) years, including for Area of Interest 2 a 12-month mandatory verification period. Under the planned FOA, DOE’s Office of Indian Energy anticipates making awards that range from $100,000 to $250,000 or from $1,000,000 to $3,000,000, depending on the Area of Interest. The DOE Office of Indian Energy plans to issue the FOA spring of 2023. If Applicants wish to be notified when the FOA is issued, they should subscribe to the DOE Office of Indian Energy email newsletter list on its website homepage (https://energy.gov/indianenergy). When the FOA is released, applications will be accepted only through IE-Exchange (https://ie-exchange.energy.gov). NO APPLICATIONS WILL BE ACCEPTED THROUGH THIS NOTICE. See the attached NOI for more details and the registrations needed prior to submitting an application. This is a NOI only. DOE may issue a FOA as described herein, may issue a FOA that is significantly different than the FOA described herein, or DOE may not issue a FOA at all.",02/09/2023,03/16/2023,345936,"All other Departments",81.087
"Notice of Intent to issue Funding Opportunity Announcement No. DE-FOA-0002978 entitled Tribal College and University (TC&U) - 2023","DE-FOA-0002977: Notice of Intent Funding Opportunity Announcement No. DE-FOA-0002978, Transitioning Tribal College and Universities to Clean Energy - 2023 This Notice is issued so that interested parties are aware of DOE’s intention to issue this FOA in the near term. All of the information contained in this Notice is subject to change. DOE will not respond to questions concerning this Notice. However, once the FOA has been released, DOE will provide an avenue for potential Applicants to submit questions. Through this planned Funding Opportunity Announcement (FOA), the DOE Office of Indian Energy plans to solicit applications from Tribal Colleges and Universities (TCUs) for: (1) clean energy project planning (Area of Interest 1); and, (2) clean energy technology deployment (Area of Interest 2). For purposes of the planned FOA, Tribal Colleges and Universities (TCUs) are defined and eligible based on the Tribally Controlled Community College Assistance Act of 1978 (25 U.S.C. § 1801(a)(4)), and the Higher Education Act of 1965 (20 U.S.C. § 1059), respectively, as follows: “Tribal Colleges and Universities,"" for purposes of the FOA, mean institutions of higher education which are formally controlled, or have been formally sanctioned, or chartered, by the governing body of an Indian tribe or tribes, except that no more than one such institution shall be recognized with respect to any such tribe; including: Those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), any other institution that qualifies for funding under the Tribally Controlled Community College Assistance Act of 1978 (25 U.S.C. 1801 et seq.), and Diné College, authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, title II (25 U.S.C. 640a note). The DOE Office of Indian Energy envisions awarding multiple financial assistance awards in the form of grants. The estimated period of performance for each award will be approximately from two (2) to four (4) years, including for Area of Interest 2 a 12-month mandatory verification period. Under the planned FOA, DOE’s Office of Indian Energy anticipates making awards that range from $100,000 to $250,000 or from $1,000,000 to $3,000,000, depending on the Area of Interest. The DOE Office of Indian Energy plans to issue the FOA spring of 2023. If Applicants wish to be notified when the FOA is issued, they should subscribe to the DOE Office of Indian Energy email newsletter list on its website homepage (https://energy.gov/indianenergy). When the FOA is released, applications will be accepted only through IE-Exchange (https://ie-exchange.energy.gov). NO APPLICATIONS WILL BE ACCEPTED THROUGH THIS NOTICE. See the attached NOI for more details and the registrations needed prior to submitting an application. This is a NOI only. DOE may issue a FOA as described herein, may issue a FOA that is significantly different than the FOA described herein, or DOE may not issue a FOA at all.",02/28/2023,03/16/2023,346472,"All other Departments",81.087
"Bipartisan Infrastructure Law: Industrial Assessment Center (IAC) Program – IACs at Trade Schools, Community Colleges, and Union Training Programs; and Building Training and Assessment Centers (BTAC) Program Program and FOA Description for Grants.go","The Office of Manufacturing and Energy Supply Chains (MESC) and Office of State and Community Energy Programs (SCEP) is issuing this Funding Opportunity Announcement (FOA) to establish new Industrial Assessment Centers (IACs) at community colleges, trade schools, and union training programs, as well as to create new Building Training and Assessment Centers (BTACs) at institutions of higher education, including Tribal colleges and universities. The new IACs and BTACs that will be created with this funding will build upon the demonstrated success of applied learning environments and hands-on training approaches of existing IACs. The IACs also will draw on the unique strengths, geographic reach, and faculty/student composition of trade schools, community colleges, union training programs, and other institutions of higher education. The new IACs will focus on high-quality skilled trades job pathways in fields such as industrial electrician, energy management, renewable energy, and advanced manufacturing, while providing hands-on support to small and medium manufactures. The new BTACs will expand these benefits to commercial and institutional buildings to help lower utility costs and allow companies to reinvest in businesses, employees, and community services. BTACs will train students and workers as engineers, architects, building scientists, building energy permitting and enforcement officials, and building technicians in energy-efficient design and operation. DOE intends that the investments made under this FOA will support the broader government-wide approach to strengthening domestic manufacturing and economic resilience; putting the United States on a path to achieve net-zero emissions economy-wide; empowering workers; fostering safe, healthy, and inclusive workplaces and communities, and developing a diverse workforce well-qualified to build and maintain the country’s energy infrastructure. Please visit https://infrastructure-exchange.energy.gov/ to view the funding opportunity announcement",04/07/2023,07/31/2023,347392,"All other Departments",81.117
"TRANSITIONING TRIBAL COLLEGES AND UNIVERSITIES TO CLEAN ENERGY - 2023","DE-FOA-0002978: TRANSITIONING TRIBAL COLLEGES AND UNIVERSITIES TO CLEAN ENERGY - 2023 Under this Funding Opportunity Announcement (FOA), the DOE Office of Indian Energy is soliciting applications from Tribal Colleges and Universities for: (1) clean energy project and curriculum planning (Topic Area 1); and (2) clean energy technology and curriculum deployment (Topic Area 2) See Section III.A. of the FOA for eligibility information and Appendix A for definitions. DOE expects to make approximately $15 million in federal funding available for new awards under this FOA. DOE anticipates making approximately 10 to 25 awards under this FOA. DOE may issue awards in one, multiple, or none of the of the aforementioned topic areas. A 10% cost share of the total allowable costs of the project (i.e., the sum of the federal share, and the non-federal Recipient cost share of allowable costs equals the total allowable cost of the project) is required. Please see full announcement at: https://ie-exchange.energy.gov/",04/12/2023,07/27/2023,347469,"All other Departments",81.087
"D.5 University Student Research Challenge (USRC)","Amendment 5 to the NASA ARMD Research Opportunities in Aeronautics (ROA) 2023 NRA has been posted on the NSPIRES web site. University Student Research Challenge (solicitation NNH23ZEA001N-USRC 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 June 22, 2023. Proposals can also be submitted later and evaluated in the second and third cycles. USRC Cycle: Information Session/Q&A Date: Proposal Due Date: USRC Cycle 1 Information Session/Q&A Date:May 8, 2023 at 2pm ET, Proposal Due Date: June 22, 2023 USRC Cycle 2 Information Session/Q&A Date:September 18, 2023 at 2 pm ET, Proposal Due Date:November 9, 2023 USRC Cycle 3 Information Session/Q&A Date:January 8, 2024 at 2pm ET, Proposal Due Date: February 22, 2024 USRC Cycle 4 Information Session/Q&A Date:May 6, 2024 at 2pm ET, Proposal Due Date: June 20, 2024 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#",05/02/2023,06/22/2023,347871,"All other Departments",43.002
"Library of Congress - Of the People: Widening the Path: CCDI – Higher Education","The Library of Congress is excited to announce a Notice of Funding Opportunity (Notice) to make up to three awards for up to $70,000 each in support of minority-serving higher education institutions. The Library will provide financial support to enable higher education institutions to use Library of Congress digital materials to create projects that center on one or more of the following groups: Black, Indigenous, Hispanic or Latino, Asian American and Pacific Islander, and other communities of color in the United States. For this Notice, the United States includes all 50 U.S. states, the District of Columbia, Puerto Rico, Northern Mariana Islands, Guam, American Samoa, and U.S. Virgin Islands. We welcome projects that explore gender, sexuality, class, color, ability, and more among one or more of the above groups. The Library invites applicants to think creatively and broadly about how they can reuse and remix the Library’s digital materials. See the Notice of Funding Opportunity for further information.",05/17/2023,09/07/2023,348075,"All other Departments",42.012
"Teams Engaging Affiliated Museums and Informal Institutions (TEAM II) Community Anchor Awards (ANCHR)","The TEAMIIANCHR opportunity seeks to broaden participation in NASA-related STEM engagement experiences through the following goals:• Strengthen an institution’s capacity to serve as a local or regional NASA STEM informal education community resource.• Increase access to NASA STEM learning opportunities and materials that address the needs of a diverse set of K-12 youth in local communities or region, with priority on students of upper elementary and middle school age, in grades 5-8, with the next priority being students in grades K-4, and a special emphasis on those who are new to NASA content and those who are historically underrepresented and/or underserved in STEM fields and opportunities; and• Improve NASA connections to local or regional networks or coalitions that support learners to pursue varied pathways in STEM education and engagement, and serve to unite their communities, particularly those that are inclusive of diverse organizations or agencies that offer perspectives from both traditional and non-traditional constituents.Selected projects shall:• Build the proposing IEI’s capacity to serve as a local or regional NASA STEM informal education community resource.• Participate in the NASA IE Learning Cohort with other selected Community Anchor projects, led by TEAM II and Museum and Informal Education (MIE) Alliance personnel, which will allow up to three project personnel to directly grow and share their skills in implementing NASA-themed activities, and further develop ideas, facilitate collaborative teams and future engagement, and engage stakeholder perspectives for support. • Facilitate the participation of the proposed target audience in a minimum of three engaging NASA STEM learning experiences or activities annually. These activities and authentic STEM learning experiences shall target audiences of youth in grades K-12 (special emphasis on grades 5-8 and secondarily grades K-4), and their learning support systems of families and informal and formal educators and institutions. During each full year of the project, a minimum of 500 students shall be reached in the proposed authentic STEM learning experiences.• Prepare reports as described in Section 14.6.1 of this NOFO, Reporting Requirements for Grant Awards.• Utilize NASA’s Museum & Informal Education Alliance and the Connecting Our NASA Network of Educators for Collaborating Together in STEM (CONNECTS) platform to share opportunities available resulting from recipient’s project to formal and informal educators in the CONNECTS community.",06/15/2023,08/15/2023,348721,"All other Departments",43.008
"Teams Engaging Affiliated Museums and Informal Institutions (TEAM II) Full Awards (FULL)","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.",06/15/2023,09/12/2023,348723,"All other Departments",43.008
"U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program, Scholarship and Fellowship Education Grant, Distinguished Faculty Advancement Grant, and Trade School and Community College Scholarshi","U.S. Nuclear Regulatory Commission Notice of Funding Opportunity (NOFO), the University Nuclear Leadership Program, Scholarship and Fellowship Education Grant, Distinguished Faculty Advancement Grant, and Trade School and Community College Scholarship Grant, Fiscal Year (FY) 2023",07/20/2023,09/08/2023,349469,"All other Departments",77.008
"Spotlight on Humanities in Higher Education","Spotlight on Humanities in Higher Education program supports the exploration and development of small projects that would benefit underserved populations through the teaching and study of the humanities at small and medium-sized colleges and universities. NEH invites applications from two- and four-year institutions of higher education, as well as from nonprofit organizations and state, local, or Native American Tribal governments aiming to advance the humanities at these institutions. The program especially aims to benefit community colleges; minority-serving institutions; rural colleges and universities; colleges and universities enrolling a majority of students receiving Pell grants; and institutions that have not received funding from the NEH Division of Education Programs since 2018.",08/02/2023,10/18/2023,348929,"All other Departments",45.162
"FY2024 Farm to School Grants","The Patrick Leahy Farm to School Grant Program is designed to increase the availability of local foods in schools and help connect students to the sources of their food through education, taste tests, school gardens, field trips, and local food sourcing for school meals. Grants can launch new farm to school programs or expand existing efforts. The Fiscal Year (FY) 2024 Farm to School Grant awards projects of 24 months in length for funding up to $500,000. Applicants are required to provide matching support of at least 25 percent of the total project budget in the form of cash or in-kind contributions. The RFA offers three tracks - Implementation, State Agency, and Turnkey - to support a variety of projects and implementation stages. Eligible applicants may include schools and other institutions that operate Child Nutrition Programs, Indian Tribal Organizations, agricultural producers or groups of agricultural producers, nonprofit entities, and State and local agencies.",10/11/2023,01/12/2024,350548,"Dept. of Agriculture",10.575
"Child Nutrition School Breakfast Program Expansion Grant for U.S. States and the District of Columbia","The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies. Eight million dollars has been appropriated for State agencies to expand the School Breakfast Program (SBP). The purpose of the SBP expansion grants is to provide sub-grants, to local educational agencies (LEAs), not to exceed $10,000 per year for each school or group of qualifying schools, to establish, maintain, or expand the SBP. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. These include only schools (having an SBP or desiring to initiate a SBP) in which 40 percent or more of the National School Lunch Program (NSLP) lunches served to students at the school were served free or at a reduced price.",07/01/2021,08/29/2021,334502,"Dept. of Agriculture",10.579
"School Breakfast Program Expansion Grant for U.S. Territories","The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies and U.S. Territories. Three million dollars has been appropriated for the U.S. Territories (Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, the United States Virgin Islands, Guam, and American Samoa) to expand the School Breakfast Program (SBP) or any other school breakfast provided to students by the school or U.S. Territory. The purpose of the SBP expansion grants is to provide grants, not to exceed $10,000 per school year, to qualifying schools to establish, maintain, or expand the SBP or other school breakfast program provided by the school or U.S. Territory. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. These include only schools (having a breakfast program or desiring to initiate a breakfast program) in which 40 percent or more of the lunches served to students at the school were served free or at a reduced-price during school year 2019-2020.",07/01/2021,08/29/2021,334519,"Dept. of Agriculture",10.579
"Tribal Colleges Education Equity Grants Program","The Tribal Colleges Education Equity Grants (TCEG) program is designed to help build Tribal education capacity in the food and agricultural sciences for Native Alaskan/American Indian students. This request for applications (RFA) will begin a new four-year continuation funding cycle. The six legislatively mandated priorities are: · Culturally relevant curricula design and materials development · Culturally responsive faculty development and teacher preparation · Student experiential learning · Equipment and instrumentation for teaching Science, Technology, Engineering, Arts and Math · Student recruitment and retention · Instruction delivery systems and strategic partnerships ﻿The TCEG program focuses on development of culturally responsive students and faculty who use students’ backgrounds and identities to create a dynamic and engaging learning environment. Preparing students for roles in Tribal leadership, traditional knowledge, and other qualities of one’s culture that are necessary to prepare students for agricultural and related careers in the private sector, for work with Tribal and non-Tribal government, and in academia. TCEG teaching applications must demonstrably incorporate a Tribal leadership development component to equip students with technical and leadership abilities upon graduation.",11/03/2021,03/15/2022,336428,"Dept. of Agriculture",10.221
"Children, Youth, and Families at Risk Sustainable Community Projects","The National Institute of Food and Agriculture (NIFA), USDA announces the Children, Youth, and Families at Risk (CYFAR) funding program to improve the quality and quantity of comprehensive community-based programs for at-risk children, youth, and families supported by the Cooperative Extension System. The CYFAR program mission is to marshal resources of the Land-Grant and Cooperative Extension Systems to develop and deliver educational programs that equip limited resource families and youth who are at-risk for not meeting basic human needs with the skills they need to lead positive, productive, contributing lives.",01/12/2022,02/28/2022,337357,"Dept. of Agriculture",10.521
"Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants Program","The Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants (SPECA) program seeks to: (a) promote and strengthen secondary education and two-year postsecondary education in the food and agriculture sciences in order to help ensure the existence of a workforce in the United States that's qualified to serve the food and agriculture sciences system; and (b) promote complementary and synergistic linkages among secondary, two-year postsecondary, and higher education programs in the food and agriculture sciences in order to advance excellence in education and encourage more young Americans to pursue and complete a baccalaureate or higher degree in the food and agriculture sciences.",02/02/2022,04/06/2022,337770,"Dept. of Agriculture",10.226
"Distance Education Grants Program for Institutions of Higher Education in Insular Areas","The purpose of this program is strengthen the capacity of Institutions of Higher Education in Insular Areas to carry out resident instruction, curriculum, and teaching programs in the food and agricultural sciences through distance education technology. The Distance Education Grants Program for Institutions of Higher Education in Insular Areas (DEG) is a NIFA-administered competitive grants program focused on improving formal, postsecondary agricultural sciences education.",02/08/2022,03/28/2022,337909,"Dept. of Agriculture",10.322
"Resident Instruction Grants for Institutions of Higher Education in Insular Areas","The purpose of these programs is to promote and strengthen the ability of eligible institutions in the Insular Areas to carry out education within the food, agricultural and natural resource sciences. RIIA projects strengthen institutional educational capacities, including libraries, curriculum, faculty, scientific instrumentation, instruction delivery systems, and student recruitment and retention, in order to respond to education needs in the food and agricultural sciences. AGFEI projects support activities to acquire or renovate facilities and relevant equipment necessary for conducting agricultural research to support tropical and subtropical agricultural research, including pest and disease research. These programs are intended to broaden the undergraduate student experience by integrating opportunities to participate in research, education, and extension and to enhance collaborations with community colleges, Hispanic Serving Institutions, Alaska Native-Serving and Native Hawaiian-Serving Institutions, 1890 and 1994 land-grant institutions, and non-land grant college and universities of agriculture.",02/08/2022,04/11/2022,337910,"Dept. of Agriculture",10.308
"FY 2022 MCGOVERN-DOLE INTERNATIONAL FOOD FOR EDUCATION AND CHILD NUTRITION PROGRAM","The principal objectives of the McGovern-Dole Program are to carry out: 1) preschool and school food for education programs in foreign countries to improve food security, reduce the incidence of hunger, and improve literacy and primary education, particularly with respect to girls; and, 2) maternal, infant, and child nutrition programs for pregnant women, nursing mothers, infants, and children who are five years of age or younger.McGovern-Dole feeds school children and improves literacy (especially for girls) in low-income, food-deficit countries around the world. The program provides for the procurement of U.S. agricultural commodities, local and regional agricultural commodities, as well as financial and technical assistance, to support McGovern-Dole objectives. Section 3107 of the Farm Security and Rural Investment Act of 2002, the program authorizing legislation requires that the agreement include provisions to achieve graduation from the program or to provide other long-term benefits to targeted populations of the country (7 U.S.C. 1736o-1(j)).By providing school meals, teacher training, government capacity-building, and related education and nutrition support, McGovern-Dole helps boost school enrollment, increase attendance, and improve reading outcomes and literacy results. McGovern-Dole also provides support to Maternal and Child Nutrition (MCN). To improve health, nutrition, and dietary practices, McGovern-Dole encourages the inclusion of health- and nutrition-sensitive activities such as the use of micronutrient-fortified products, take-home rations, treatments for deworming, and diarrhea, water, sanitation and hygiene (WASH), school gardens, and curriculum-based nutrition education.The donation of U.S. commodities is an integral part of McGovern-Dole and Applicants are strongly encouraged to use U.S. donated commodities to maximize program reach of targeted beneficiaries in the most cost-effective manner. In addition, Applicants are strongly encouraged to allocate approximately ten percent of the total proposed federal award amount for local and regional procurement component. FAS prioritizes sustainability in efforts to reduce poverty and food insecurity in vulnerable economies on their path to becoming self-sufficient. FAS is focusing on helping communities develop sustainable sources of food supplies while building resilience in their food sourcing practices.FAS will consider proposals from all eligible organizations, including current recipients and new organizations. FAS may also review submissions from eligible Applicants for non–prioritized countries, however FAS will give priority consideration to fund proposals for the identified 10 priority countries. For additional information on the priority countries for this funding opportunity, applicants should refer toApp endix B – Country Guidance.FAS expects that proposals will build upon McGovern-Dole activities and what has been accomplished to date.1 Expansion beyond current target regions will be considered and should be sufficiently justified. If this is a new McGovern-Dole country, FAS expects that the proposal will lay the foundation for a strong McGovern-Dole program, complementing school feeding efforts already in place. Applications must focus on transition of McGovern-Dole activities to the host governments and/or communities and set the path to sustainability. Applicants must work with countries that have a national government that is committed to or is working towards, through a national action plan, the goals of the World Declaration on Education for All. Furthermore, applications must align with the McGovern Dole Program Project-Level Results Framework (See Part D Section 3 c v Monitoring and Evaluation.).",03/04/2022,04/29/2022,338479,"Dept. of Agriculture",10.608
"International Agricultural Education Fellowship Program, Northern Triangle","OVERVIEWThe International Agricultural Education Fellowship Program (IAEFP), in liaison to 4H and FFA, will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs under the Agriculture Improvement Act of 2018, PL 115-334, Sec. 3307, 7 USC § 3295. Eligible U.S. citizens must possess at least a bachelor’s degree, and ideally will have agricultural experience, including teaching agricultural skills, and curriculum and/or program development. FAS will consider program proposals from all eligible organizations, including current recipients and new organizations.The IAEFP’s purpose is to connect American agricultural professionals to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana and Uganda during calendar year 2021-2022. The IAEFP, affords United States agriculturalists to develop a global mindset, collaboratively meet the food and fiber needs of the domestic population of eligible countries, and strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.OBJECTIVESIAEFP emphasizes agricultural skill transfer to youth in priority country secondary schools and encourages community-based extension and teacher training, as well as development of 4H clubs for strong sustainability of the program. Proposal submission should include, but is not limited to, classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The proposal should address priority country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. Host country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.PRIORITIESThe recipient should provide a suggested curriculum to all Fellows that is tailored to the needs of the priority country. Fellow’s training topics should align with USDA and the priority country’s agricultural policy, development, and extension goals. FAS expects that proposals will build upon past IAEFP activities and what has been accomplished to date. The recipient may also draw on additional resources and best practices from similar programs for robust program development. Topics should also promote bilateral agricultural trade between the priority country and the United States and should address priorities on Climate Smart Agricultural practices. For additional recipient requirements, please see the Performance Expectations in Section F. Applicants must submit a draft evaluation plan as an attachment. Each evaluation plan shouldinclude a comprehensive approach to monitoring and evaluating the project’s performance and impact. This includes specific performance goals, an activity-level results framework, performance indicators with targets for each program activity, and plans for baseline and program-related data collection.USDA anticipates issuing one award. The award is expected to support up to nine (9) fellows. The fellowship is expected to last 8-9 months in concurrence with the priority country’s academic year. United States fellows participating under IAEFP must hold a minimum of a bachelor’s degree in an agriculture-related field and understand U.S. school-based agricultural education and youth extension programs. After selection, recipients will be expected to identify fellows through an organized recruitment process including a request for applications, and accompanying candidate selection process. In addition, the National FFA Organization (FFA) and the National 4-H Council (4-H) must be consulted on U.S. fellow selections. Applicants are expected to identify their respective 4-H and FFA selection SME panel representatives within thirty days following negotiations. All final fellow selections must be submitted to the USDA for final concurrence.Although each fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All proposal submissions must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. fellows. Additionally, fellows should be provided with adequate and safe living accommodations. Examples of safe living accommodations include but are not limited to schools’ dorms with a security guard, host family accommodations, private transportation arrangements, etc. Living arrangements ought to be considered in liaison with the priority country’s U.S. Embassy Regional Security Officer recommendations. Applicants should also include in their orientation a safety and security self-defense training. Award recipients will be required to work with USDA/FAS IAEFP Team, and, if necessary, relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on all programmatic issues, including but not limited to target country partnerships, fellow placements, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives.PLACE OF PERFORMANCE For this solicitation, IAEFP will focus on the Northern Triangle region of Central America, particularly the countries of Guatemala and El Salvador. Applicants may submit multiple applications for different countries within the Northern Triangle; and all will be considered. Applicants may submit applications for countries outside of the Northern Triangle although applications for the Northern Triangle region will be prioritized. All proposals must address the safety and security situation in proposed country(ies) and the regions within the country(ies) where Fellows will be placed. All proposals must address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, Peace Corps, and/or USAID or other USG programming. All proposals should recognize and demonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each proposal must be country-specific and tailored to the context of that country. Depending on ever-changing on the ground security situations, the USDA selecting official may elect not to award or fund proposals for a country(ies). In addition, USDA may elect to make amendments to agreements. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.",03/08/2022,05/16/2022,338561,"Dept. of Agriculture",10.619
"International Agricultural Education Fellowship Program, Northern Triangle","OVERVIEWThe International Agricultural Education Fellowship Program (IAEFP), in liaison to 4H and FFA, will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs under the Agriculture Improvement Act of 2018, PL 115-334, Sec. 3307, 7 USC § 3295. Eligible U.S. citizens must possess at least a bachelor’s degree, and ideally will have agricultural experience, including teaching agricultural skills, and curriculum and/or program development. FAS will consider program proposals from all eligible organizations, including current recipients and new organizations.The IAEFP’s purpose is to connect American agricultural professionals to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana and Uganda during calendar year 2021-2022. The IAEFP, affords United States agriculturalists to develop a global mindset, collaboratively meet the food and fiber needs of the domestic population of eligible countries, and strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.OBJECTIVESIAEFP emphasizes agricultural skill transfer to youth in priority country secondary schools and encourages community-based extension and teacher training, as well as development of 4H clubs for strong sustainability of the program. Proposal submission should include, but is not limited to, classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The proposal should address priority country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. Host country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.PRIORITIESThe recipient should provide a suggested curriculum to all Fellows that is tailored to the needs of the priority country. Fellow’s training topics should align with USDA and the priority country’s agricultural policy, development, and extension goals. FAS expects that proposals will build upon past IAEFP activities and what has been accomplished to date. The recipient may also draw on additional resources and best practices from similar programs for robust program development. Topics should also promote bilateral agricultural trade between the priority country and the United States and should address priorities on Climate Smart Agricultural practices. For additional recipient requirements, please see the Performance Expectations in Section F. Applicants must submit a draft evaluation plan as an attachment. Each evaluation plan shouldinclude a comprehensive approach to monitoring and evaluating the project’s performance and impact. This includes specific performance goals, an activity-level results framework, performance indicators with targets for each program activity, and plans for baseline and program-related data collection.USDA anticipates issuing one award. The award is expected to support up to nine (9) fellows. The fellowship is expected to last 8-9 months in concurrence with the priority country’s academic year. United States fellows participating under IAEFP must hold a minimum of a bachelor’s degree in an agriculture-related field and understand U.S. school-based agricultural education and youth extension programs. After selection, recipients will be expected to identify fellows through an organized recruitment process including a request for applications, and accompanying candidate selection process. In addition, the National FFA Organization (FFA) and the National 4-H Council (4-H) must be consulted on U.S. fellow selections. Applicants are expected to identify their respective 4-H and FFA selection SME panel representatives within thirty days following negotiations. All final fellow selections must be submitted to the USDA for final concurrence.Although each fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All proposal submissions must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. fellows. Additionally, fellows should be provided with adequate and safe living accommodations. Examples of safe living accommodations include but are not limited to schools’ dorms with a security guard, host family accommodations, private transportation arrangements, etc. Living arrangements ought to be considered in liaison with the priority country’s U.S. Embassy Regional Security Officer recommendations. Applicants should also include in their orientation a safety and security self-defense training. Award recipients will be required to work with USDA/FAS IAEFP Team, and, if necessary, relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on all programmatic issues, including but not limited to target country partnerships, fellow placements, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives.PLACE OF PERFORMANCE For this solicitation, IAEFP will focus on the Northern Triangle region of Central America, particularly the countries of Guatemala and El Salvador. Applicants may submit multiple applications for different countries within the Northern Triangle; and all will be considered. Applicants may submit applications for countries outside of the Northern Triangle although applications for the Northern Triangle region will be prioritized. All proposals must address the safety and security situation in proposed country(ies) and the regions within the country(ies) where Fellows will be placed. All proposals must address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, Peace Corps, and/or USAID or other USG programming. All proposals should recognize anddemonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each proposal must be country-specific and tailored to the context of that country. Depending on ever-changing on the ground security situations, the USDA selecting official may elect not to award or fund proposals for a country(ies). In addition, USDA may elect to make amendments to agreements. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.",03/08/2022,05/16/2022,338584,"Dept. of Agriculture",10.619
"School Breakfast Program Expansion-Territories","The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies and U.S. Territories. An amount of $2.8 million is available for award to the U.S. Territories (Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, the United States Virgin Islands, Guam, and American Samoa) to expand the School Breakfast Program (SBP) or any other school breakfast provided to students by the school or U.S. Territory.The purpose of the SBP expansion grants is to provide grants, not to exceed $10,000 per school year, to qualifying schools to establish, maintain, or expand the SBP or other school breakfast program provided by the school or U.S. Territory. All schools located within U.S. Territories are considered “qualifying schools” for the purposes of this grant opportunity.The SBP is a federally assisted meal program that was established in 1966. It provides categorical grants to assist public and nonprofit private schools and residential childcare institutions that serve breakfasts to “nutritionally needy” children. The SBP operates in the same manner as the National School Lunch Program. U.S. Territories that provide an alternate school breakfast to students are also eligible to apply to this grant. This is a new RFA and a FY 2022 opportunity",04/14/2022,07/13/2022,339486,"Dept. of Agriculture",10.579
"International Agricultural Education Fellowship Program (CR)","OVERVIEWThe International Agricultural Education Fellowship Program (IAEFP), in coordination with4H and FFA, will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs under the Agriculture Improvement Act of 2018, PL 115-334, Sec. 3307, 7 USC § 3295. Eligible U.S. citizens must possess at least a bachelor’s degree, and ideally will have agricultural experience, including teaching agricultural skills, and curriculum and/or program development. FAS will consider program proposals from all eligible organizations, including current recipients and new organizations.The IAEFP’s purpose is to connect American agricultural professionals to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana and Uganda during calendar year 2021-2022. The IAEFP, affords United States agriculturalists to develop a global mindset, collaboratively meet the food and fiber needs of the domestic population of eligible countries, and strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.OBJECTIVESIAEFP emphasizes agricultural skill transfer to youth in priority country secondary schools and encourages community-based extension and teacher training, as well as development of 4H clubs for strong sustainability of the program. Proposal submission should include, but is not limited to, classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The proposal should address priority country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. Host country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.PRIORITIESFor this announcement, IAEFP will focus on any low to middle income country as defined by The World Bank. The recipient should provide a suggested curriculum to all Fellows that is tailored to the needs of the priority country. Fellow’s training topics should align with USDA and the priority country’s agricultural policy, development, and extension goals. Topics should also promote bilateral agricultural trade between the priority country and the United States and should address priorities on Climate Smart Agricultural practices. For additional recipient requirements, please see the Performance Expectations in Section F. Applicants must submit a draft evaluation plan as an attachment. Each evaluation plan should include a comprehensive approach to monitoring and evaluating the project’s performance and impact. This includes specific performance goals, an activity-level results framework, performance indicators with targets for each program activity, and plans for baseline and program-related data collection.USDA anticipates issuing up to 2 awards in this program cycle. Each award is expected to support up to nine (9) Fellows. The Fellowship is expected to last 8-9 months in concurrence with the priority country’s academic year. United States Fellows participating under IAEFP must hold a minimum of a bachelor’s degree in an agriculture-related field and understand U.S. school-based agricultural education and youth extension programs. After selection, recipients will be expected to identify Fellows through an organized recruitment process including a request for applications and accompanying candidate selection process. In addition, the National FFA Organization (FFA) and the National 4-H Council (4-H) must be consulted on U.S. Fellow selections. Applicants are expected to identify their respective 4-H and FFA selection SME panel representatives within thirty days following negotiations. All final Fellow selections must be submitted to the USDA for final concurrence.Although each Fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All proposal submissions must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. Fellows. Additionally, Fellows should be provided with adequate and safe living accommodations. Examples of safe living accommodations include but are not limited to: schools’ dorms with a security guard, host family accommodations, private transportation arrangements, etc. Living arrangements ought to be considered in coordination with the priority country’s U.S. Embassy Regional Security Officer recommendations. Applicants should also include in their orientation a safety and security self-defense training. Award recipients will be required to work with USDA/FAS IAEFP Team, and, if necessary, relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on all programmatic issues, including but not limited to target country partnerships, Fellow placements, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives.PLACE OF PERFORMANCEIAEFP will focus on any low to middle income country as defined by The World Bank. Applicants may submit multiple applications for different countries; and all will be considered. All proposals must address the safety and security situation in proposed country(ies) and the regions within the country(ies) where Fellows will be placed. All proposals must address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, Peace Corps, and/or USAID or other USG programming. All proposals should recognize and demonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each proposal must be country-specific and tailored to the context of that country. Depending on ever-changing on the ground security situations, the USDA selecting official may elect not to award or fund proposals for a country(ies). In addition, USDA may elect to make amendments to agreements. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.",05/03/2022,06/27/2022,339980,"Dept. of Agriculture",10.619
"International Agricultural Education Fellowship Program (CA)","OVERVIEWThe International Agricultural Education Fellowship Program (IAEFP), in coordination with4H and FFA, will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs under the Agriculture Improvement Act of 2018, PL 115-334, Sec. 3307, 7 USC § 3295. Eligible U.S. citizens must possess at least a bachelor’s degree, and ideally will have agricultural experience, including teaching agricultural skills, and curriculum and/or program development. FAS will consider program proposals from all eligible organizations, including current recipients and new organizations.The IAEFP’s purpose is to connect American agricultural professionals to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana and Uganda during calendar year 2021-2022. The IAEFP, affords United States agriculturalists to develop a global mindset, collaboratively meet the food and fiber needs of the domestic population of eligible countries, and strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.OBJECTIVESIAEFP emphasizes agricultural skill transfer to youth in priority country secondary schools and encourages community-based extension and teacher training, as well as development of 4H clubs for strong sustainability of the program. Proposal submission should include, but is not limited to, classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The proposal should address priority country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. Host country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.PRIORITIESFor this opportunity, IAEFP will focus on any low to middle income country as defined by The World Bank. The recipient should provide a suggested curriculum to all Fellows that is tailored to the needs of the priority country. Fellow’s training topics should align with USDA and the priority country’s agricultural policy, development, and extension goals. Topics should also promote bilateral agricultural trade between the priority country and the United States and should address priorities on Climate Smart Agricultural practices. For additional recipient requirements, please see the Performance Expectations in Section F. Applicants must submit a draft evaluation plan as an attachment. Each evaluation plan should include a comprehensive approach to monitoring and evaluating the project’s performance and impact. This includes specific performance goals, an activity-level results framework, performance indicators with targets for each program activity, and plans for baseline and program-related data collection.USDA anticipates issuing up to 2 awards in this program cycle. Each award is expected to support up to nine (9) Fellows. The Fellowship is expected to last 8-9 months in concurrence with the priority country’s academic year. United States Fellows participating under IAEFP must hold a minimum of a bachelor’s degree in an agriculture-related field and understand U.S. school-based agricultural education and youth extension programs. After selection, recipients will be expected to identify Fellows through an organized recruitment process including a request for applications and accompanying candidate selection process. In addition, the National FFA Organization (FFA) and the National 4-H Council (4-H) must be consulted on U.S. Fellow selections. Applicants are expected to identify their respective 4-H and FFA selection SME panel representatives within thirty days following negotiations. All final Fellow selections must be submitted to the USDA for final concurrence.Although each Fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All proposal submissions must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. Fellows. Additionally, Fellows should be provided with adequate and safe living accommodations. Examples of safe living accommodations include but are not limited to: schools’ dorms with a security guard, host family accommodations, private transportation arrangements, etc. Living arrangements ought to be considered in coordination with the priority country’s U.S. Embassy Regional Security Officer recommendations. Applicants should also include in their orientation a safety and security self-defense training. Award recipients will be required to work with USDA/FAS IAEFP Team, and, if necessary, relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on all programmatic issues, including but not limited to target country partnerships, Fellow placements, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives.PLACE OF PERFORMANCEFor this opportunity, IAEFP will focus on any low to middle income country as defined by The World Bank. Applicants may submit multiple applications for different countries; and all will be considered. All proposals must address the safety and security situation in proposed country(ies) and the regions within the country(ies) where Fellows will be placed. All proposals must address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, Peace Corps, and/or USAID or other USG programming. All proposals should recognize and demonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each proposal must be country-specific and tailored to the context of that country. Depending on ever-changing on the ground security situations, the USDA selecting official may elect not to award or fund proposals for a country(ies). In addition, USDA may elect to make amendments to agreements. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.",05/03/2022,06/27/2022,339993,"Dept. of Agriculture",10.619
"Children, Youth, and Families at Risk 4-H Military Partnership Professional Development and Technical Assistance Program","The purpose of the CYFAR 4-H Military Partnership Professional Development and Technical Assistance Program is to support the implementation and capacity of the 4-H Military Partnership and Outreach Support Program. Professional development and technical assistance are provided to the land-grant institutions and Cooperative Extension System, so that, in collaboration with other organizations, they are able to develop and deliver educational programs for military-connected youth.",05/20/2022,06/23/2022,340564,"Dept. of Agriculture",10.521
"Children, Youth, and Families At-Risk Professional Development and Technical Assistance Program","CYFAR marshals the resources of the Land-Grant and the Cooperative Extension Systems so that, in collaboration with other organizations, they can develop and deliver educational programs to youth who are at risk for not meeting basic human needs. These programs provide youth with the skills they need to lead positive, productive, and contributing lives; participating youth make a difference socially. CYFAR-PDTA partnering universities will build connections, competency, and capacity to help communities develop and sustain holistic programs for at-risk children, youth, and families who are under-served and under-represented. CYFAR-PDTA will provide professional development and technical assistance to Sustainable Community Projects (SCP) to ensure continued development and implementation of the CYFAR Sustainable Community program. CYFAR-PDTA, collaboratively through the Extension system, will provide the components of programming, evaluation, technology, and technical assistance.",05/20/2022,06/21/2022,340565,"Dept. of Agriculture",10.521
"Equitable Access in Child Nutrition Programs","This Request for Applications (RFA) announces the availability of funds for a cooperative agreement. Funding will be provided to the selected Grantee for fiscal year (FY) 2023 through FY 2026 to a public or private academic or research institution. The USDA anticipates awarding up to $2,000,000 in funding. The majority of these funds shall be awarded by the Grantee as sub-grants through a competitive process to public or private academic, not-for-profit, or State or Local government organizations for the purpose of conducting research activities that support identification of barriers to equitable access in CN programs as well as strategies to help overcome these barriers.",07/08/2022,09/12/2022,341926,"Dept. of Agriculture",10.579
"Development and Implementation of Healthy Meals Incentives Recognition Awards and Sub-Grants for School Food Authorities","USDA FNS has established the Healthy Meals Incentives Initiative to improve the nutritional quality of school meals through food systems transformation, SFA recognition and technical assistance, the generation and sharing of innovative ideas and tested practices, and grants. This Initiative consists of four key activities:The Healthy Meals Incentives Recognition Awards for SFAs will recognize and share best practices from SFAs that have made significant improvements to the nutritional quality of their school meals.The Healthy Meals Incentives Grants for Small and/or Rural SFAs will offer competitive grants of up to $150,000 per grant for small and/or rural SFAs experiencing challenges in the improvement of the nutritional quality of their school meals due to limited staffing, difficulty in accessing training, increased food costs due to limited purchasing power, lack of physical space, and outdated kitchen equipment. The grants are intended to help small and/or rural SFAs overcome these challenges, improve the nutritional quality of school meals, and meet Healthy Meals Incentives Recognition Award criteria.Healthy Meals Summits will convene Healthy Meals Incentives Recognition Award recipients and School Food Systems Transformation grantees to be recognized, share best practices, and discuss strategies for sustaining their achievements into the future.School Food Systems Transformation Grants will stimulate innovation in strengthening the availability of nutritious food products in the kindergarten–12th (K–12) grade school food marketplace. The Healthy Meals Incentives activities noted above are expected to increase utilization, and thereby demand, for nutritious agricultural commodities, such as whole grains, vegetables, legumes, and fruits as well as food products that reflect various cultures. These efforts are also positioned to strengthen small and rural SFA’s access to nutritious agricultural commodities through food systems transformation and grants to small and rural SFA’s. The collection and sharing of best practices regarding SFA’s use of nutritious agricultural commodities in school meals, as well as the incentivization of practices such as nutrition education (including farm to school nutrition education), use of local agricultural products in scratch cooking, and the development of culturally diverse school meal menu items is also expected to indirectly benefit producers that supply food products to schools.This Development and Implementation of Healthy Meals Incentives Recognition Awards and Sub-Grants for School Food Authorities RFA specifies USDA FNS’ intent to enter into a cooperative agreement with a non-governmental entity to assist with the recognition awards, grants for SFAs, and the planning and implementation of the Healthy Meals Summits. School Food Systems Transformation Grants are not an activity included in this RFA announcement but are a part of the overall Healthy Meals Incentives Initiative. These grants will be released under a separate RFA.",09/22/2022,11/28/2022,343729,"Dept. of Agriculture",10.579
"FY23 Farm to School Grant","The Richard B. Russell National School Lunch Act (NSLA) (42 U.S.C. 1751 et seq.) establishes a Farm to School Program in order to assist eligible entities, through grants and technical assistance, in implementing farm to school programs that improve access to local foods in the USDA Food and Nutrition (FNS) Child Nutrition Programs, including the National School Lunch Program (NSLP), School Breakfast Program (SBP), Child and Adult Care Food Program (CACFP), and Summer Food Service Program (SFSP). Each year $5 million is provided to the Department of Agriculture (USDA) to support grants, technical assistance, and other activities related to USDA’s Farm to School Program. Additional funding for the Farm to School Program was made available from the FY 2018 through FY 2022 agriculture appropriations acts and, as a result, USDA expects to award approximately $12 million under this solicitation. As mandated by the NSLA, selected grant projects are limited to no more than $100,000 each. However, in anticipation of authority to provide grants of up to $500,000 in the FY 2023 agriculture appropriations, USDA will consider proposals of up to $500,000 from State agencies or other eligible organizations proposing projects that are multi-state or national in scope. The USDA Farm to School Grant Program is administered by the Food and Nutrition Service (FNS) Community Food Systems Division (CFSD). Authorizing language in Section 18(g) of the NSLA (42 U.S.C 1769(g)) directs the Secretary of Agriculture to award competitive grants, designed to improve access to local foods in eligible schools, for activities such as: Training; Supporting operations; Planning; Purchasing equipment; Developing school gardens; Developing partnerships; and Implementing farm to school programs. The NSLA also directs the Secretary to ensure geographical diversity and equitable treatment of urban, rural, and tribal communities in the distribution of grant awards, as well as give the highest priority to funding projects that, as determined by the Secretary: Make local food products available on the menu of the eligible school; Serve a high proportion of children who are eligible for free or reduced-price lunches; Incorporate experiential nutrition education activities in curriculum planning that encourage the participation of school children in farm and garden-based agricultural education activities; Demonstrate collaboration between eligible schools, nongovernmental and community- based organizations, agricultural producer groups, and other community partners; Include adequate and participatory evaluation plans; Demonstrate the potential for long-term program sustainability; and, Meet any other criteria that the Secretary determines appropriate.",10/06/2022,01/06/2023,343898,"Dept. of Agriculture",10.575
"Development and Implementation of Healthy Meals Incentives School Food System Transformation Challenge Sub-Grants","In June of 2022, the USDA launched the Food System Transformation framework which aims to build a more resilient food supply chain, create a fairer food system, and make nutritious food more accessible and affordable for consumers, with a particular focus on equity. Under this RFA, the School Food System Transformation Challenge Sub-Grant Cooperative Agreement will reflect FNS’ commitment to encourage the offering of healthier food products in the marketplace for school meals through engagement with the food industry and incentivizing innovation and partnerships. Increasing access to nutritious and appealing foods for kids is critical to the success of strong school meal standards. The selected Cooperator(s) will collaborate with food industry partners to support school districts, food producers, suppliers, distributors, and community partners. The goal of this RFA is to select a Cooperator or Cooperators who will implement and manage the School Food System Transformation Challenge Sub-Grants. The Healthy Meals Incentives Recognition Awards for SFAs, the Healthy Meals Incentives Sub-Grants for Small and/or Rural SFAs, and the Healthy Meals Summits were released under another RFA and are not included herein. The School Food System Transformation Challenge Sub-Grants described in this RFA were created to focus efforts to stimulate innovation in strengthening the availability of and access to nutritious food products in the K-12 school food marketplace. In addition, these sub-grants will support a more resilient food system through expanding manufacturing and purchasing capacity at the local and regional level. This, in turn, increases equitable access to healthy food products both in schools and in communities by way of support for agricultural producers, growers, and processors impacted by COVID-19. The School Food System Transformation Challenge Sub-Grants will support collaborative projects between school districts, food producers, suppliers, distributors, and/or community partners to stimulate innovation in strengthening the availability of and access to nutritious food products in the K-12 school food marketplace.",11/10/2022,02/01/2023,344433,"Dept. of Agriculture",10.579
"Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants Program","The Secondary Education, Two-Year Postsecondary Education, and Agriculture in the K-12 Classroom Challenge Grants (SPECA) program seeks to: (a) promote and strengthen secondary education and two-year postsecondary education in the food and agriculture sciences in order to help ensure the existence of a workforce in the United States that's qualified to serve the food and agriculture sciences system; and (b) promote complementary and synergistic linkages among secondary, two-year postsecondary, and higher education programs in the food and agriculture sciences in order to advance excellence in education and encourage more young Americans to pursue and complete a baccalaureate or higher degree in the food and agriculture sciences.",02/01/2023,04/05/2023,345742,"Dept. of Agriculture",10.226
"Children, Youth and Families At-Risk Sustainable Community Projects","The purpose of CYFAR SCP funding is to improve the quality and quantity of comprehensive community-based programs for at-risk children, youth, and families supported by the Cooperative Extension System. Collaboration across disciplines, program areas, and geographic lines, as well a holistic approach that views the individual in the context of the family and community, are central to the CYFAR SCP program.",02/01/2023,03/21/2023,345740,"Dept. of Agriculture",10.521
"McGovern-Dole International Food for Education and Child Nutrition Program","The principal objectives of the McGovern-Dole Program are to carry out: 1) preschool and school food for education programs in foreign countries to improve food security, reduce the incidence of hunger, and improve literacy and primary education, particularly with respect to girls; and 2) maternal, infant, and child nutrition programs for pregnant women, nursing mothers, infants, and children who are five years of age or younger.Funding Opportunity Numbers by Priority Country. (Refer to Appendix B - Country Guidance for more information)USDA-FAS-10.608-0700-23-(510) CameroonUSDA-FAS-10.608-0700-23-(124) HaitiUSDA-FAS-10.608-0700-23-(558) MozambiqueUSDA-FAS-10.608-0700-23-(646) NepalUSDA-FAS-10.608-0700-23-(130) NicaraguaUSDA-FAS-10.608-0700-23-(688) Sri LankaUSDA-FAS-10.608-0700-23-(578) TogoUSDA-FAS-10.608-0700-23-(000) Non-priority country applicationsThe Related Documents tab has the full announcement, details on how to apply, instructions on accessing the Food Aid Information System, weekly responses to questions, and other important information.",02/22/2023,04/28/2023,346275,"Dept. of Agriculture",10.608
"Distance Education Grants Program for Institutions of Higher Education in Insular Areas","The purpose of this program is strengthen the capacity of Institutions of Higher Education in Insular Areas to carry out resident instruction, curriculum, and teaching programs in the food and agricultural sciences through distance education technology. The Distance Education Grants Program for Institutions of Higher Education in Insular Areas (DEG) is a NIFA-administered competitive grants program focused on improving formal, postsecondary agricultural sciences education.",03/02/2023,05/05/2023,346560,"Dept. of Agriculture",10.322
"International Agricultural Education Fellowship Program (Cooperative Agreement)","Overview:The International Agricultural Education Fellowship Program (IAEFP), in coordination with 4-H and Future Farmers of America (FFA), will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs. The IAEFP’s purpose is to connect United States agriculturalists to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana during calendar year 2021-2022. The IAEFP allows United States agriculturalists the opportunity to develop a global mindset, help collaboratively meet the food and fiber needs of the domestic population of eligible countries, and help strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.The IAEFP emphasizes positive youth development and agricultural skill transfer to youth in beneficiary country secondary schools. It also encourages community-based agricultural extension and teacher training as well as development of 4-H clubs for strong sustainability of the program. Application submission should include, but is not limited to, program outlines that involve classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The application should address the identified country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. The country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.FAS will consider applications from all eligible organizations, including current recipients and new organizations.Objectives:For this opportunity, the IAEFP will focus on any low to middle income country as defined by The World Bank. The USDA anticipates issuing up to 2 awards in this program cycle. Each award is expected to support up to nine (9) Fellows. The Fellowship is expected to last 8-9 months in concurrence with the priority country’s secondary school academic year. Fellows participating in the IAEFP are required to hold a minimum of a bachelor’s degree in an agriculture-related field and be U.S. Citizens.Although each Fellow should be assigned to a specific site within the proposed country, they are expected to participate as a cohesive cohort. All applications must demonstrate that security considerations have been assessed and address all measures that would be implemented to ensure the safety and security of participating U.S. Fellows.Award recipients should coordinate with the USDA/FAS IAEFP Team, and relevant FAS overseas offices and/or appropriate U.S. Embassy personnel on programmatic issues, such as priority country partnerships, site selection and Fellow placement, and security measures. Additionally, a strong social media presence displaying the ongoing activities of the IAEFP is encouraged. Finally, regular updates on program implementation should also be provided to USDA/FAS Washington, D.C. and FAS overseas office representatives as requested.Place of Performance:Applicants may submit multiple applications for different countries; and all will be considered. All applications must address the safety and security situation in proposed country and the regions within the country where Fellows will be placed. All applications should address where the IAEFP can work in conjunction with the Norman E. Borlaug International Agricultural Science and Technology Fellowship Program, the Cochran Fellowship Program, the Food for Progress Program, the McGovern-Dole Food for Education Program, the Local and Regional Procurement Program, and with Peace Corps, USAID, and/or other USG programming.All applications should recognize and demonstrate incorporation of any priority country government requirements to allow for smooth implementation of this program. Program implementation must be focused on program sustainability and collaboration with the host government to help build/enhance the country’s agricultural education curriculum. This may include formal registration with the government in the country. Applicants should determine if the proposed country requires registration to work there. If registration is required, applicants must clearly state their registration status in the proposed country or detail plans for the registration process should they be selected. The timeline for any registration processes will be considered in the proposed timeline of the IAEFP.Issuance of this funding opportunity does not constitute an award or commitment on the part of the United States Government (USG) to make awards, nor does it commit the USG to pay for costs incurred in the preparation and submission of a concept note or full application.Each application must be country-specific and tailored to the context of that country. Depending on ever-changing security situations in eligible low to middle income countries, the USDA selecting official may elect not to award or fund applications for certain proposed locations. In addition, the USDA may elect to negotiate applications. The USDA selecting official may also select applications out of rank order in consideration of strategic program priorities, such as geographical distribution, incorporation of minority-serving institutions, congressional directive, or other documented considerations. These determinations are final and cannot be appealed.Lastly, the implementing institution is expected to conduct a post-program visit for the Fellows to Washington, DC to be greeted at USDA’s Washington, DC headquarters, participate in meetings organized by the FAS Fellowship Programs team, and provide a debriefing of their Fellowship experiences to USDA/FAS leadership.",03/08/2023,06/19/2023,346688,"Dept. of Agriculture",10.619
"International Agricultural Education Fellowship Program","The International Agricultural Education Fellowship Program (IAEFP), in coordination with 4-H and Future Farmers of America (FFA), will provide opportunities to eligible U.S. citizens to assist developing countries in establishing school-based agricultural education and youth extension programs. The IAEFP’s purpose is to connect United States agriculturalists to the demand for experiential, school-based agricultural education in developing countries. The IAEFP was first implemented in Ghana during calendar year 2021-2022. The IAEFP allows United States agriculturalists the opportunity to develop a global mindset, help collaboratively meet the food and fiber needs of the domestic population of eligible countries, and help strengthen and enhance trade linkages between eligible countries and the United States agricultural industry.The IAEFP emphasizes positive youth development and agricultural skill transfer to youth in beneficiary country secondary schools. It also encourages community-based agricultural extension and teacher training as well as development of 4-H clubs for strong sustainability of the program. Application submission should include, but is not limited to, program outlines that involve classroom instruction, field demonstrations, entrepreneurship projects, and leadership development. The application should address the identified country’s receptiveness of the IAEFP and what, if any, country policies and procedures will be necessary to incorporate into the project work plan for strong program implementation and sustainability. The country’s government, agriculture community, and local authorities should demonstrate support and commitment to collaborate on the implementation and execution of the IAEFP.FAS will consider applications from all eligible organizations, including current recipients and new organizations.",03/08/2023,06/19/2023,346682,"Dept. of Agriculture",10.619
"Higher Education Multicultural Scholars Program","The Higher Education Multicultural Scholars Program provides support to students to help them complete their bachelor’s degree in the Food, Agriculture, Natural Resources, Human (FANH) Sciences or Doctor of Veterinary Medicine in order to successfully join the food and agricultural workforce.The purpose of the Higher Education Multicultural Scholars Program is to increase the diversity of the food and agricultural scientific and professional workforce, and advance the educational achievement of all Americans by providing competitive grants to colleges and universities. Colleges and Universities can use this funding to support undergraduate scholarships and related experiential learning opportunities leading to the completion of a Bachelor’s degree in the FANH Sciences or a Doctor of Veterinary Medicine degree.",03/15/2023,05/15/2023,346843,"Dept. of Agriculture",10.220
"Team Nutrition Training Grants 2023","The goal of the FY 2023 Team Nutrition Grant is to facilitate the adoption of healthy eating patterns by school-aged children (grades Pre-K through 12) and their families through the coordination and implementation of MyPlate nutrition education connected to the nutritious meals and snacks offered through USDA Child Nutrition Programs.ObjectivesIncrease the consumption of nutritious foods and beverages offered through the National School Lunch Program (NSLP), School Breakfast Program (SBP) and Child and Adult Care Food Program (CACFP) At-Risk Afterschool Meals and Outside School Hours Care Centers (OSHCC) via high-quality MyPlate nutrition education.Increase awareness of the MyPlate symbol and accompanying MyPlate nutrition education tools, resources, and messages. Increase awareness of the nutritional contributions of meals and snacks offered to students from parents/caregivers, school coaches and athletic trainers, school nurses, afterschool program operators, and Pre-K-12 teachers.Improve equity by increasing the number of students from historically underserved and marginalized populations who are reached by nutrition education resources, including resources and recipes that are culturally appropriate and/or in the preferred language of the students and their families.Increase school community engagement in the development, implementation, and assessment of the Local School Wellness Policy (LWP).",03/22/2023,05/22/2023,347044,"Dept. of Agriculture",10.574
"School Breakfast Program Expansion - Territories","The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies. An amount of $3 million is available for award to State agencies within the U.S. Territories (Commonwealth of Puerto Rico, the Commonwealth of the Northern Mariana Islands, the United States Virgin Islands, Guam, and American Samoa) to expand the School Breakfast Program (SBP) or any other school breakfast provided to students by the school or U.S. Territory.The purpose of the SBP expansion grants is to provide subgrants, not to exceed $10,000 per qualifying school or group of qualifying schools per school year, to establish, maintain, or expand the SBP or other school breakfast program provided by the school or U.S. Territory. All schools located within U.S. Territories are considered “qualifying schools” for the purposes of this grant opportunity.The SBP is a federally assisted meal program that was established in 1966. It provides categorical grants to assist public and nonprofit private schools and residential childcare institutions that serve breakfasts to “nutritionally needy” children. The SBP operates in the same manner as the National School Lunch Program (NSLP). U.S. Territories that provide an alternate school breakfast to students are also eligible to apply to this grant. This is a new RFA and a FY 2023 opportunity",04/24/2023,07/24/2023,347712,"Dept. of Agriculture",10.579
"School Breakfast Program Expansion-State Agencies and the District of Columbia FY23","The Child Nutrition Act of 1966 (the Act), Section 23 (42 U.S.C. 1793), as amended by Section 105 of the Healthy Hunger-Free Kids Act of 2010 (Public Law 111-296), authorizes funds to provide grants on a competitive basis to State agencies. An amount of $6 million is available for award to State agencies within U.S. States and the District of Columbia to expand the School Breakfast Program (SBP).The purpose of the SBP expansion grants is to provide subgrants to local educational agencies (LEAs), not to exceed $10,000 per qualifying school or group of qualifying schools per school year, to establish, maintain, or expand the SBP. As defined in Section 4(d)(1) of the Act, the term “qualifying school” means a school in severe need. This includes only schools (having an SBP or desiring to initiate an SBP) in which 40 percent or more of the National School Lunch Program (NSLP) lunches served to students at the school were served free or at a reduced price.The SBP is a federally assisted meal program that was established in 1966. It provides categorical grants to assist public and nonprofit private schools and residential childcare institutions that serve breakfasts to “nutritionally needy” children. The SBP operates in the same manner as the NSLP. This is a new RFA and a FY 2023 opportunity. Agencies representing U.S. Territories are directed to apply for this grant under a separate RFA, titled “Child Nutrition School Breakfast Program Expansion Grant for U.S. Territories” and available on Grants.gov.",04/24/2023,07/24/2023,347709,"Dept. of Agriculture",10.579
"FY23 WIC Enrollment via State-Level Referral Data Matching with SNAP and Medicaid","While more than 6 million women, infants, and children participate in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) in the United States, roughly 43 percent of eligible individuals do not. Recent studies suggest that increasing WIC enrollment through state-level referral data matching and outreach efforts may be one avenue for increasing WIC participation. The goal of this request for applications (RFA) is to facilitate data sharing activities that support targeted outreach and streamlined certification processes aimed at increasing the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) participation and retention. Therefore, this RFA will provide up to $20,000,000 in American Rescue Plan Act funding (Section 1106 of Subtitle B, Title I of ARP), through a one-time cooperative agreement, to an external entity that will provide financial, technical, and evaluation support to WIC State agencies to implement referral data matching, with participant consent when required, and outreach efforts. To meet this goal, the successful applicant will complete the following activities:1) Conduct a minimum of two competitive subgrant award programs (in phases), making funds available to multiple WIC State agencies to implement referral data matching and outreach efforts;2) Provide pre-application technical assistance for WIC State agencies wishing to apply for subgrants and post-award technical assistance and guidance to subgrantees for the duration of all subgrant projects, and collaborate with the FNS team working on WIC modernization and innovation efforts for additional support; and3) Develop and apply an implementation and evaluation framework to assess to process, short-term, and intermediate-term outcomes of the overall project, including quantifying changes in WIC enrollment and participation rates among individuals enrolled in Medicaid and SNAP.",04/27/2023,06/28/2023,347786,"Dept. of Agriculture",10.557
"FY23 Review of Produce Safety University","The purpose of the Review of the Produce Safety University Cooperative Agreement is to select one organization to evaluate the Produce Safety University (PSU) course developed by USDA Food and Nutrition Service (FNS) in collaboration with USDA Agricultural Marketing Service (AMS). PSU is a week-long train-the-trainer immersion course that is typically held five times each year in the late spring and summer months. The course immerses child nutrition professionals in the fresh produce supply chain. Participants learn to identify and manage food safety risks associated with fresh produce whether it’s purchased from farmers or distributors, received whole or fresh-cut, or grown in a school garden. The curriculum covers all aspects of the fresh produce supply chain from growing and harvesting to storage and preparation through a combination of lecture, laboratory, and field-trip instruction. FNS seeks to enter into a cooperative agreement for up to $600,000.00 with a selected applicant capable of evaluating the PSU course, the effectiveness of its curriculum, and determining the impact of PSU graduates. Eligible entities include public and state controlled institutions of higher education; private institutions of higher education; and nonprofits having a 501(c)(3) status with the Internal Revenue Service (IRS), other than institutions of higher education; all non-profit organizations must include their 501(c)(3) determination letter issued by the Internal Revenue Service (IRS). To be eligible, the entities stated above must demonstrate successful completion of rigorous research through publication of research in peer-reviewed journals.",06/22/2023,08/21/2023,348881,"Dept. of Agriculture",10.585
"Farm To School Technical Assistance-Cooperative Agreement","The purpose of the Farm to School Technical Assistance Cooperative Agreement described in this request for applications (RFA) is to support nonprofit entities and Indian Tribal Organizations to implement national- and/or regional-level farm to school activities. Awardees under this cooperative agreement will undertake projects supporting USDA’s priorities of Food System Transformation, Improving Child Health through Nutritious School Meals, and Indigenous Food Sovereignty. There are three funding tracks available, corresponding with each USDA priority. Applicants to the Supporting Community Engagement track (aligned with USDA’s priority of Improving Child Health through Nutritious School Meals) will propose projects that expand farm to school institutes. The Supporting Producer Engagement track aligns with USDA’s Food Systems Transformation priority and will fund projects that strengthen producer engagement with the Child Nutrition Programs market. Finally, the Supporting Tribal Engagement track will fund an entity to conduct Tribal dialogues with the purpose of supporting FNS’s farm to school grantmaking and technical assistance for Tribal entities, in alignment with USDA’s Indigenous Food Sovereignty priority. Available funding ranges from $500,000 to $1 million depending on the applicant’s choice of track. Eligible applicants are national and/or regional level nonprofit entities and Indian Tribal Organizations with a history of meaningful engagement with the target audience for this cooperative agreement",07/27/2023,10/10/2023,349583,"Dept. of Agriculture",10.531
"Yellow Ribbon Reintegration Program Youth Support and Internship Program","This notice identifies the objectives for Youth Support Internship Program projects including deadlines, funding information, eligibility criteria for projects and applicants, and application forms and associated instructions.",08/03/2023,09/05/2023,349745,"Dept. of Agriculture",10.500
"Braiding Together Reforestation, Indigenous Partnerships, and Indian Youth Service Corps (IYSC): A Path Towards Resilient Forests and Communities","This request for information (RFI) functions as an outreach mechanism to cultivate relationships and connect federal funding with Federally recognized Indian Tribes, Tribal Organizations, Alaska Native Tribes, Alaska Native Corporations (ANC), and Native Hawaiians and Pacific Islanders. This RFI is intended to solicit responses to explore future projects meeting the unique needs and interests of Indigenous communities through partnership agreements within legislative authority with USDA Forest Service. USDA Forest Service is looking to address reforestation needs and empower the agency’s implementation of the Indian Youth Service Corps (IYSC) program. This initiative aims to foster co-stewardship between USDA Forest Service, Indigenous communities, and IYSC program, with a shared commitment to environmental conservation and reforestation on Forest Service lands. New partnerships will help to address reforestation needs through projects that support reforestation or stand-up improvement activities on lands managed by USDA Forest Service. The agency seeks to actively involve IYSC program in reforestation efforts. Your submission signals an opportunity for USDA Forest Service to explore with you your ideas/projects/programs and federal funding opportunities. USDA Forest Service is committed to fostering a strong, collaborative partnership that benefits the environment, tribes and/or ANCs, Indigenous communities, and IYSC program. These collaborations are vital for understanding reforestation needs, establishing shared priorities, expanding capacity, and ensuring the growth of resilient and healthy forests. By working together, all stakeholders can maximize the impact of reforestation efforts on national forests. Key Points RFI response deadline: November 17, 2023; 10:00 PM Eastern Standard Time (EST). Forest Service will send an auto-response upon receipt of your application submission. Forest Service will send each applicant a follow-up message within one month of application receipt. Forest Service will hold a live informational webinar: October 10, 2023 at 12:00 EST. Forest Service staff will outline RFI details and host a Question & Answer session for potential applicants. Registration: Webinar registration Microsoft Teams. The webinar will be recorded for subsequent viewing. A link to the recording will be posted in grants.gov under opportunity number: USDA-FS-2023-24-40-WFD, after October 10, 2023. Program information: Indian Youth Service Corps US Forest Service (usda.gov). Contact us: accessga@usda.gov. How to Respond Submit response question prompts, SF 424 and SF424A through grants.gov. Submission should be in .pdf or .doc format. Section VI: Response Question Prompts and Forms section of this document, includes response question prompts and requested forms information respond using the “attachments” form. Respond by: November 17, 2023; 10:00 PM Eastern Standard Time (EST). Grants.gov submission is strongly preferred. A grants.gov applicant account is required for submitting responses through grants.gov. Home GRANTS.GOV. See Grants.gov organization registration page for registration guidance. Note: After registering, please choose “subscribe” in grants.gov. By subscribing to RFI Opportunity Number: USDA-FS-2023-24-40-WFD you will be notified of any updates and notifications. Grants.gov provides customer support 24/7 via toll-free number 1-800-518-4726 and email at support@grants.gov. In addition, grants.gov has video tutorials available. Once registered in Grants.gov search for RFI Opportunity Number: USDA-FS-2023-24-40-WFD United States Department of Agriculture, Forest Service. Note: System for Award Management (SAM) registration is required to submit any application across the federal government through grants.gov. SAM registration is a prerequisite to receiving any federal funding. SAM registration is a lengthy process. If you are not currently registered in SAM, we strongly recommend registration. No hardcopy applications will be accepted. For questions related to RFI opportunity: USDA-FS-2023-24-40-WFD, please contact USDA Forest Service: accessga@usda.gov.",08/22/2023,11/17/2023,349950,"Dept. of Agriculture",10.699
"Army Youth Program Evaluation","The Purpose of the Army Youth Program Evaluation is to develop, execute, and document a process evaluation, an outcome evaluation, and a cost-benefit analysis of the Army’s Youth Program.",09/08/2023,09/12/2023,350147,"Dept. of Agriculture",10.500
"Marine Finfish Aquaculture: Juvenile Production Technologies","The National Sea Grant College Program was enacted by U.S. Congress in 1966 (amended in 2020, Public Law 116-221) to support leveraged federal and state partnerships that harness the intellectual capacity of the nation’s universities and research institutions to solve problems and generate opportunities in coastal communities. Subject to the availability of funding, Sea Grant anticipates approximately $5,000,000 will be available for research projects and programs that will significantly advance marine finfish juvenile production technologies for aquaculture. The overall goal is to develop and refine reproduction/broodstock, hatchery, and/or nursery strategies enabling the reliable production of sufficient quantities of juvenile marine finfish to supply on-growing operations. Successful proposals will address topical needs (described below) and integrate research and extension. Proposals are sought that will support broad, non-proprietary research to address critical gaps with respect to marine finfish juvenile production technologies; make that information available to U.S. aquaculture businesses; and include Sea Grant aquaculture extension personnel and preferably industry stakeholders. These investments are consistent with Sea Grant’s focus area of Sustainable Fisheries and Aquaculture (SFA) and the Sea Grant Network’s 10-year Aquaculture Vision, both which support NOAA and Department of Commerce aquaculture goals. Proposals must include funding (Federal or match) for Sea Grant extension personnel as collaborators. Industry stakeholder participation/involvement in projects is strongly encouraged. This opportunity is open only to: Sea Grant programs (Sea Grant Colleges, Institutions, or Coherent Area Programs). A Sea Grant program may submit or participate in more than one proposal. Please note that it is not a requirement that investigators, including the PI, are part of a Sea Grant program, however proposals must be submitted with and through a Sea Grant program. Contact information for each program can be found at https://seagrant.noaa.gov/About. All 34 Sea Grant programs are eligible to serve as partners and to submit applications. If you need further assistance in identifying a program to partner with please contact the National Sea Grant Office via email at oar.hq.sg.aquaculture@noaa.gov. This document sets out requirements for submitting to NOAA-OAR-SG-2022-2007054. Additional guidance and tips on how best to prepare an application are provided in the Sea Grant General Application Guide available at (https://seagrant.noaa.gov/Portals/1/Guidance/SeaGrantGeneralApplication...)",10/06/2021,01/27/2022,336026,"Dept. of Commerce",11.417
"FY 2022 EDA University Center Competition - ATRO","This NOFO announces the availability of funding for EDA’s FY 2022 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resiliency of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Atlanta and Seattle Regional Offices: Atlanta Regional Office Serves: Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee Seattle Regional Office (separate posting and application package for applicants applying from within the Seattle Regional Office) Serves: Alaska, Arizona, American Samoa, California, Guam, Hawaii, Idaho, Republic of Marshall Islands, Federated States of Micronesia, Nevada, Northern Mariana Islands, Oregon, Republic of Palau, and Washington The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation[1], high-skilled regional talent pools, and business expansion in a region’s innovation clusters.[2] Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. Although not required, EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses. [1] A “quality job” is defined as a job that exceeds the local prevailing wage for an industry in the region, includes basic benefits (e.g., paid leave, health insurance, retirement/savings plan),and/or is unionized, and helps the employee develop the skills and experiences necessary to advance along a career path. “Prevailing wage” is defined by the Department of Labor as “the average wage paid to similarly employed workers in a specific occupation in the area of intended employment.” [2] For purposes of this NOFO, EDA defines clusters as geographic concentrations of firms, workers, and industries that do business with each other and have common needs for talent, technology, and infrastructure. Clusters are essentially networks of similar, synergistic, or complementary entities that are engaged in or with a particular industry sector; have active channels for business transactions and communication; share specialized infrastructure, labor markets, and services; and leverage the region’s unique competitive strengths to stimulate innovation and create jobs. Clusters may cross municipal, county, and other jurisdictional boundaries.",03/01/2022,04/29/2022,338456,"Dept. of Commerce",11.303
"FY 2022 EDA University Center Competition - SRO","This NOFO announces the availability of funding for EDA’s FY 2022 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resiliency of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Atlanta and Seattle Regional Offices: Atlanta Regional Office (separate posting and application package for applicants applying from within the Atlanta Regional Office) Serves: Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee Seattle Regional Office Serves: Alaska, Arizona, American Samoa, California, Guam, Hawaii, Idaho, Republic of Marshall Islands, Federated States of Micronesia, Nevada, Northern Mariana Islands, Oregon, Republic of Palau, and Washington The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation[1], high-skilled regional talent pools, and business expansion in a region’s innovation clusters.[2] Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. Although not required, EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses. [1] A “quality job” is defined as a job that exceeds the local prevailing wage for an industry in the region, includes basic benefits (e.g., paid leave, health insurance, retirement/savings plan),and/or is unionized, and helps the employee develop the skills and experiences necessary to advance along a career path. “Prevailing wage” is defined by the Department of Labor as “the average wage paid to similarly employed workers in a specific occupation in the area of intended employment.” [2] For purposes of this NOFO, EDA defines clusters as geographic concentrations of firms, workers, and industries that do business with each other and have common needs for talent, technology, and infrastructure. Clusters are essentially networks of similar, synergistic, or complementary entities that are engaged in or with a particular industry sector; have active channels for business transactions and communication; share specialized infrastructure, labor markets, and services; and leverage the region’s unique competitive strengths to stimulate innovation and create jobs. Clusters may cross municipal, county, and other jurisdictional boundaries.",03/01/2022,04/29/2022,338457,"Dept. of Commerce",11.303
"Minority Colleges and Universities","This Broad Agency Announcement (BAA) requests applications from eligible institutions of higher educations for proposals to develop and implement programs for the education and training of undergraduate students in subjects directly relating to successful entrepreneurship. The proposals must align with the Minority Business Development Agency’s strategic mission goals to support minority business enterprises (MBEs), including building a diverse entrepreneurial pipeline to grow the number of MBEs, and the Administration’s strategic priority to advance racial equity and support for underserved communities through the Federal government.Pre-Application Teleconference: MBDA will conduct a series of pre-application teleconferences at 2:00 – 3:00 p.m. Eastern Standard Time on May 5th, 12th, and 19th, 2022. Participants must register at least 24 hours in advance of the teleconference. Please visit the MBDA website at www.mbda.gov to register and additional information.",04/25/2022,05/25/2022,339798,"Dept. of Commerce",11.802
"FY 2023 EDA University Center Competition - AURO","This NOFO announces the availability of funding for EDA’s FY 2023 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resilience of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Austin and Denver Regional Offices: Austin Regional Office Serves: Arkansas, Louisiana, New Mexico, Oklahoma, Texas Denver Regional Office (separate posting for applicants applying from within the Denver Regional Office) Serves: Colorado, Iowa, Kansas, Missouri, Montana, North Dakota, Nebraska, South Dakota, Utah, Wyoming EDA recognizes that institutions of higher education are critical players in the development of vibrant economic ecosystems. Universities are sources of significant economic development assets—such as faculty, staff, students, research and proof of concept centers, laboratories, and high-speed broadband networks—that can support regional economic growth. In addition, universities create significant knowledge spillovers and possess broader and deeper networks of expertise that can assist innovators and entrepreneurs. Potential university-based support for economic growth includes the commercialization of research, the conversion of intellectual property and ideas into products and services, and the support of regionally-owned strategies that support business expansion and job creation. Universities have also been leaders in addressing impacts of climate change on regional economic ecosystems and helping to facilitate environments conducive to trade and global exports by providing services for businesses to connect to international markets. Through this NOFO EDA intends to advance university-based support for economic development in accordance with EDA’s investment priorities, but also to pursue, where practicable, certain specific priorities related to equity, workforce development, and climate change resiliency so that investments can benefit everyone for decades to come. The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation, high-skilled regional talent pools, and business expansion in a region’s innovation clusters. Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses, and underserved communities within geographies that have been systemically and/or systematically denied a full opportunity to participate in aspects of economic prosperity such as Tribal Lands, Persistent Poverty Counties, and rural areas with demonstrated, historical underservice. Submitting an application: EDA is excited to announce its new grants management platform: the Economic Development Grants Experience (EDGE). EDGE was developed to streamline the application and grants management process by implementing a single platform with increased transparency, improved user experience, higher data quality, and more efficiency throughout the entire grant lifecycle. To apply to this NOFO, please go https://sfgrants.eda.gov/s. More information on how to apply is provided in the full NOFO.",05/04/2023,07/10/2023,347927,"Dept. of Commerce",11.303
"FY 2023 EDA University Center Competition - DRO","This NOFO announces the availability of funding for EDA’s FY 2023 University Center Economic Development Program Competition. This program funds technical assistance provided by an accredited institution of higher education or a consortium of accredited institutions of higher education that is focused on one or more of the following program focus areas: advancing regional commercialization efforts, advancing high-growth entrepreneurship, cultivating innovation, encouraging business expansion in a region’s innovation cluster(s), developing a high-skilled regional workforce, and increasing the resilience of a region. EDA solicits competitive applications from accredited institutions of higher education and from consortia of accredited institutions of higher education that are located in and have programs targeting only geographic areas served by EDA’s Austin and Denver Regional Offices: Austin Regional Office (separate posting for applicants applying from within the Austin Regional Office) Serves: Arkansas, Louisiana, New Mexico, Oklahoma, Texas Denver Regional Office Serves: Colorado, Iowa, Kansas, Missouri, Montana, North Dakota, Nebraska, South Dakota, Utah, Wyoming EDA recognizes that institutions of higher education are critical players in the development of vibrant economic ecosystems. Universities are sources of significant economic development assets—such as faculty, staff, students, research and proof of concept centers, laboratories, and high-speed broadband networks—that can support regional economic growth. In addition, universities create significant knowledge spillovers and possess broader and deeper networks of expertise that can assist innovators and entrepreneurs. Potential university-based support for economic growth includes the commercialization of research, the conversion of intellectual property and ideas into products and services, and the support of regionally-owned strategies that support business expansion and job creation. Universities have also been leaders in addressing impacts of climate change on regional economic ecosystems and helping to facilitate environments conducive to trade and global exports by providing services for businesses to connect to international markets. Through this NOFO EDA intends to advance university-based support for economic development in accordance with EDA’s investment priorities, but also to pursue, where practicable, certain specific priorities related to equity, workforce development, and climate change resiliency so that investments can benefit everyone for decades to come. The purpose of EDA’s University Center Economic Development Program (also referred to in this announcement as the University Center program) is to enable institutions of higher education and consortia of institutions of higher education to establish and operate University Centers specifically focused on using university assets to build regional economic ecosystems that support innovation and high-growth entrepreneurship, resiliency and inclusiveness. University Centers collaborate with other EDA partners, such as Economic Development Districts (EDDs) by providing expertise and technical assistance to develop, implement, and support regional strategies that result in quality job creation, high-skilled regional talent pools, and business expansion in a region’s innovation clusters. Expertise and technical assistance may address, for example, workforce training programs, applied research centers, technology commercialization, feasibility studies, market research, economic impact analyses training, and other technical assistance to help communities foster vibrant economic ecosystems. EDA encourages efforts to reach historically underserved populations and areas, communities of color, women, and other groups facing labor market barriers such as persons with disabilities, disconnected youth, individuals in recovery, individuals with past criminal records, including justice-impacted and reentry participants, individuals participating in the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), and Women, Infants and Children (WIC), and veterans and military spouses, and underserved communities within geographies that have been systemically and/or systematically denied a full opportunity to participate in aspects of economic prosperity such as Tribal Lands, Persistent Poverty Counties, and rural areas with demonstrated, historical underservice. Submitting an application: EDA is excited to announce its new grants management platform: the Economic Development Grants Experience (EDGE). EDGE was developed to streamline the application and grants management process by implementing a single platform with increased transparency, improved user experience, higher data quality, and more efficiency throughout the entire grant lifecycle. To apply to this NOFO, please go https://sfgrants.eda.gov/s. More information on how to apply is provided in the full NOFO.",05/04/2023,07/10/2023,347928,"Dept. of Commerce",11.303
"Department of Defense Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MSI)","The CCDC ARL invites applications/proposals from covered educational institutions for research and education programs that will meet the following objectives:a. Enhance research and engineering capabilities in areas important to national defense;b. Increase the number of graduates in STEM disciplines; andc. Encourage research and education collaborations with other institutions of higher education and with defense organizations.Support for research, development, testing, evaluation, or educational enhancements will be through the competitive awarding of grants or cooperative agreements.",05/30/2019,04/30/2024,316548,"Dept. of Defense",12.630
"National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering)","Request for Information Request for Information: R&ENDEPSTEMFY22RFI Agency/Office: Washington Headquarters Services/Acquisition Directorate (WHS/AD) on behalf of the Office of the Under Secretary of Defense (Research & Engineering) Title: National Defense Education Program (NDEP) Science, Technology, Engineering, and Mathematics (STEM) Consortia Request for Information (RFI) for the Office of the Under Secretary of Defense (Research & Engineering) Disclaimer: The Department of Defense (DoD) may use responses to this request for information (RFI) to inform future solicitation / funding opportunity announcement. The purpose of this RFI is to survey industry (to include non-profits, academia, large, and small businesses (e.g., 8(a), service-disabled Veteran-owned small business, HUBZone small business, small disadvantaged business, Veteran-owned small business, and woman-owned small business)) for relevant information. Hence, submitted responses should not be worded as proposals. In accordance with FAR 15.201(e), responses to this notice are not offers and cannot be accepted by the Government to form a binding contract. The Government will not reimburse respondents for any costs associated with submissions of the RFI being requested or reimburse expenses incurred to interested parties for responses. Background/Overview: This RFI consists of two focuses, which are outlined below: (1) Transitioning students from 2-year Community College science, technology, engineering, and mathematics (STEM) programs to a STEM degree at a 4-year institution through a consortium based approach (2) Preparing an agile and diverse workforce through technical training and certificate programs and supporting these programs through collaborative partnerships and consortia The Department of Defense (DoD) STEM mission is to inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich the current and future DoD workforce poised to tackle evolving defense technological challenges. Towards this end, DoD invests in the future and current STEM talent pools by fostering pathways that connect to a continuum of enriching DoD programs to meet the unique mission needs of the Department. In accordance with 10 USC §2192, Improvement of education in technical fields: general authority regarding education in science, technology, engineering, and mathematics, NDEP through WHS/AD, is conducting market research to investigate effective approaches at creating STEM education focused consortia or communities of practice at Community Colleges and 2-year colleges. The Federal STEM Strategy states, “The future, more diverse, pool of work-ready, STEM-literate Americans will come through many pathways[1]. About half of students who pursue higher education are likely to start at a community college”[2]. DoD is the largest employer of scientists and engineers in the United States. Therefore, the Department must maintain a robust pipeline of STEM talent by investing in postsecondary STEM activities, specifically in 2-year colleges, to ensure the DoD has enduring access to the best and brightest talent in the near-, mid-, and long-term. This RFI explicitly encourages input from or regarding projects that involve consortia or communities of practices between 2-year institutions, Community Colleges, and relevant partners; improve the capacity of community colleges to create impactful STEM educational experiences for students and teachers; promote the transition from 2 to 4-year degrees; and prepare an agile and diverse 21st century technical workforce. Response(s) to the question(s) below should focus on effective models with specific efforts in at least one of the following: · Reaching and attracting Veterans, their dependents, and military connected students to STEM opportunities[3],[4] · Providing meaningful STEM experiences for students and faculty especially those from underserved populations[5] · Fostering/leveraging partnerships and ecosystems to amplify reach and impact of STEM activity through multi-institution consortia[6] · Promoting transition from 2-year colleges to 4-year degrees in STEM fields · Technical training and certifications through 2-year degree programs, especially in AI, cyber, and advanced manufacturing Questions to address: Respondents can answer any of the questions #1 - #8, but are not required to respond to all questions #1 - #8. 1. What are the biggest needs and challenges that Community Colleges face in regards to STEM education? How could those needs and challenges best be addressed? 2. What educational programs can be developed and implemented at Community Colleges to support DoD science and technology priority areas (https://www.cto.mil/modernization-priorities/)? 3. What are effective ways in preparing 2-year STEM students to transition into 4-year STEM degrees or the STEM workforce? 4. What are effective ways to promote technical training and STEM certificate programs? 5. What partners do Community Colleges and 2-year institutions need to successfully promote certificate programs and/or transitioning students to 4-year institutions? What benefits would come from each type of partner? 6. Whether you are currently part of a consortium-based model or would be interested in participating in one, describe the benefits and drawbacks of such a partnership. What type of consortium structure maximized the creation of effective and lasting relationships between institutions in regards to promoting STEM education? What would the role of the management entity look like, and what partners would be involved? 7. If you are currently part of a local or regional ecosystem[7], either formally or informally, describe the structure and support that the ecosystem provides. Please describe the benefits and drawbacks that you encounter. What efforts support STEM participation by creating accessible, inclusive STEM learning opportunities and promoting STEM careers? 8. What are effective ways in assessing program impact relative to topics mentioned above? Requirement: All qualified, experienced, and capable sources are welcome to respond to this RFI. Large-scale and small-scale examples of programs are of equal interest. Your capabilities should cover any and all areas of focus delineated above. There is no target of years in relevant experience if a program has evidence-based effectiveness and proven results. In addition, please provide the following Point of Contact information for all responses: Company: Address: Point of Contact: Phone Number: Email Address: Business Size and Classification: [example, Large Business, Small Business, 8(a), Woman-Owned/Economically Disadvantaged Woman-Owned, Historically Underutilized Business Zone (HUBZone), Veteran-Owned, Service-Disabled Veteran-Owned)] Security Clearance: No security clearance is required for this requirement NAICS recommendations: • 541713 Research and Development in Nanotechnology • 541714 Research and Development in Biotechnology • 541715 Research and Development in the Physical, Engineering, and Life Sciences; • 541720 Research and Development in the Social Sciences and Humanities; • 611310 Colleges, Universities, and Professional Schools; • 611430 Professional and Management Development Training; • 611519 Other Technical and Trade Schools; • 611691 Exam Preparation and Tutoring; • 611710 Educational Support Services; • 712110 Museums; • 813211 Grantmaking Foundations • 923110 Administration of Education Programs; Submission Requirements: All responses to the RFI should be submitted via e-mail to osd.dodstem@mail.mil following the Schedule of Events below. The government is contemplating holding an informational workshop/webinar after the close of the RFI. If you would like to participate, RSVP to the email address provided and state I, II, and/or III from the areas of interest on page 1. Please no phone calls. Schedule of Events Event: Questions Regarding RFI Date: 23 August, 2021 Time: 17:00 EST Event: FAQ Posting Date: 27 August, 2021 Event: RFI Responses Due Date: 10 September, 2021 Time: 17:00 EST There is a maximum page limitation of six (6) pages: four (4) pages for the responses to questions two (2) pages for the capability statement All responses must be typed, single spaced using 12 point, Times New Roman, font, within an 8.5 by 11-inch page size, in Adobe Acrobat PDF (.pdf) or Microsoft Word files. No hard copy or facsimile submissions will be accepted. Cover letters and extraneous materials (brochures, etc.) will not be considered. All submissions shall be at the UNCLASSIFIED level and shall clearly mark proprietary information. All submissions shall include contact information for the individual and/or organization (as appropriate) making the submission. At the discretion of the Office of the Under Secretary of Defense (Research & Engineering), responders may be contacted for further clarification or additional information; if you do not wish to be contacted please indicate so in your response. [1] Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systematic Change to Support Students’ Diverse Pathways (2016). https://www.nap.edu/catalog/21739/barriers-and-opportunities-for-2-year... [2] Charting a Course for Success: America’s Strategy for STEM Education (2018). https://trumpwhitehouse.archives.gov/wp-content/uploads/2018/12/STEM-Ed... [3] FY2020 National Defense Authorization Act, Section 211, 10 USC §2192b Program on enhancement of preparation of dependents of members of armed forces for careers in science, technology, engineering, and mathematics [4] S. 153 – Supporting Veterans in STEM Careers Act [5] DoD STEM defines Underserved populations as students that are dependents of members of the military, national guard and reserves or military connected; students who are eligible to receive Free and Reduced-price Meals—FARMS; Students belonging to racial and ethnic minorities that are historically underrepresented in STEM (i.e., Alaska Natives, Native Americans, Blacks or African Americans, Latinx/Hispanics, Native Hawaiians and other Pacific Islanders); Students with disabilities; Students who are English language learners (ELLs); First‐generation college bound students:; Students in rural, frontier, or other Federal targeted outreach schools; and Females in certain STEM fields where they remain underrepresented (Gender) (e.g., physical science, computer science, mathematics, or engineering) [6] FY2018 National Defense Authorization Act, Section 217, 10 USC §2358 Mechanisms for Expedited Access to Technical Talent and Expertise at Academic Institutions to Support Department of Defense Missions [7] STEM Ecosystem: STEM education ecosystems consist of multi-sector partners united by a collective vision of supporting participation in STEM through the creation of accessible, inclusive STEM learning opportunities that promote STEM literacy and expose learners to a variety of career paths and facilitate critical transitions from Pre-K through career. A STEM education ecosystem continuously evaluates its activities and adapts as needed to improve outcomes for learners, plans for the long-term, and invests in communicating its work to build broad support and advance best-practices.",07/27/2021,//,334905,"Dept. of Defense",12.006
"FY2022 Department of the Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program","The Department of Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DoN HBCU/MI Program:• Enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps• Encourages cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges, and• Increases the engagement of students, including underrepresented minorities, in STEM fields important to the U.S. Navy and U.S. Marine Corps.This FOA is executed under policy and guidance of the DoN HBCU/MI Program and is administered by the Office of Naval Research (ONR). Competitive white papers and full invited proposals submitted to this FOA must clearly and succinctly describe efforts that advance basic naval-relevant S&T, engage faculty and students in STEM discovery, and expand the research capacity of participant institutions.",07/30/2021,12/01/2021,335018,"Dept. of Defense",12.300
"Cultural Landscape Studies, Willamette Valley Project, USACE: Education and Training for College Students in Archaeology and Cultural Resources Management","The US Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a non-Federal public entity or non-profit entity to accomplish the following: 1) provide training and educational opportunities for college students who are studying archaeology and cultural resources management, and 2) continue cultural resources stewardship through identifying, evaluating, and studying cultural resources managed by the Willamette Valley Project or issues relevant to the cultural resources program, which is part of the Environmental Stewardship Program. The recipient’s participants will benefit from gaining experience and expertise in academic and applied aspects of archaeology and cultural resources management, which will increase their ability to be academically and professionally competitive. The fields of archaeology and cultural resources management will benefit from the production of new professionals who have targeted and useful training. The cooperative agreement will be awarded pursuant to 33 U.S.C. § 2339. The preferred partner for this cooperative agreement must be a non-Federal public entity or non-profit entity that has access to college student populations who live within commuting distance of the Willamette Valley Project. The entity must be able to provide educational and training opportunities in classroom, laboratory, museum, job-shadowing, and/or field settings that are tailored to the level of education of each of the student participants. These opportunities will be within commuting distance of the Willamette Valley Project. The recipient must have knowledge of and experience with academic and applied aspects of archaeology and cultural resources management and be able to undertake and complete projects of varying scope and complexity related to these fields. The recipient must have experience working with college student populations and supporting students through education and training efforts in the fields of archaeology and cultural resources management.",08/18/2021,09/17/2021,335349,"Dept. of Defense",12.010
"Funding Opportunity Announcement of Science, Mathematics, and Research for Transformation (SMART) Scholarship-for-Service Program","The Department of Defense seeks innovative applications to cooperatively partner with eligible entities in the implementation and execution of its Science, Mathematics, and Research for Transformation (SMART) Program. The Department intends to award ONE (1) cooperative agreement award, with a maximum award of up to $450M over a five-year period of performance.SMART is a highly competitive STEM-focused scholarship-for-service program, empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines that the Department has identified as critical to national security and DoD’s future. Established by Congress in 2006, the program has awarded more than 3,700 scholarships, and aims to increase the number of civilian scientists and engineers working at Department of Defense (DoD) laboratories and facilities.“We are very proud of all the 416 recipients of this prestigious scholarship,” said Mr. Louie Lopez, DoD STEM Director. “I look to forward to seeing these next generation of STEM leaders’ contributions to the Department and the Nation.”The DOD develops STEM talent through its K-20 STEM education and talent development efforts called DoD STEM. DoD STEM aims to inspire, cultivate, and develop talent to address the Nation’s technological challenges, now and into the future.The largest program under DoD STEM is the National Defense Education Program (NDEP). It fosters and enhances the DoD’s ability to develop and access high-quality STEM talent vital to national defense.NDEP activities support the DoD STEM effort in providing authentic learning experiences through a variety of education and outreach initiatives in the form of scholarships, internships, enrichment activities, competitions, and mentorships by leveraging partners from industry, academia, and other government organizations with a shared STEM mission. One of the main NDEP efforts in addressing talent development and recruitment is through the SMART Program.SMART is empowered to make full-tuition awards during any phase of a scholar’s education in a regionally accredited U.S. university or college. The program sponsors undergraduate, graduate, and doctoral study in 21 academic disciplines critical to national security and DoD’s future. Upon graduation, students move directly into employment at DoD facilities. Awards can be made during any phase of a scholar’s education and vary in length from a minimum of one to a maximum of five years. The service commitment is one year of DoD employment for each academic year of SMART funding.The funding announcement will be available in early January 2022 on Grants.gov (www.grants.gov), SAM.GOV (https://sam.gov/) and the U.S. Combat Capabilities Development Command’s Army Research Laboratory website.The SMART Program will also hold a virtual Opportunity Day on 09 February 2022 from 1300 to 1600 Eastern Standard Time (EST). To register, email osd.smart@mail.mil. More details will be provided prior to the event. To learn more about the SMART Scholarship-for-Service Program and the participating DoD sponsoring facilities, visit www.smartscholarship.org.",01/05/2022,03/07/2022,336961,"Dept. of Defense",12.631
"Natural Resource Management (NRM) Education and Training of Eugene Area of Fern Ridge Lake Student Participants","The U.S. Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a non-Federal public agency, nonprofit entity, qualified youth service, or conservation corps organization for land stewardship and restoration services on USACE land in the Willamette Valley, Oregon. This cooperative agreement will assist NWP in fulfilling environmental stewardship responsibilities consisting of restoration and management of native prairie landscapes and wildlife habitat primarily at Fern Ridge Lake while providing education and training to at-risk youth from the nearby community. The recipient’s participating students (participants) will gain experience with project planning, development, and implementation. Projects will mainly focus on land stewardship, prairie and habitat restoration, and nursery and greenhouse maintenance. The cooperative agreement will be awarded pursuant to 33 U.S.C. § 2339 Conservation and Recreation Management. The recipient for this cooperative agreement must be a non-Federal public agency, nonprofit entity, or qualified youth service or conservation corps organization that serves at-risk youth in local communities near Fern Ridge and has experience in land stewardship and restoration using small crews supervised by experienced crew leaders so ecological concepts can be accurately conveyed to crew and leaders.",01/14/2022,02/14/2022,337388,"Dept. of Defense",12.010
"FY22 Department of Navy (DON) Science, Technology, Engineering & Mathematics (STEM), Education and Workforce Program administered by the Office of Naval Research (ONR)","The Office of Naval Research (ONR) is interested in receiving a broad range of proposals for augmenting existing and/or developing innovative solutions that directly maintain, and/or cultivate a diverse, world-class Science, Technology, Engineering, and Mathematics (STEM) workforce to maintain the U.S. Navy and Marine Corps’ technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways of U.S. citizens directly relevant to the needs of Department of Navy’s (DON) current and future workforce. As the capacity of the DON Science and Technology (S&T) workforce is interconnected with the STEM education system, DON recognizes the need to support efforts that can jointly improve STEM student outcomes and align educational and outreach efforts with Naval S&T current and future workforce needs. This announcement explicitly encourages programs that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the naval related workforce. Programs must aim to increase engagement in naval relevant STEM, and enhance the corresponding skills, knowledge, and abilities of participants. ONR encourages applicants to utilize current STEM educational research for informing program design and advancing STEM careers and opportunities of naval relevance.",01/24/2022,09/02/2022,337522,"Dept. of Defense",12.330
"DoD STEM Community College Consortium","The Department of Defense (DoD) National Defense Education Program (NDEP) is seeking to strategically fund science, technology, engineering, and mathematics (STEM) education at 2-year institutions and Community Colleges (2YI/CCs) through a consortium approach. The DoD STEM vision is a diverse and sustainable STEM talent pool ready to serve our Nation and extend the Department’s competitive edge. This NOFO aims to enhance the STEM workforce through regional consortia which will develop and encourage STEM ecosystems between 2YI/CCs and 4-Year Institutions (4YIs), industry, local education agencies, and others in STEM education. Each regional DoD STEM Community College Consortium should collaboratively work with members of their geographical area to promote partnerships that enhance STEM education at 2YI/CCs, while aligning to the DoD STEM mission to “inspire, cultivate, and develop exceptional STEM talent through a continuum of opportunities to enrich our current and future DoD workforce poised to tackle evolving defense technological challenges”. These collaborations should foster the development of 2YI/CC STEM ecosystems that have the ability to implement far-reaching sustainable programs, specifically those that promote the completion of certificate training programs aligned to DoD priority areas; increase transitions from 2YI/CC programs to STEM degrees from 4YIs; and meet the vision, roles, and goals outlined in the DoD STEM Strategic Plan.Responses to this funding opportunity should focus on either or both of the below goals:(1) Promote and support the completion of technical training and certificate programs that strengthen the DoD and Defense Industrial Base (DIB) science, technology, and manufacturing workforce.(2) Develop, support, and increase the transition of students, especially those from underserved and underrepresented populations to include veterans and their spouses, from 2-year institutions and/or Community College STEM programs to STEM degrees at 4-year institutions.",01/25/2022,03/29/2022,337549,"Dept. of Defense",12.006
"Fiscal Year 2022 Science, Technology, Engineering and Mathematics (STEM) Program","The Air Force Office of Scientific Research (AFOSR) seeks a broad range of applications for augmenting existing and/or developing innovative solutions that directly maintain and/or cultivate a diverse, world-class Science, Technology, Engineering and Mathematics (STEM) workforce to maintain the U.S. Air Force and Space Force’s technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways and workforce opportunities for diverse U.S. citizens directly relevant to AFOSR science and technology areas.As the capacity of the Department of the Air Force (DAF) Science and Technology (S&T) workforce is interconnected with STEM education and outreach, AFOSR recognizes the need to support efforts that can jointly improve STEM student outcomes and align education and outreach efforts with DAF S&T current and future workforce needs. This announcement explicitly encourages projects that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the air and space-related workforce. Projects must aim to increase engagement in STEM, from students to the current workforce, and enhance people with needed DAF STEM skills, knowledge and abilities. AFOSR encourages applications to utilize current STEM education research for informing project design and advancing STEM careers and opportunities of DAF relevance.This FOA is specifically seeking STEM education and outreach projects that address scientific and technical areas identified in the following thrust areas. Project scope may range in size and complexity. While not a formal requirement or program focus of this FOA, applicants are strongly encouraged to consider under-represented and under-served populations including women and minorities in project plans. Special audience priority areas may include, but not be limited to, military connected students, veteran initiatives, and education systems integral to DAF science and technology.",02/03/2022,"Not Provided",337827,"Dept. of Defense",12.800
"Fiscal Year 2022 Defense University Research Instrumentation Program – Lending Library (DURIP-LL)","This announcement seeks proposals from universities to create, market and implement a lending library program using DURIP-funded instrumentation. Proposals are accepted from entities who previously received a DURIP grant and currently have access to the DURIP-funded instrumentation. These could have been funded by the Army Research Office (ARO), the Office of Naval Research (ONR), and AFOSR. However, this STEM supplement is a stand-alone opportunity that is only provided by the AFOSR.A central purpose of the DURIP-LL program is to provide hands-on experiential learning opportunities using equipment and instrumentation to enhance research related education in areas of interest and priority to the DoD. Therefore, your proposal must address the impact of the equipment or instrumentation on your institution’s ability to educate K-12 students through research in disciplines important to DoD missions.DoD STEM goals are as follows:Goal 1.0: Inspire community engagement in DoD STEM education programs and activities to provide meaningful STEM learning opportunities for students and educators.Goal 2.0: Attract the Nation's and DoD's current and future STEM workforce through multiple pathways to educational and career opportunities.Goal 3.0: Increase participation of underserved and underrepresented groups in STEM education.Goal 4.0: Advance the efficiency and effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment. Relevant information includes, but is not limited to, details of any other Federal funds to be used, and any funds to be contributed by non-Federal sources toward STEM outreach and education.",02/04/2022,05/13/2022,337849,"Dept. of Defense",12.800
"FY22 DoD Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions","Under the authority of 10 U.S.C. § 2362 and pending the availability of funds, the Office of the Under Secretary of Defense for Research and Engineering (OUSD(R&E)) in cooperation with the Office of Naval Research (ONR) seeks unclassified research proposals, basic or applied, from Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MI) in research topics of interest to DoD and ONR.This Funding Opportunity Announcement (FOA) aims to (a) enhance research programs and capabilities in scientific and engineering disciplines critical to the national security functions of DoD; (b) enhance the capacity of HBCU/MI to participate more fully in all DoD research programs and activities; (c) increase the number of graduates, including underrepresented minorities, in fields of science, technology, engineering, and mathematics (STEM) important to the defense mission; and (d) encourage commitments by the eligible institutions to invest time and resources that will elevate their standing from R2 status to R1 status commensurate with the Carnegie Classification of Institutions of Higher Education.See full text announcement under Related Attachments for more information.",02/24/2022,05/06/2022,338321,"Dept. of Defense",12.300
"FY22 FUNDING OPPORTUNITY ANNOUNCEMENT (FOA) for the Office of Naval Research (ONR) Science, Technology, Engineering, and Mathematics (STEM) Program","ONR seeks a broad range of applications for augmenting existing and/or developing innovative solutions that directly maintain and/or cultivate a diverse, world-class Science, Technology, Engineering and Mathematics (STEM) workforce to maintain the U.S. Navy and Marine Corps’ technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways and workforce opportunities for diverse U.S. citizens directly relevant to ONR science and technology areas.As the capacity of the Department of the Navy (DON) Science and Technology (S&T) workforce is interconnected with STEM education and outreach, ONR recognizes the need to support efforts that can jointly improve STEM student outcomes and align education and outreach efforts with Naval S&T current and future workforce needs. This announcement explicitly encourages projects that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the naval-related workforce. Projects must aim to increase engagement in STEM, from students to the current workforce, and enhance people with needed Naval STEM skills, knowledge and abilities. ONR encourages applications to utilize current STEM educational research for informing project design and advancing STEM careers and opportunities of naval relevance.This FOA is specifically seeking STEM education and outreach projects that address scientific and technical areas identified in the following thrust areas. Project scope may range in size and complexity. While not a formal requirement or program focus of this FOA, applicants are strongly encouraged to consider under-represented and under-served populations including women and minorities in project plans. Special audience priority areas may include, but not be limited to, military connected students, veteran initiatives, and education systems integral to naval science and technology",04/01/2022,03/31/2023,339127,"Dept. of Defense",12.330
"Fiscal Year (FY) 2023 DoD Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MI)","This Funding Opportunity Announcement (FOA) aims to (a) enhance research programs and capabilities in scientific and engineering disciplines critical to the national security functions of DoD; (b) enhance the capacity of HBCU/MI to participate in DoD research programs and activities; and (c) increase the number of graduates, including underrepresented minorities, in fields of science, technology, engineering, and mathematics (STEM) important to the defense mission.Projects proposed for funding under this FOA must be for basic research. As defined by DoD, “basic research” is systematic study directed toward greater knowledge or understanding of the fundamental aspects of phenomena and of observable facts without specific applications towards processes or products in mind. It includes all scientific study and experimentation directed toward increasing fundamental knowledge and understanding in those fields of the physical, engineering, environmental, life sciences, and information sciences related to long-term national security needs.PIs are encouraged to consider innovative approaches for their research projects with a view toward enhancing the ability of their institution to develop stronger science and engineering programs that will enable the institution to participate more competitively in a variety of defense research programs, attract and retain good students by exposing them to state-of-the art research, and encourage them to pursue careers in STEM disciplines.Methods through which these goals can be achieved are varied. Factors such as research capabilities, facilities, and equipment are unique to each institution. Therefore, DoD will not prescribe the approach for a research project; instead, it expects applications to reflect the unique needs and capabilities of the applicant institution.",05/17/2022,08/12/2022,340470,"Dept. of Defense",12.630
"FY2023 Department of the Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program","The Department of Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DoN HBCU/MI Program:Enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps,Encourages cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges, andIncreases the engagement of students, including underrepresented minorities, in STEM fields important to the U.S. Navy and U.S. Marine Corps.This FOA is executed under policy and guidance of the DoN HBCU/MI Program and is administered by the Office of Naval Research (ONR). Competitive white papers and full invited proposals submitted to this FOA must clearly and succinctly describe efforts that advance basic naval-relevant S&T, engage faculty and students in STEM discovery, and expand the research capacity of participant institutions.The technical content of any proposed effort must contribute to the S&T mission and vision of the DoN and must align with the Naval Research Development Framework.See full text announcement for more information.",06/29/2022,12/14/2022,341556,"Dept. of Defense",12.300
"FY23 Dept of Navy (DoN) Science Technology Engineering & Mathematics (STEM) Education and Workforce Program","This FOA is for STEM education programs and activities, which is formal or informal education that is primarily focused on physical and natural sciences, technology, engineering, social sciences, and mathematics disciplines, topics, or issues (including environmental science education or stewardship).STEM education programs and activities that could be supported by this FOA include one or more of the following as the primary objective:• Develop learners’ knowledge, skill, or interest in STEM.• Attract students to pursue certifications, licenses, or degrees (two-year degrees through post-doctoral degrees) or careers in STEM fields.• Provide growth and research opportunities for post-secondary, college and graduate students in STEM fields, such as working with researchers or conducting research that is primarily intended to further education.• Improve mentor/educator (K-12 pre-service or in-service, post-secondary, and informal) quality in STEM areas.• Improve or expand the capacity of institutions to promote or foster STEM fields.This FOA will not consider applications for research, with the exception of those whose primary purpose is intended to further education (as described in third bullet above) and that are not expected to generate intellectual property. Efforts for research, including those supporting STEM, should be submitted under the current fiscal year Long Range BAA.Please see full text of the announcement for additional details.",12/27/2022,09/01/2023,345126,"Dept. of Defense",12.330
"Fiscal Year 2023 Lending Library - Defense University Research Instrumentation Program (LL-DURIP)","This announcement seeks proposals from universities to create, market and implement a lending library program using DURIP-funded instrumentation. Proposals are accepted from entities who previously received a DURIP grant and currently have access to the DURIP-funded instrumentation. These could have been funded by the Army Research Office (ARO), the Office of Naval Research (ONR), and AFOSR. However, this STEM supplement is a stand-alone opportunity that is only provided by the AFOSR.A central purpose of the DURIP-LL program is to provide hands-on experiential learning opportunities using equipment and instrumentation to enhance research related education in areas of interest and priority to the DoD. Therefore, your proposal must address the impact of the equipment or instrumentation on your institution’s ability to educate K-12 students through research in disciplines important to DoD missions.DoD STEM goals are as follows:Goal 1.0: Inspire community engagement in DoD STEM education programs and activities to provide meaningful STEM learning opportunities for students and educators.Goal 2.0: Attract the Nation's and DoD's current and future STEM workforce through multiple pathways to educational and career opportunities.Goal 3.0: Increase participation of underserved and underrepresented groups in STEM education.Goal 4.0: Advance the efficiency and effectiveness of STEM education and workforce development programs, activities, and outreach through evaluation and assessment. Relevant information includes, but is not limited to, details of any other Federal funds to be used, and any funds to be contributed by non-Federal sources toward STEM outreach and education.",01/17/2023,04/14/2023,345430,"Dept. of Defense",12.800
"Fiscal Year 2023 Science, Technology, Engineering and Mathematics (STEM) Program","The Air Force Office of Scientific Research (AFOSR) seeks a broad range of applications for augmenting existing and/or developing innovative solutions that directly maintain and/or cultivate a diverse, world-class Science, Technology, Engineering and Mathematics (STEM) workforce to maintain the U.S. Air Force and Space Force’s technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways and workforce opportunities for diverse U.S. citizens directly relevant to AFOSR science and technology areas.As the capacity of the Department of the Air Force (DAF) Science and Technology (S&T) workforce is interconnected with STEM education and outreach, AFOSR recognizes the need to support efforts that can jointly improve STEM student outcomes and align education and outreach efforts with DAF S&T current and future workforce needs. This announcement explicitly encourages projects that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the air and space-related workforce. Projects must aim to increase engagement in STEM, from students to the current workforce, and enhance people with needed DAF STEM skills, knowledge and abilities. AFOSR encourages applications to utilize current STEM education research for informing project design and advancing STEM careers and opportunities of DAF relevance.This FOA is specifically seeking STEM education and outreach projects that address scientific and technical areas identified in the following thrust areas. Project scope may range in size and complexity. While not a formal requirement or program focus of this FOA, applicants are strongly encouraged to consider under-represented and under-served populations including women and minorities in project plans. Special audience priority areas may include, but not be limited to, military connected students, veteran initiatives, and education systems integral to DAF science and technology.",01/23/2023,04/14/2023,345510,"Dept. of Defense",12.800
"Natural Resource Management (NRM) Education and Training Opportunities for Portland District Area Youth Service and Conservation Corps Organizations in the Portland District (NWP), Oregon","The US Army Corps of Engineers (USACE), Portland District (NWP) intends to enter into a cooperative agreement with a qualified non-Federal public agency, nonprofit entity, including youth service or conservation corps organizations for land stewardship and restoration services on USACE land in the Portland District. This cooperative agreement will assist NWP in fulfilling environmental stewardship responsibilities consisting of restoration and management of native prairie landscapes and wildlife habitat while providing education and training opportunities to the recipient’s participants in the local communities within NWP. These education and training opportunities exist through the need for natural resource and maintenance services on USACE lands located at the Bonneville Lock and Dam, The Dalles Lock and Dam, John Day Lock and Dam, Willamette Valley Projects, and Rogue River Basin Projects. The goals and objectives of this cooperative agreement are for the implementation of best natural resources management practices with regards to environmental stewardship, high- and low-density recreation areas, and operations/facilities maintenance. Environmental and maintenance services include but are not limited to: land stewardship and restoration wildlife habitat improvement riparian enhancement wetlands restoration and enhancement native grassland restoration and management plant propagation fisheries habitat management park and recreation site improvement development of visitor features for public education and interpretive services This cooperative agreement will be awarded pursuant to 33 USC 2339(a) Conservation and Recreation Management. The recipient for this cooperative agreement must be a qualified non-Federal public and nonprofit entity, including youth service or conservation corps organizations with experience in land stewardship and restoration using interns and small work crews supervised by experienced leaders so that ecological concepts can be accurately conveyed to work crew and leaders.",02/02/2023,03/06/2023,345453,"Dept. of Defense",12.010
"Annual Recruitment and Survival of Juvenile Gulf Sturgeon in the Apalachicola River","Research supports year class strength of Gulf Sturgeon can be influenced by annual hydrologic patterns. Randall and Sulak (2007) noted that recruitment in the Suwannee River was highly correlated with high monthly mean flows in September and December. High flows during these months were hypothesized to decrease salinity in estuarine zones therefore providing greater foraging area for young sturgeon near river mouths in December and reducing periods of low dissolved oxygen in lower river reaches during September. Assessing annual recruitment patterns in juvenile Gulf Sturgeon is critical in terms of promoting overall recovery objectives (USFWS and NMFS 2009) but requires long-term monitoring efforts coupled with quantified estimates of annual abundance of juvenile sturgeon. Within the Apalachicola River system, the U.S. Fish and Wildlife Service Panama City Fish and Wildlife Conservation Office (USFWS Panama City FWCO) has coordinated juvenile Gulf Sturgeon sampling since 2013 using targeted netting to monitor abundance and year class strength in addition to utilizing acoustic telemetry to address movement patterns of juvenile Gulf Sturgeon within the estuary. For this effort, year class abundance was estimated at Age 1 and cohort abundance has varied from about 50-200 fish per year (Marbury 2016). In 2016, the USFWS issued a Biological Opinion (BO) regarding the USACE update to the Water Control Manual (WCM) for the ACF (Apalachicola-Chattahoochee-Flint system) and determined those operational actions may adversely affect a number of listed species occurring within the basin, including Gulf Sturgeon. One concern that was highlighted was a reduction in the duration and frequency of floodplain inundation following the updated WCM which could potentially impact young of year and juvenile Gulf Sturgeon survival and growth. The BO identified three Reasonable and Prudent Measures (RPMs) to minimize impacts of incidental take of the listed species. RPM 2016-3 requires USACE to monitor the level of take associated with the ACF WCM by monitoring the distribution, abundance, survival, growth, and fecundity of the listed mussels and Gulf Sturgeon in the action area. A primary objective of this project is to use the sampling methodology and analytical approaches outlined by USFWS Panama City FWCO to conduct targeted sampling for juvenile Gulf Sturgeon. These data will be used to address concerns highlighted in the BO issued by USFWS regarding USACE ACF WCM operations at Jim Woodruff Lock and Dam and its potential impact to juvenile sturgeon recruitment. These baseline data will provide insight on the potential influences of USACE ACF Water Control Manual operations as well as annual variability in juvenile Gulf Sturgeon growth and recruitment. A. Program Description/Objective: We propose that juvenile Gulf Sturgeon sampling occur periodically from May through July using anchored monofilament gill nets and targeted sampling conducted in the lower reaches of the Apalachicola River including sections of the Brothers River where netting has been successful in the past (Marbury 2016). Nets should consist of three, 50m panels of 7.6-cm, 8.9-cm, and 10.2-cm monofilament mesh (stretch measure) and effort should include the deployment of six to 12 nets daily during the overall sampling period. Captured sturgeon will be weighed (nearest 0.1 kg) and measured (FL, TL cm), and assessed for previous capture by the presence of external tags and/or internal passive integrated transponder (PIT) tags. New captures will be tagged with T-bar and PIT tags. A genetic tissue sample (e.g., fin clip) will be taken from each processed sturgeon and handled according to Dugo et al. (2004). A section of secondary pectoral fin ray will be removed from near the basal articulating process of the fin and retained for subsequent aging assessments (Baremore and Rosati 2013, 2014; Andres et al. 2018). A subsample of processed fish will be equipped with internal acoustic telemetry tags following standard procedures (USFWS 1993; Kahn & Mohead 2010). Following recovery, fish will be released downstream of the original capture location. In addition, the awardee will construct, deploy, maintain, download, and retrieve an acoustic telemetry array within the lower portion of the Apalachicola River and estuary. Final number of receivers and locations will be decided following consultation with ERDC before the contract has been awarded. The array will be deployed prior to the netting/tagging phase in 2019, downloaded quarterly and maintained in position until the completion of the project. Identified project tasks are: 1. Quantify the recruitment of Age-1 Gulf Sturgeon in the Apalachicola River using a standardized mark-recapture survey. The awardee will evaluate age and size structure of processed Gulf Sturgeon based on annual monitoring efforts to address recruitment dynamics (Peterson et al. 2000; Neumann and Allen 2007; Schueller and Peterson 2010; Paukert and Spurgeon 2017). These data will assist in evaluating environmental and WCM operational influences on Age-1 cohorts and determine if any variations in cohort abundance are in response to existing USACE project operations. 2. Quantify overwinter survival of Age-1 Gulf Sturgeon in Apalachicola Bay. Telemetry tagged fish will be monitored by passively tracking individuals through a deployed acoustic array to evaluate overall movement patterns within the lower river and associated estuary. Understanding the movement of these fish within the estuarine environment and their association with specific habitat and/or zones (e.g., upper, middle, lower bay; nearshore, open water) will provide important information to address the concern on whether WCM operations influences estuarine invertebrate production, which is critical to juvenile sturgeon growth and survival, particularly the Age-1 cohort. Successful applicants should have expert knowledge of Gulf Sturgeon life history and extensive familiarity and experience with netting and handling of endangered fish species. Netting within riverine habitats and tagging will follow the general guidelines recommended by the USFWS and NOAA. The candidates should have sufficient experience with telemetry-based projects and a record that demonstrates research experience with collecting and analyzing these types of data. In addition, the candidates will secure all necessary permits (state and/or federal) required for conducting the proposed research. The candidates will be required to prepare a Statement of Work and Work Plan regarding the research to be conducted. The candidates will also be required to submit status reports to accompany billing invoices (monthly or quarterly) and one (1) annual report each year of the cooperative agreement to provide updates on data collection and analysis. Deliverables will include written products that address the following: 1. Age-1 recruitment estimates for the Apalachicola River Gulf Sturgeon population during the overall project period. 2. An analysis of the effects of flow on Gulf Sturgeon recruitment, based on this study and data collected by previous studies in the river. 3. Timing and duration of juvenile Gulf Sturgeon occurrences within the Apalachicola acoustic telemetry array. 4. Estimates of juvenile Gulf Sturgeon overwinter survival rates.",06/14/2023,08/14/2023,348720,"Dept. of Defense",12.630
"FY24 Department of the Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program","The Department of Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DoN HBCU/MI Program:enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps,encourages cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges, andincreases the engagement of students, including underrepresented minorities, in STEM fields important to the U.S. Navy and U.S. Marine Corps.Please see full text announcement for more details.",07/14/2023,12/15/2023,349252,"Dept. of Defense",12.300
"FY24 Department of the Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program","The Department of Navy (DoN) Historically Black Colleges and Universities/Minority Institutions (HBCU/MI) Program aims to increase the quantity and quality of minority professionals in science, technology, engineering, and mathematics (STEM) in the defense community. Research conducted at Minority-Serving Institutions (MSIs) for the DoN HBCU/MI Program:enhances the research and educational capabilities of HBCU/MIs in scientific and engineering disciplines critical to the defense mission of the U.S. Navy and U.S. Marine Corps,encourages cross-institutional, collaborative efforts that explore innovative solutions to naval science and technology (S&T) challenges, andincreases the engagement of students, including underrepresented minorities, in STEM fields important to the U.S. Navy and U.S. Marine Corps.Please see full text announcement for more details.",07/14/2023,12/15/2023,349252,"Dept. of Defense",12.300
"DoD Research and Education Program for Historically Black Colleges and Universities and Minority-Serving Institutions (HBCU/MI) Research Fiscal Year 2024","Projects proposed for funding under this FOA must be for basic research. As defined by DoD, “basic research” is systematic study directed toward greater knowledge or understanding of the fundamental aspects of phenomena and of observable facts without specific applications toward processes or products in mind. It includes all scientific study and experimentation directed toward increasing fundamental knowledge and understanding in those fields of the physical, engineering, environmental, life sciences, and information sciences related to long-term national security needs.Principal Investigators (PIs) are encouraged to consider innovative approaches for their research projects with a view toward enhancing the ability of their institution to develop stronger science and engineering programs that will enable the institution to participate more competitively in a variety of defense research programs, attract and retain good students by exposing them to state-of-the-art research, and encourage them to pursue careers in STEM disciplines.Methods through which these goals can be achieved are varied. Factors such as research capabilities, facilities, and equipment are unique to each institution. Therefore, DoD will not prescribe the approach for a research project; instead, it expects applications to reflect the unique needs and capabilities of the applicant institution.",08/16/2023,10/30/2023,349880,"Dept. of Defense",12.630
"Office of Elementary & Secondary Education; Overview Information: Race to the Top Fund (ARRA) CFDA 84.395","The Race to the Top is a $4.35 billion competitive grant program designed to encourage and reward States that are creating the conditions for education innovation and reform and implementing ambitious plans in four core education reform areas: Adopting internationally-benchmarked standards and assessments that prepare students for success in college and the workplace;  Recruiting, developing, retaining, and rewarding effective teachers and principals;  Building data systems that measure student success and inform teachers and principals how they can improve their practices; and  Turning around lowest-performing schoolsThe overarching goals are to: Drive substantial gains in student achievement Improve high school graduation rates and prepare students for success in college and careers Close achievement gapsThe Department plans to make Race to the Top grants in two phases. States that are ready to apply may do so in Phase 1, which will open in late 2009. States that need more time may apply in Phase 2, which will open in spring 2010. States that apply in Phase 1 but are not awarded grants may reapply for funding in Phase 2, together with States that are applying for the first time in Phase 2. Phase 1 grantees may not apply for additional funding in Phase 2. We will announce specific deadlines for both Phase 1 and Phase 2 in subsequent notice(s) inviting applications for funds under this program.",09/02/2009,//,49325,"Dept. of Education",84.395
"Office of Postsecondary Education (OPE): Under the Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan Act, 2021 (ARP) Assistance Listing Number 84.425Q","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. On March 11, 2021, the President signed into law the ARP (Pub. L. 117-2). This new law makes available approximately $39.6 billion for institutions of higher education under the HEERF grant program, with funding appropriated through existing programs previously authorized under the CRRSAA (Pub. L. 116-260). With this notice, the Secretary is announcing that proprietary institutions of higher education, as defined in section 102(b) of the Higher Education Act of 1965, as amended, 20 U.S.C. 1002(b) (HEA), that did not previously receive funding under section 314(a)(4) of CRRSAA may apply for HEERF III grant funds under the ARP (a)(4) program, Proprietary Institution Grant Funds for Students ALN 84.425Q. The estimated available funds for this program is approximately $396 million. Allocations for eligible proprietary institutions of higher education will be calculated on the basis of the formula specified under section 314(a)(1)(A)-(F) of CRRSAA, with the total amount of funding allocated to the (a)(4) funding stream determined under ARP section 2003(4). Under CRRSAA section 314(d)(7), which continues to apply to ARP (a)(4) funds, awards from the Proprietary Institution Grant Funds for Students program may only be used to provide emergency financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or for emergency costs that arise due to coronavirus, such as tuition, food, housing, health care (including mental health care), or childcare. In making such emergency financial aid grants to students, grantees must prioritize grants to students with exceptional need, such as students who receive Pell Grants. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the terms and conditions under the ARP and Supplemental Agreement, which are included as appendices to this notice for reference. Assistance Listing Number (ALN): 84.425Q.",05/13/2021,09/10/2021,333506,"Dept. of Education",84.425
"Institute of Education Sciences (IES): Research to Accelerate Pandemic Recovery in Special Education Assistance Listing Number (ALN) 84.324X-2","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.",06/10/2021,09/09/2021,334082,"Dept. of Education",84.324
"Institute of Education Sciences (IES): Education Research Assistance Listing Number (ALN) 84.305A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.",06/10/2021,09/09/2021,334085,"Dept. of Education",84.305
"Institute of Education Sciences (IES): Research Training Programs in the Education Sciences Assistance Listing Number (ALN) 84.305B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305B. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.",06/10/2021,09/09/2021,334086,"Dept. of Education",84.305
"Institute of Education Sciences (IES): Research Grants Focused on Systematic Replication Assistance Listing Number (ALN) 84.305R","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: In awarding these grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: IES is announcing seven research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing five competitions--one competition in each of the following areas: education research; education research training; systematic replication in education; statistical and research methodology in education; and using longitudinal data to support State education recovery policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions for research to accelerate pandemic recovery in special education. NCER Competitions The Education Research Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Effective Instruction. • English Learners. • Improving Education Systems. • Postsecondary and Adult Education. • Literacy. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social and Behavioral Context for Academic Learning. • Note: While NCER is not now establishing a separate, stand-alone topic area within the Education Research Grants competition inviting research related to COVID-19 as authorized under the American Rescue Plan Act of 2021 (ARP), we invite applications to the standing topics listed above designed to accomplish this purpose. If you intend to submit a project in one of the topic areas identified above that is specifically intended to address COVID-19 learning loss, we ask that you express or state this intention clearly in your proposal and on item 4(b) of the SF424 Federal Application Assistance Form. The Research Training Programs in the Education Sciences Competition. Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Postdoctoral Research Training Program in the Education Sciences. • Methods Training for Education Researchers. Research Grants Focused on Systematic Replication. Under this competition, NCER will consider only applications that address identifying what works for whom and under what conditions in education through systematic replication. Statistical and Research Methodology in Education. Under this competition, NCER will consider only applications that address one of the following topics: • Regular Grants to support the development of new and improved methods, toolkits, guidelines, and syntheses. • Early Career Grants to support the development of new and improved methods by early career researchers with the support of a mentor or advisory panel. Using Longitudinal Data to Support State Education Recovery Policymaking. Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems as they and local education agencies reengage their students after the disruptions caused by COVID-19. NCSER Competitions Research to Accelerate Pandemic Recovery in Special Education. Under these competitions, NCSER will consider only applications that directly address a pandemic-related problem, issue, program, policy, or practice that is important to a State or local education agency, has the potential to improve outcomes significantly and rapidly for students with or at risk for disabilities, and will provide actionable and timely results to districts and schools. NCSER will hold two competitions. NCSER will not hold any additional competitions in FY22. If funding is available in FY 2022, the Director intends to use the grant slate developed in FY 2021 for the Special Education Research Grants program to make new awards to high-quality applications that remain on this slate. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on priorities, selection criteria, definitions, and requirements. Assistance Listing Number (ALN): 84.305A. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must already have been certified as an MSI and must be on one or more of the following lists: · Institutions on the Office of Postsecondary Education’s FY21 or FY20 lists of Title III and Title V eligible institutions will be considered MSIs. · HBCUs listed on the Department’s FY21 or FY20 lists of Title III and Title V eligible institutions as meeting the criteria of 34 CFR 608.2 will be considered MSIs.",06/10/2021,09/09/2021,334087,"Dept. of Education",84.305
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): American Rescue Plan (ARP)-American Indian Resilience in Education (ARP-AIRE) Assistance Listing Number 84.299C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768),or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the ARP-AIRE program is to support Tribal educational agencies (TEAs) in the provision of direct services to Indian children and youth. Projects must include one or more of the activities authorized under section 6121(c) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Background: ARP-AIRE is a one-time discretionary grant competition authorized under Section 11006(1) of the American Rescue Plan Act of 2021 (ARP) to provide awards to TEAs for activities authorized under section 6121(c) of the ESEA in order to meet the urgent needs of students in response to the Coronavirus 2019 (COVID-19) pandemic. Those activities include a broad range of direct services to Indian children and youth, their teachers, and families. In accordance with the Department’s commitment to engage in regular and meaningful consultation and collaboration with Indian Tribes, the Office of Elementary and Secondary Education’s (OESE) Office of Indian Education (OIE) and the White House Initiative on American Indian and Alaska Native Education (WHIAIANE) conducted a virtual Tribal consultation session regarding the ARP-AIRE program on April 26, 2021. Consistent with the Department’s trust responsibility to Tribes and its Tribal consultation Policy, the Department consulted with elected officials of federally recognized Tribes to ensure that their views inform the Department’s policy decisions related to the priorities, requirements, and definitions that govern this competition. In addition to the virtual Tribal consultation, Tribal leaders and others had an opportunity to submit written comments to the Department by email. We solicited feedback on specific questions related to the design of this grant program during this Tribal consultation opportunity. Assistance Listing Number 84.299C.",07/13/2021,09/13/2021,334647,"Dept. of Education",84.299
"Office of Elementary and Secondary Education (OESE): Effective Educator Development (EED) Program American History and Civics Education: Presidential and Congressional Academies for American History and Civics Assistance Listing Number (ALN) 84.422A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The Academies Program supports the establishment of: (1) Presidential Academies for the Teaching of American History and Civics that offer workshops for both veteran and new teachers to strengthen their knowledge of American history, civics, and government education (Presidential Academies); and (2) Congressional Academies for Students of American History and Civics that provide high school students opportunities to enrich their understanding of these subjects (Congressional Academies). Background: The Academies Program supports projects to raise student achievement in American history and civics by improving teachers’ and students’ knowledge, understanding, and engagement with these subjects through intensive workshops with scholars, master teachers, and curriculum experts. Project activities should reflect the best available research and practice in teaching and learning. This program is authorized under section 2232 of the Elementary and Secondary Act of 1965, as amended (ESEA). Assistance Listing Number (ALN): 84.422A.",07/19/2021,08/18/2021,334745,"Dept. of Education",84.422
"Office of Elementary and Secondary Education (OESE): Effective Educator Development (EED) Program: American History and Civics Education National Activities (AHC-NA) Program Assistance Listing Number (ALN) 84.422B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of this program is to promote new and existing evidence-based strategies to encourage innovative American history, civics and government, and geography instruction, learning strategies, and professional development activities and programs for teachers, principals, or other school leaders, particularly such instruction, strategies, activities, and programs that benefit students from low-income backgrounds and other underserved populations. Background: The AHC-NA Program seeks to promote evidence-based approaches that encourage innovative American history and civics education. In particular, the program seeks to promote strategies, activities, and programs that benefit students from low-income backgrounds and other underserved populations. This program is authorized under section 2233 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Assistance Listing Number (ALN): 84.422B",07/19/2021,08/18/2021,334746,"Dept. of Education",84.422
"Office of Elementary and Secondary Education (OESE): Education Innovation and Research (EIR) Program: Early-Phase Grants Assistance Listing Number 84.411C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students; and rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially larger numbers of students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.” The Department awards three types of grants under this program: “Early-phase” grants, “Mid-phase” grants, and “Expansion” grants. These grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. Early-phase grants must demonstrate a rationale (as defined in this notice). The Department expects that Early-phase grants will be used to fund the development, implementation, and feasibility testing of a program, which prior research suggests has promise, for the purpose of determining whether the program can successfully improve student achievement and attainment for high need students. These Early-phase grants are not intended simply to implement established practices in additional locations or address needs that are unique to one particular context. The goal is to determine whether and in what ways relatively newer practices can improve student achievement and attainment for high-need students. This notice invites applications for Early-phase grants only. The notices inviting applications for Mid-Phase and Expansion grants were published in the Federal Register on June 7, 2021 (86 FR 30292 and 86 FR 30302, respectively). Assistance Listing Number (ALN): 84.411C.",07/28/2021,08/27/2021,334904,"Dept. of Education",84.411
"OPE: Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan (ARP) for Institutions of Higher Education (IHE) that meet the criteria as a Strengthening Institutions Program (SIP), Assistance Listing Number 84.425M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Background: On March 11, 2021, the President signed the ARP into law (Pub. L. 117-2). This law makes available approximately $39.6 billion for IHEs under HEERF, with funding appropriated through existing programs previously authorized under the CRRSAA. With this notice, the Secretary is announcing the availability of HEERF grant funds under the ARP (a)(2) SIP program (ALN 84.425M). Eligible institutions are institutions of higher education, as defined in sections 101 and 102(c) of the Higher Education Act of 1965, as amended (HEA), 20 U.S.C. 1001 and 1002(c). Allocations for these eligible IHEs will be calculated according to the formulas in ARP section 2003(2) and CRRSAA section 314(a)(2). Under ARP section 2003, grant awards under this program may be used to (1) defray expenses associated with the coronavirus, including lost revenue, reimbursement for expenses already incurred, technology costs associated with transitioning to distance education, faculty and staff training, and payroll; and (2) provide financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or emergency costs due to the coronavirus, such as tuition, food, housing, health care, mental health care, or child care. In making financial aid grants to students, an institution must prioritize grants to students with exceptional need, such as Pell recipient students. IHEs are urged to make financial aid grants to students to the maximum extent possible. Additionally, under ARP section 2003(5), IHEs must use a portion of their funds under ALN 84.425M to (1) implement evidence-based practices to monitor and suppress coronavirus in accordance with the public health guidelines; and (2) conduct direct outreach to financial aid applicants about the opportunity to receive a financial aid adjustment due to recent unemployment status or other changes in financial circumstances as described in section 479A of the HEA (20 U.S.C. 1087tt). The Department will award supplemental funds to eligible IHEs that received a section 314(a)(2) award under the CRRSAA, ALN 84.425M (identified by a Grant Award beginning with P425Mxx). No action is required by eligible institutions to receive these supplemental awards. The project director identified on the most current Grant Award Notification (GAN) will automatically receive an email indicating a supplemental award has been made to your institution. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the new ARP terms and conditions and a new Supplemental Agreement, which are attached to this notice for reference. IHEs that have not yet complied with the reporting requirements of the HEERF may receive delayed supplemental ARP (a)(2) awards and/or may receive awards with a restriction on the ability to drawdown those awarded funds (route payment status) until the institution has satisfied its HEERF reporting obligations. IHEs that did not receive a CRRSAA section 314(a)(2) award but are on the Department’s section 2003(2) ARP SIP Allocation Table may apply for and receive an ARP (a)(2) SIP grant award. The Department must receive applications from such institutions within 60 days of the publication of this notice. Assistance Listing Number 84.425M.",08/02/2021,10/01/2021,334923,"Dept. of Education",84.425
"OPE: Higher Education Emergency Relief Fund (HEERF), Section 2003 of the American Rescue Plan (ARP) for Institutions of Higher Education (IHE) that meet the criteria for the Minority Serving Institutions (MSIs) Program Assistance Listing Number 84.425L","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Background: On March 11, 2021, the President signed the ARP into law (Pub. L. 117-2). This law makes available approximately $39.6 billion for IHEs under HEERF, with funding appropriated through existing programs authorized under the CRRSAA. With this notice, the Secretary is announcing the availability of HEERF grant funds under the ARP (a)(2) MSI program (ALN 84.425L). Eligible institutions are IHEs, as defined in sections 101 and 102(c) of the HEA, 20 U.S.C. 1001 and 1002(c). Allocations for eligible IHEs will be calculated according to the formulas found in ARP section 2003(2) and section 314(a)(2) of the CRRSAA. Under ARP section 2003, grant awards under this program may be used to (1) defray expenses associated with the coronavirus, including lost revenue, reimbursement for expenses already incurred, technology costs associated with a transition to distance education, faculty and staff training, and payroll; and (2) provide financial aid grants to students (including students exclusively enrolled in distance education), which may be used for any component of the student’s cost of attendance or for emergency costs that arise due to the coronavirus, such as tuition, food, housing, health care, mental health care, or childcare. In making financial aid grants to students, an IHE must prioritize grants to students with exceptional need, such as Pell recipient students. IHEs are urged to devote the maximum amount of funds possible to student financial aid grants. Additionally, under ARP section 2003(5), institutions must use a portion of their funds under ALN 84.425L to (1) implement evidence-based practices to monitor and suppress coronavirus in accordance with the public health guidelines; and (2) conduct direct outreach to financial aid applicants about the opportunity to receive a financial aid adjustment due to recent unemployment status or other changes in financial circumstances as described in section 479A of the HEA (20 U.S.C. 1087tt). The Department is not requiring IHEs that received grants under section 314(a)(2) of the CRRSAA to submit a new or revised application to receive funding under the ARP (a)(2) MSI program. As a result, the Department will award supplemental funds to eligible IHEs that received a section 314(a)(2) award under the CRRSAA, ALN 84.425L (identified by a Grant Award beginning with P425Lxx). No action is required by eligible IHEs to receive these supplemental awards. The project director identified on the most current Grant Award Notification (GAN) will automatically receive an email indicating a supplemental award has been made to your institution. Please note that drawing down any amount of these supplemental funds constitutes an institution’s acceptance of the new ARP terms and conditions and a new Supplemental Agreement, which are attached to this notice for reference. IHEs that have not yet complied with the reporting requirements of the HEERF grant program may receive delayed supplemental ARP (a)(2) awards and/or may receive awards with a restriction on the ability to draw down those awarded funds (route payment status) until the institution has satisfied its HEERF reporting obligations. IHEs that did not receive a CRRSAA section 314(a)(2) MSI award but that are on the Department’s section 2003(2) ARP MSI Allocation Table may apply for and receive an ARP (a)(2) MSI grant award. The Department must receive an application from such institutions within 60 days of the publication of this notice. Assistance Listing Number 84.425L.",08/02/2021,10/01/2021,334964,"Dept. of Education",84.425
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Postsecondary Programs for Students with Intellectual Disabilities-National Technical Assistance and Dissemination Center (PPSID-NTAD) Program, Assistance Listing Number 84.407C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The Postsecondary Programs for Students with Intellectual Disabilities-National Technical Assistance and Dissemination Center (PPSID-NTAD) program provides for the establishment of a technical assistance center to translate and disseminate research and best practices for all institutions of higher education (IHEs), including those not participating in the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) program, for improving inclusive postsecondary education for students with intellectual disabilities (SWIDs). This center will help ensure that knowledge and products gained through research will reach more IHEs and students and improve postsecondary educational opportunities SWIDs. Assistance Listing Number (ALN): 84.407C.",08/05/2021,09/07/2021,335124,"Dept. of Education",84.407
"Office of Elementary and Secondary Education (OESE): Impact Aid Discretionary Construction Grant Program Assistance Listing Number 84.041C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The Impact Aid Discretionary Construction Grant Program provides grants for emergency repairs and modernization of school facilities to certain local educational agencies (LEAs) that receive Impact Aid formula funds. Background: The Impact Aid Discretionary Construction Program provides grants to eligible Impact Aid school districts to assist in addressing their school facility emergency and modernization needs. The eligible Impact Aid school districts have a limited ability to raise revenues for capital improvements because they have large areas of Federal land within their boundaries. As a result, these districts find it difficult to respond when their school facilities are in need of emergency repairs. The Department recognizes that students, and the school districts that support them, need safe facilities to learn and to prevent the spread of COVID-19 and mitigate its impact. School facility emergencies that are consistent with 34 CFR 222.172(a) and 222.173 may be proposed. Funded Impact Aid emergency repair grants will be used to repair, renovate, or alter a public elementary or secondary school facility to ensure the health, safety, and well-being of students and school personnel. Assistance Listing Number (ALN): 84.031C",08/12/2021,09/13/2021,335228,"Dept. of Education",84.041
"Office of Elementary and Secondary Education (OESE): Project to Support America’s Families and Educators (Project SAFE) Grant Program Assistance Listing Number (ALN) 84.184N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. The Project SAFE grant program is intended to improve students’ safety and well-being by providing resources to local educational agencies (LEAs) that adopt and implement strategies to prevent the spread of the Novel Coronavirus Disease 2019 (COVID-19) consistent with guidance from the Centers for Disease Control and Prevention (CDC) and that are financially penalized for doing so by their State educational agency (SEA) or other State entity. Purpose of Program: The Project SAFE grant program provides grants to eligible LEAs to improve student safety and well-being by advancing strategies consistent with CDC guidance to reduce transmission of COVID-19 in schools. To submit an application, please email the completed and signed application, along with required attachments, to ProjectSAFE@ed.gov. The application template may be found at the following link: https://oese.ed.gov/offices/office-of-formula-grants/safe-supportive-sc... Assistance Listing Number (ALN): 84.184N",09/20/2021,"Not Provided",335739,"Dept. of Education",84.184
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): National Center for Information and Technical Support for Postsecondary Students with Disabilities Program, Assistance Listing Number 84.116D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of this program is to support a National Center for Information and Technical Support for Postsecondary Students with Disabilities (the Center) to provide technical assistance and information on best and promising practices for students with disabilities as they transition to or attend postsecondary education. Institutions of higher education (IHEs), as well as elementary and secondary schools, have legal obligations under two civil rights laws prohibiting disability discrimination, Section 504 of the Rehabilitation Act of 1973, as amended (Section 504) (29 U.S.C. 794), and the Americans with Disabilities Act of 1990, as amended (ADA) (42 U.S.C. 12101-12213). The technical assistance and information provided by the Center can help students, parents, and educational officials in determining how to meet these obligations and ensure the rights of students with disabilities. In particular, the Center can assist students with disabilities and their families in understanding that in IHEs, students with disabilities have different rights and protections than they had in secondary school under Section 504 and the Individuals with Disabilities Education Act (IDEA), 20 U.S.C. 1400 et seq. Students with disabilities and their parents need to understand the differences in these rights and responsibilities as students with disabilities enter college and pursue postsecondary education. Specifically, unlike students in secondary school, postsecondary students with disabilities are responsible for requesting the academic adjustments, auxiliary aids and services, and other accommodations they need to have equal educational opportunity and are expected to comply with reasonable procedures that an IHE may have concerning documentation of disability and the need for accommodations under Section 504 and the ADA. Assistance Listing Number (ALN): 84.116D.",09/22/2021,10/22/2021,335830,"Dept. of Education",84.116
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Short-Term Project Assistance Listing Number (ALN) 84.021A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of four to six weeks in length designed to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of four to eight weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of three to twelve months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language projects designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training overseas while experiencing the culture in the foreign country. Participants should have successfully completed at least two academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN): 84.021A.",11/12/2021,01/26/2022,336467,"Dept. of Education",84.021
"Office of Elementary and Secondary Education (OESE): Office of Migrant Education (OME): College Assistance Migrant Program (CAMP), Assistance Listing Number 84.149A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The CAMP is designed to assist migratory or seasonal farmworkers (or immediate family members of such workers) who are enrolled or are admitted for enrollment on a full-time basis at an institution of higher education (IHE) to complete their first academic year. Assistance Listing Number (ALN): 84.149A",12/03/2021,02/01/2022,336759,"Dept. of Education",84.149
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): National Resource Centers (NRC) Program, Assistance Listing Number (ALN) 84.015A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The NRC Program provides grants to institutions of higher education (IHEs) or consortia of IHEs to establish, strengthen, and operate comprehensive and undergraduate centers that will be national resources for: (a) teaching of modern foreign languages; (b) instruction in fields needed to provide a full understanding of world regions where the modern foreign languages are used; (c) research and training in international studies and international and foreign language aspects of professional and other fields of study; and (d) instruction and research on issues in world affairs. Assistance Listing Number (ALN): 84.015A.",12/16/2021,02/14/2022,336953,"Dept. of Education",84.015
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Foreign Language and Area Studies Fellowship (FLAS) Program, Assistance Listing Number (ALN) 84.015B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The FLAS Program allocates academic year and summer fellowships to institutions of higher education (IHEs) and consortia of such institutions to assist meritorious undergraduate and graduate students receiving modern foreign language training in combination with area studies, international studies, or the international aspects of professional studies. FLAS fellowships may also assist graduate students engaged in predissertation-level study, preparation for dissertation research, dissertation research abroad, or dissertation writing. Assistance Listing Number (ALN): 84.015B.",12/16/2021,02/14/2022,336976,"Dept. of Education",84.015
"Office of Elementary and Secondary Education (OESE): Statewide Family Engagement Centers (SFEC) Program, Assistance Listing Number 84.310A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The SFEC program is authorized under title IV, part E of the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the SFEC program is to provide financial support to organizations that provide technical assistance and training to State educational agencies (SEAs) (as defined in the notice) and local educational agencies (LEAs) (as defined in the notice) in the implementation and enhancement of systemic and effective family engagement policies, programs, and activities that lead to improvements in student development and academic achievement. The Secretary is authorized to award grants to statewide organizations (or consortia of such organizations) to establish SFECs that (1) carry out parent education and family engagement in education programs, and (2) provide comprehensive training and technical assistance to SEAs, LEAs, schools identified by SEAs and LEAs, organizations that support family-school partnerships, and other such programs. Assistance Listing Number (ALN): 84.310A",12/20/2021,02/20/2022,336998,"Dept. of Education",84.310
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Formula Grants to Local Educational Agencies, Assistance Listing Number 84.060A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Purpose of Program: The OIE Formula Grants to Local Educational Agencies (Formula Grants) program provides grants to support local educational agencies (LEAs), Indian Tribes and organizations, and other eligible entities in developing and implementing elementary and secondary school programs that serve Indian students. These funds must be used to support comprehensive programs that are designed to meet the unique cultural, language, and educational needs of American Indian and Alaska Native (AI/AN) students and ensure that all students meet challenging State academic standards. The information gathered from the project’s final annual performance report (APR) will be utilized to complete OIE’s required annual Department reporting under 34 CFR 75.110. Specifically, that report covers the Secretary’s established key performance measures for assessing the effectiveness and efficiency of the Formula Grants program as detailed in this notice. How to Request an Application Package: You can obtain an entity-specific link for the electronic application for grants under this program by contacting the PSC listed under FOR FURTHER INFORMATION CONTACT. Content and Form of Application Submission: (a) Requirements concerning the content of an application, together with the forms you must submit and technical assistance resources, are located on the EASIE Communities of Practice website at https://easie.communities.ed.gov/. Note: The OIE and PSC will create dedicated technical assistance documentation to support applicants and grantees with accessing, navigating, entering data, and submitting their responses into the OMB MAX Survey. Prior to the opening of EASIE Part I, this documentation will be announced and posted on the EASIE Communities of Practice website at: https://easie.communities.ed.gov/. Assistance Listing Number (ALN): 84.060A.",01/10/2022,05/13/2022,337256,"Dept. of Education",84.060
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Long-Term Project Assistance Listing Number (ALN) 84.022B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of four to six weeks in length designed to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of four to eight weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of three to twelve months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language projects designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training overseas while experiencing the culture in the foreign country. Participants should have successfully completed at least two academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN): 84.021B",11/12/2021,01/26/2022,336461,"Dept. of Education",84.021
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Upward Bound (UB) Program, Assistance Listing Number (ALN) 84.047A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The UB Program is one of the seven programs known as the Federal TRIO Programs. The UB Program is a discretionary grant program that supports projects designed to provide students with the skills and motivation necessary to complete a program of secondary education and enter into and succeed in a program of postsecondary education. There are three types of grants under the UB Program: UB; Veterans UB; and UB Math and Science grants. In this notice we invite applications for UB grants only. We will invite applications for Veterans UB grants and UB Math and Science grants in forthcoming notices. Required services under the UB Program are specified in sections 402C(b) and (c) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1070a-13), and permissible services under the UB Program are specified in section 402C(d) of the HEA. Assistance Listing Number (ALN): 84.047A.",12/16/2021,01/31/2022,336980,"Dept. of Education",84.047
"Office of Elementary and Secondary Education (OESE): Office of Migrant Education (OME): High School Equivalency Program (HEP), Assistance Listing Number 84.141A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on February 13, 2019 (84 FR 3768), or at www.govinfo.gov/content/pkg/FR-2019-02-13/pdf/2019-02206.pdf. Purpose of Program: The HEP is designed to assist migratory or seasonal farmworkers (or immediate family members of such workers) to obtain the equivalent of a secondary school diploma and subsequently to gain improved employment, enter into military service, or be placed in an institution of higher education (IHE) or other postsecondary education or training. Assistance Listing Number (ALN): 84.141A",12/03/2021,02/01/2022,336773,"Dept. of Education",84.141
"Office of Elementary and Secondary Education (OESE): Office of Rural, Insular, & Native Achievement Programs: Alaska Native Education (ANE) Program, Assistance Listing Number (ALN) 84.356A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (286 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purpose of the ANE program is to support innovative projects that recognize and address the unique educational needs of Alaska Natives. These projects must include the activities authorized under section 6304(a)(2) of the Elementary and Secondary Education Act of 1965, as amended (ESEA), and may include one or more of the activities authorized under section 6304(a)(3) of the ESEA, including, but not limited to, curriculum development, training and professional development, early childhood and parent outreach, and enrichment programs. Assistance Listing Number (ALN): 84.356A",01/12/2022,03/14/2022,337299,"Dept. of Education",84.356
"OSERS: OSEP: Technical Assistance Center on Positive Social, Emotional, and Behavioral Outcomes for Young Children with, and At Risk for, Developmental Delays or Disabilities Assistance Listing Number 84.326B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purpose of the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. Assistance Listing Number (ALN) 84.326B",01/20/2022,03/21/2022,337411,"Dept. of Education",84.326
"OSERS: OSEP: Personnel Development to Improve Services and Results for Children with Disabilities--Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, Assistance Listing Number (ALN) 84.325D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children. Assistance Listing Number (ALN) 84.325D.",01/31/2022,04/01/2022,337584,"Dept. of Education",84.325
"Office of Elementary and Secondary Education (OESE): Rural Education Achievement Program (REAP): Small, Rural School Achievement (SRSA) Program, Assistance Listing Number 84.358A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. Under the Small, Rural School Achievement (SRSA) program, Assistance Listing Number 84.358A, the U.S. Department of Education (Department) awards grants on a formula basis to eligible local educational agencies (LEAs) to address the unique needs of rural school districts. In this notice, we establish the deadline and describe the submission procedures for fiscal year (FY) 2022 SRSA grant applications. The Department will email each LEA eligible for FY 2022 SRSA grant funds a uniquely identifiable application link on February 9, 2022. The email will include customized instructions for completing the electronic application via the Office of Management and Budget (OMB) MAX Survey platform. An eligible LEA must submit an electronic application via OMB MAX Survey by April 15, 2022, to be assured of receiving an FY 2022 SRSA grant award. The Department may consider applications submitted after the deadline to the extent practicable and contingent upon the availability of funding. Assistance Listing Number (ALN) 84.358A.",02/03/2022,04/15/2022,337740,"Dept. of Education",84.358
"Office of Postsecondary Education (OPE): American Rescue Plan (SSARP) Program, Assistance Listing Number (ALN) 84.425T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The SSARP program supports public and private nonprofit IHEs that the Secretary determines have, after allocating other funds available under HEERF III, the greatest unmet needs related to the coronavirus, including institutions with large populations of graduate students and institutions that did not otherwise receive a HEERF allocation under the American Rescue Plan Act, 2021 (ARP). Assistance Listing Number (ALN) 84.425T.",02/03/2022,04/04/2022,337794,"Dept. of Education",84.425
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA), Assistance Listing Number (ALN) 84.022A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The Fulbright-Hays DDRA Fellowship Program provides opportunities for doctoral students to engage in dissertation research abroad in modern foreign languages and area studies. The program is designed to contribute to the development and improvement of the study of modern foreign languages and area studies in the United States. Assistance Listing Number (ALN) 84.022A",02/02/2022,04/06/2022,337701,"Dept. of Education",84.022
"OSERS: OSEP: Absolute Priority 1 Focus B (School Age) Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs, ALN 84.325K-2","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325K-2",02/04/2022,04/15/2022,337774,"Dept. of Education",84.325
"OSERS: OSEP: Absolute Priority 1 Focus A (Early Childhood) Interdisciplinary Preparation in Special Education, Early Intervention, and Related Services for Personnel Serving Children with Disabilities who have High-Intensity Needs, ALN 84.325K-1","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325K-1.",02/04/2022,04/15/2022,337773,"Dept. of Education",84.325
"OSERS: OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities Program–-Educational Materials in Accessible Formats for Eligible Children and Students with Disabilities, Assistance Listing Number 84.327D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of the Educational Technology, Media, and Materials for Individuals with Disabilities (ETechM2) Program are to improve results for children with disabilities by (1) promoting the development, demonstration, and use of technology; (2) supporting educational activities designed to be of educational value in the classroom; (3) providing support for captioning and video description that is appropriate for use in the classroom; and (4) providing accessible educational materials (AEM) to children with disabilities in a timely manner.[1] Assistance Listing Number (ALN) 84.327D. [1] Applicants should note that other laws, including the Americans with Disabilities Act of 1990 (42 U.S.C. 12101, et seq.; 28 CFR part 35) and section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794; 34 CFR part 104), may require that State educational agencies (SEAs) and local educational agencies (LEAs) provide captioning, video description, and other accessible educational materials to students with disabilities when these materials are necessary to provide equally integrated and equally effective access to the benefits of the educational program or activity, or as part of a “free appropriate public education” as defined in 34 CFR 104.33.",02/09/2022,04/11/2022,337855,"Dept. of Education",84.327
"Office of Elementary and Secondary Education (OESE): Office of School Support and Rural Programs: Equity Assistance Centers (EAC) Program, Assistance Listing Number 84.004D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Equity Assistance Centers (EAC) program is authorized under title IV of the Civil Rights Act of 1964, 42 U.S.C. 2000c—2000c–2, 2000c–5, and the implementing regulations in 34 CFR part 270. This program awards grants through cooperative agreements “to operate regional EACs that provide technical assistance (including training) at the request of school boards and other responsible governmental agencies in the preparation, adoption, and implementation of plans for the desegregation of public schools”--which in this context means plans for equity (including desegregation based on race, national origin, sex, and religion)-- ""and in the development of effective methods of coping with special educational problems occasioned by desegregation”( 34 CFR 270.1). Assistance Listing Number (ALN) 84.004D.",02/15/2022,05/16/2022,337960,"Dept. of Education",84.004
"Office of Elementary and Secondary Education (OESE): Office of School Support and Accountability (SSA): Competitive Grants for State Assessments Program, Assistance Listing Number (ALN) 84.368A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of the Competitive Grants for State Assessments (CGSA) program is to enhance the quality of assessment instruments and assessment systems used by States for measuring the academic achievement of elementary and secondary school students. Assistance Listing Number (ALN) 84.368A.",02/16/2022,04/18/2022,338114,"Dept. of Education",84.368
"Office of Elementary and Secondary Education (OESE): Well-Rounded Education Programs: Jacob K. Javits Gifted and Talented Students Education (Javits) Program, Assistance Listing Number 84.206A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Javits program supports evidence-based[1] research, demonstration projects, innovative strategies, and similar activities designed to build and enhance the ability of elementary schools and secondary schools nationwide to identify gifted and talented students and meet their special educational needs. A major emphasis of the program is on identifying and serving students traditionally underrepresented in gifted and talented programs (including economically disadvantaged individuals, individuals who are English learners, and children with disabilities), including the training of personnel in the identification and education of gifted and talented students and in the use, where appropriate, of gifted and talented services, materials, and methods, for all students. Assistance Listing Number (ln) 84.206A. [1] Terms defined in this notice are italicized.",02/16/2022,04/04/2022,338068,"Dept. of Education",84.206
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Indian Education Discretionary Grant Programs—Native Youth Community Program, Assistance Listing Number 84.299A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of the Demonstration program is to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of Indian students in preschool, elementary, and secondary schools. Assistance Listing Number (ALN) 84.299A.",02/18/2022,04/19/2022,338081,"Dept. of Education",84.299
"Office of Elementary and Secondary Education (OESE): School Choice and Improvement Programs: Magnet Schools Assistance Program, Assistance Listing Number (ALN) 84.165A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: MSAP, authorized under Title IV, part D of the Elementary and Secondary Education Act of 1965, as amended (ESEA), provides grants to local educational agencies (LEAs) and consortia of LEAs to create or revise magnet schools under required or voluntary desegregation plans. As written in section 4401(b) of the ESEA, 20 U.S.C. 7231, “the purpose of MSAP is to assist LEAs in the desegregation of schools by providing financial assistance to eligible LEAs for: (1) the elimination, reduction, or prevention of minority group isolation (MGI) in elementary schools and secondary schools with substantial proportions of minority students, which shall include assisting in the efforts of the United States to achieve voluntary desegregation in public schools; (2) the development, implementation, and expansion of magnet school programs that will assist LEAs in achieving systemic reforms and providing all students the opportunity to meet challenging State academic standards; (3) the development, design, and expansion of innovative educational methods and practices that promote diversity and increase choices in public elementary schools and public secondary schools and public educational programs; (4) courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the attainment of tangible and marketable career, technological, and professional skills of students attending such schools; (5) improving the capacity of LEAs, including through professional development, to continue operating magnet schools at a high performance level after Federal funding for the magnet schools is terminated; and (6) ensuring that all students enrolled in the magnet school programs have equitable access to high quality education that will enable the students to succeed academically and continue with postsecondary education or employment.” Assistance Listing Number (ALN) 84.165A.",02/22/2022,04/25/2022,338077,"Dept. of Education",84.165
"OSERS: OSEP: Absolute Priority 2 Focus B (School Age) Preparation of Special Education, Early Intervention, and Related Services Personnel Attending Minority Serving Institutions (MSIs), including HBCUs, HSIs, TCUs, and AAPISIs, ALN 84.325K-5","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325K-5.",02/22/2022,04/15/2022,338248,"Dept. of Education",84.325
"OSERS: OSEP: Absolute Priority 2 Focus A (Early Childhood) Preparation of Special Education, Early Intervention, and Related Services Personnel Attending Minority Serving Institutions (MSIs), including HBCUs, HSIs, TCUs, and AAPISIs, ALN 84.325K-4","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021 (86 FR 245), or at www.govinfo.gov/content/pkg/FR-2021-12-27/pdf/2021-27979.pdf. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325K-4",02/22/2022,04/15/2022,338267,"Dept. of Education",84.325
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Language Resource Centers Program, Assistance Listing Number (ALN) 84.229A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The LRC Program provides grants to institutions of higher education (IHEs) or consortia of IHEs for establishing, strengthening, and operating centers that serve as resources for improving the Nation’s capacity for teaching and learning foreign languages through teacher training, research, materials development, assessment, and dissemination projects. Assistance Listing Number (ALN) 84229A.",02/23/2022,04/25/2022,338194,"Dept. of Education",84.229
"Office of Elementary and Secondary Education (OESE): Effective Educator Development Programs: Teacher Quality Partnership Grant (TQP) Program, Assistance Listing Number (ALN) 84.336S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of the TQP program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals, including individuals of color and individuals from other occupations, into the teaching force. Assistance Listing Number (ALN) 84.336S.",02/25/2022,04/26/2022,338250,"Dept. of Education",84.336
"OSERS: OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities Programs—Innovative Technology-Based Approaches for Assessing Children with Disabilities, Assistance Listing Number (ALN) 84.327V","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of the Educational Technology, Media, and Materials for Individuals with Disabilities Program (ETechM2 Program) is to improve results for students with disabilities by: (1) promoting the development, demonstration, and use of technology; (2) supporting educational media activities designed to be of educational value in the classroom for students with disabilities; (3) providing support for captioning and video description that is appropriate for use in the classroom; and (4) providing accessible educational materials to students with disabilities in a timely manner. Assistance Listing Number (ALN) 84.327V.",03/03/2022,05/02/2022,338447,"Dept. of Education",84.327
"OSERS: OSEP: Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities—Early Childhood Systems Technical Assistance Center, Assistance Listing Number (ALN) 84.326P","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program is to promote academic achievement and to improve results for children with disabilities by providing technical assistance (TA), supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. Assistance Listing Number (ALN) 84.326P.",03/07/2022,05/06/2022,338490,"Dept. of Education",84.326
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Federal TRIO Programs: Ronald E. McNair Postbaccalaureate Achievement Program, Assistance Listing Number (ALN) 84.217A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The McNair Program is one of the seven programs collectively known as the Federal TRIO Programs. The McNair Program awards discretionary grants to institutions of higher education for projects designed to provide disadvantaged college students with effective preparation for doctoral study. Required services under the McNair Program are specified in sections 402E(b) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1070a-15), and permissible services under the McNair Program are specified in section 402E(c) of the HEA. Assistance Listing Number (ALN) 84.217A.",03/09/2022,04/25/2022,338569,"Dept. of Education",84.217
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Undergraduate International Studies and Foreign Language (UISFL) Program, Assistance Listing Number (ALN) 84.016A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The UISFL program provides grants for planning, developing, and carrying out projects to strengthen and improve undergraduate instruction in international studies and foreign languages in the United States. Assistance Listing Number (ALN) 84.016A.",03/11/2022,05/31/2022,338604,"Dept. of Education",84.016
"OSERS: OSEP: Personnel Development to Improve Services and Results for Children with Disabilities—Early Childhood Personnel Equity Center, Assistance Listing Number (ALN) 84.325C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children. Assistance Listing Number (ALN) 84.325C.",03/17/2022,05/16/2022,338710,"Dept. of Education",84.325
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Native Hawaiian-Serving Institutions Program Assistance Listing Number 84.031W","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The ANNH Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution. Assistance Listing Number (ALN) 84.031W",03/29/2022,05/31/2022,338994,"Dept. of Education",84.031
"OSERS: OSEP: Personnel Development to Improve Services and Results for Children with Disabilities—National Center for Improving Teacher and Leader Professions to Better Serve Children with Disabilities, Assistance Listing Number (ALN) 84.325A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of the program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325A.",03/31/2022,05/31/2022,339016,"Dept. of Education",84.325
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Alaska Native-Serving Institutions Program, Part A, Assistance Listing Numbers (ALN) 84.031N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The ANNH Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution. Assistance Listing Numbers (ALN) 84.031N (Alaska Native) and 031W (Native Hawaiian).",03/29/2022,05/31/2022,338918,"Dept. of Education",84.031
"Office of Elementary and Secondary Education (OESE): Office of Discretionary Grants & Support Services: Supporting Effective Educator Development (SEED) Program, Assistance Listing Number (ALN) 84.423A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The SEED program, authorized under section 2242 of the Elementary and Secondary Education Act of 1965, as amended (ESEA) (20 U.S.C. 6672), provides funding to increase the number of highly effective educators by supporting the implementation of Evidence-Based[1] practices that prepare, develop, or enhance the skills of educators. These grants will allow eligible entities to develop, expand, and evaluate practices that can serve as models to be sustained and disseminated. Assistance Listing Number (ALN) 84.423A. [1] Throughout this notice, all defined terms are denoted with capitals.",04/04/2022,06/03/2022,339125,"Dept. of Education",84.423
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) Program, Assistance Listing Number 84.031L","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The AANAPISI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Asian American and Native American Pacific Islander students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution’s services leading to student success. Assistance Listing Number (ALN) 84.031L.",04/05/2022,06/06/2022,339130,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Developing Hispanic-Serving Institutions (DHSI) Program, Assistance Listing Number (ALN) 84.031S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The DHSI Program provides grants to assist Hispanic‐Serving Institutions (HSIs) with expanding educational opportunities for, and improving the academic attainment of, Hispanic students. DHSI Program grants enable HSIs to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that are educating the majority of Hispanic college students and help large numbers of Hispanic students and other low‐income individuals complete postsecondary degrees. Assistance Listing Number (ALN) 84.031S.",04/06/2022,06/06/2022,339213,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (OPE): Federal TRIO Programs: Upward Bound Math and Science (UBMS) Program, Assistance Listing Number (ALN) 84.047M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Upward Bound (UB) Program is one of seven programs collectively known as the Federal TRIO Programs. The UB Program is a discretionary grant program that supports projects that provide students with the skills and motivation necessary to complete a program of secondary education and enter into and succeed in a program of postsecondary education. There are three types of grants under the UB Program: UB; Veterans UB; and UB Math and Science grants. In this notice, we invite applications for UBMS grants only. The invitation to apply for UB grants published in the Federal Register on December 16, 2021, and available at https://www.federalregister.gov/documents/2021/12/16/2021-27235/applica.... We will invite applications for Veterans UB grants in a forthcoming notice. The UBMS Program supports projects designed to prepare high school students for postsecondary education programs that lead to careers in the fields of math and science. UBMS grantees are required to provide the services listed in sections 402C(b) and (c) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1070a-13(b), (c)). Permissible services under the UBMS Program are specified in section 402C(d) of the HEA (20 U.S.C. 1070a-13(d)). Assistance Listing Number (ALN) 84.047M.",04/19/2022,06/03/2022,339462,"Dept. of Education",84.047
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Federal TRIO Programs (Training Program), Assistance Listing Number (ALN) 84.103A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Training Program provides grants to train the staff and leadership personnel employed in, participating in, or preparing for employment in, projects funded under the Federal TRIO Programs, to improve project operation. Assistance Listing Number (ALN) 84.103A.",04/26/2022,06/10/2022,339695,"Dept. of Education",84.103
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Veterans Upward Bound (VUB) Program, Assistance Listing Number (ALN) 84.047V","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Upward Bound (UB) Program is one of the seven programs collectively known as the Federal TRIO Programs. The UB Program is a discretionary grant program that supports projects designed to provide students with the skills and motivation necessary to complete a program of secondary education and enter into and succeed in a program of postsecondary education. There are three types of grants under the UB Program: UB; VUB; and UB Math and Science. In this notice we invite applications for VUB grants only. The invitation to apply for UB grants was published in the Federal Register on December 16, 2021, and is available at https://www.federalregister.gov/documents/2021/12/16/2021-27235/applica.... We will invite applications for UB Math and Science grants in a separate notice. The VUB Program supports projects designed to prepare, motivate, and assist military veterans in the development of academic and other skills necessary for acceptance into and success in a program of postsecondary education. VUB grantees are required to provide the services listed in section 402C(b) and (c) of the Higher Education Act of 1965, as amended (HEA) (20 U.S.C. 1070a-13(b), (c)). Permissible services under the VUB Program are specified in section 402C(d) of the HEA (20 U.S.C. 1070a-13(d)). Assistance Listing Number (ALN) 84.047V.",04/26/2022,06/10/2022,339671,"Dept. of Education",84.047
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Mid-Phase Grants Assistance Listing Number (ALN) 84.411B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students; and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially higher numbers of students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.” “Early-phase,” “Mid-phase,” and “Expansion” grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. Mid-phase grants are supported by moderate evidence (as defined in this notice). Mid-phase grants provide funding for the implementation and rigorous evaluation of a program that has been successfully implemented under an Early-phase grant or other effort meeting similar criteria, for the purpose of measuring the program’s impact and cost-effectiveness, if possible using existing administrative data. This notice invites applications for Mid-phase grants only. The notices inviting applications for Early-phase and Expansion grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411B.",04/27/2022,06/21/2022,339799,"Dept. of Education",84.411
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Expansion Grants Assistance Listing Number (ALN) 84.411A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based, field-initiated innovations to improve student achievement and attainment for high-need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially higher numbers of students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.” “Early-phase,” “Mid-phase,” and “Expansion” grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. Expansion grants are supported by strong evidence (as defined in this notice) for at least one population and setting, and grantees are encouraged to implement at the national level (as defined in this notice). Expansion grants provide funding for the implementation and rigorous evaluation of a program that has been found to produce sizable, significant impacts under a Mid-phase grant or other effort meeting similar criteria, for the purposes of (a) determining whether such impacts can be successfully reproduced and sustained over time; and (b) identifying the conditions in which the program is most effective. This notice invites applications for Expansion grants only. The notices inviting applications for Early-phase and Mid-phase grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411A.",04/27/2022,06/21/2022,339810,"Dept. of Education",84.411
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Early-Phase Grants Assistance Listing Number (ALN) 84.411C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially higher numbers of students. The central design element of the EIR program is its multitier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR’s grant tiers: “Early-phase,” “Mid-phase,” and “Expansion.” “Early-phase,” “Mid-phase,” and “Expansion” grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. Early-phase grants must demonstrate a rationale (as defined in this notice). Early-phase grants provide funding for the development, implementation, and feasibility testing of a program, which prior research suggests has promise, for the purpose of determining whether the program can successfully improve student achievement and attainment for high-need students. Early-phase grants are not intended simply to implement established practices in additional locations or address needs that are unique to one particular context. The goal is to determine whether and in what ways relatively new practices can improve student achievement and attainment for high-need students. This notice invites applications for Early-phase grants only. The notices inviting applications for Mid-phase and Expansion grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411C.",04/27/2022,07/21/2022,339827,"Dept. of Education",84.411
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE): Centers of Excellence for Veteran Student Success (CEVSS) Program, Assistance Listing Number (ALN) 84.116G","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of this program is to encourage institutions of higher education (IHEs) to develop model programs to support veteran student success in postsecondary education by coordinating services to address the academic, financial, physical, and social needs of veteran students. Assistance Listing Number (ALN) 84.116G.",05/02/2022,06/16/2022,339861,"Dept. of Education",84.116
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Faculty Research Abroad (FRA) Fellowship Program, Assistance Listing Number (ALN) 84.019A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Fulbright-Hays FRA Fellowship Program provides grants to colleges and universities to fund faculty members seeking to improve their area studies and foreign language skills by conducting research abroad. The program is designed to contribute to the development and improvement of the study of modern foreign languages and area studies in the United States. Submit applications for grants under the Fulbright-Hays FRA Fellowship Program, Assistance Listing Number 84.019A, electronically using the G5 system, accessible through the Department’s G5 site at: www.G5.gov. While completing the electronic application, both the IHE and the faculty applicant will be entering data online that will be saved into a database. Neither the IHE nor the student applicant may email an electronic copy of a grant application to us. Assistance Listing Number (ALN) 84.019A.",05/09/2022,07/13/2022,338742,"Dept. of Education",84.019
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Native American-Serving Nontribal Institutions (NASNTI) Program, Assistance Listing Number (ALN) 84.031X","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The NASNTI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Native Americans and low-income individuals. Institutions may use the grants to plan, develop, undertake, and carry out activities to improve and expand their capacity to serve Native American and low-income students. Assistance Listing Number (ALN) 84.031X.",05/10/2022,07/11/2022,340100,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Child Care Access Means Parents in School (CCAMPIS) Program, Assistance Listing Number (ALN) 84.335A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The CCAMPIS Program supports the participation of low-income parents in postsecondary education by providing campus-based child care services. Assistance Listing Number (ALN) 84.335A.",05/20/2022,07/11/2022,340459,"Dept. of Education",84.335
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE): Open Textbooks Pilot Program, Assistance Listing Number (ALN) 84.116T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Open Textbooks Pilot program supports projects at eligible institutions of higher education (IHEs) that create new open textbooks (as defined in this notice) and expand the use of open textbooks and course materials in courses that are part of a degree-granting program, particularly those with high enrollments. Applicants are encouraged to develop projects that demonstrate the greatest potential to achieve the highest level of savings for students through sustainable, expanded use of open educational resources in high-enrollment courses (as defined in this notice) or in programs that prepare individuals for in-demand fields. Assistance Listing Number (ALN) 84.116T.",05/26/2022,07/25/2022,340580,"Dept. of Education",84.116
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Education Research Training Programs in the Education Sciences Assistance Listing Number (ALN) 84.305B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. The IES National Center for Special Education Research (NCSER) is announcing two competitions—one competition in each of the following areas: special education research and special education research training. NCER Competitions The Research Training Programs in the Education Sciences Competition (ALN 84.305B). Under this competition, NCER will consider only applications that address one of the following topics: • Early Career Mentoring Program for Faculty at Minority-Serving Institutions (MSIs).[1] • Methods Training in Data Science for Education Researchers. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity- and achievement gaps for learners from prekindergarten through adult education. [1] To qualify as an MSI for the purpose of the Early Career Mentoring Program, the institution must be eligible to receive assistance under sections 316 through 320 of part A of title III, under part B of title III, or under title V of the HEA. Information on eligibility under these authorities is available on the FY 2022 Eligibility Matrix at this link. MSIs include Alaska Native and Native Hawaiian-Serving Institutions (ANNH), American Indian Tribally Controlled Colleges and Universities (TCCU), Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI), Hispanic-Serving Institutions (HSI), Historically Black Colleges and Universities (HBCU), Predominantly Black Institutions (PBI), and Native American-Serving, Nontribal Institutions (NASNTI). Please note that institutions eligible only for the Department’s Title III Part A Strengthening Institutions program (SIP) are not considered MSIs for the purpose of this competition unless they also meet the eligibility requirements for a specific MSI category. Assistance Listing Number (ALN) 84.305B.",05/26/2022,09/08/2022,340583,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Education Research (NCER):Using Longitudinal Data to Support State Education Policymaking Assistance Listing Number (ALN) 84.305S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Assistance Listing Number (ALN) 84.305S.",05/26/2022,09/08/2022,340624,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Research Training Programs in Special Education Assistance Listing Number (ALN) 84.324B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: education research training and using longitudinal data to support State education policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions—one competition in each of the following areas: special education research and special education research training. NCSER Competitions For the Early Career Development and Mentoring Program under the Research Training Programs in Special Education (ALN 84.324B), applicants must be an institution of higher education in the United States and its territories. For the Early Career Mentoring Program under the Research Training Programs in the Education Sciences (ALN 84.305B), applicants must be a minority-serving institution of higher education located in the territorial United States. For the Methods Training in Data Science for Education Researchers program (ALN 84.305B), applicants must have the ability and capacity to conduct training in data science methods and be located in the territorial United States. Assistance Listing Number (ALN) 84.324B.",05/26/2022,09/08/2022,340636,"Dept. of Education",84.324
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Special Education Research Assistance Listing Number (ALN) 84.324A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: education research training and using longitudinal data to support State education policymaking. The IES National Center for Special Education Research (NCSER) is announcing two competitions—one competition in each of the following areas: special education research and special education research training. NCSER Competitions The Special Education Research Competition (ALN 84.324A). Under this competition, NCSER encourages a broad range of research, including studies that may have more than one research focus (such as reading and behavior) and may focus broadly on students with disabilities or on a particular disability (such as autism spectrum disorders). The range of research supported through this program includes, but is not limited to, programs to improve child development and school readiness; academic and/or behavioral interventions; instructional practices and/or professional development programs for teachers and other school-based personnel; strategies for improving the family support and engagement critical to the success of students with disabilities; policies and systems-level interventions and programs to address school finance, school-community collaborations, or school structures that affect educational progress for students with disabilities; transition from secondary school to postsecondary education, career, and/or independent living; as well as access to, persistence in, and completion of postsecondary education. Assistance Listing Number (ALN) 84.324A.",05/26/2022,09/08/2022,340633,"Dept. of Education",84.324
"Office of Elementary and Secondary Education (OESE): Well Rounded Education Programs: Assistance for Arts Education (AAE) Program, Assistance Listing Number (ALN) 84351A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December Purpose of Program: The AAE program includes the Arts in Education National Program (AENP) and is authorized under Title IV, part F, subpart 4 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). In general, the purpose of the AAE program is to promote arts (as defined in this notice) education for students, including disadvantaged students and students who are children with disabilities (as defined in this notice). Specifically, the AENP supports national-level (as defined in this notice), high-quality arts education projects and services for children and youth, with special emphasis on serving children from low-income families (as defined in this notice) and children with disabilities through community and national outreach activities that strengthen and expand partnerships among schools, local educational agencies (LEAs), communities, or centers for the arts, including national centers for the arts. Assistance Listing Number (ALN) 84.351A.",05/31/2022,06/30/2022,340780,"Dept. of Education",84.351
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Indian Education Discretionary Grant Programs: Native American Language (NAL@ED) Program, Assistance Listing Number (ALN) 84.415B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of this program are to (1) support schools that use Native American and Alaska Native languages as the primary language of instruction; (2) maintain, protect, and promote the rights and freedom of Native Americans and Alaska Natives to use, practice, maintain, and revitalize their languages, as envisioned in the Native American Languages Act of 1990 (25 U.S.C. 2901, et seq.); and (3) support the Nation’s First Peoples’ efforts to maintain and revitalize their languages and cultures, and to improve educational opportunities and student outcomes within Native American and Alaska Native communities. Assistance Listing Number (ALN) 84.415B.",06/03/2022,08/02/2022,340817,"Dept. of Education",84.415
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Promoting Postbaccalaureate Opportunities for Hispanic Americans (PPOHA) Program, Assistance Listing Number (ALN) 84.031M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purposes of the PPOHA Program are to: (1) Expand postbaccalaureate educational opportunities for, and improve the academic attainment of, Hispanic students; and (2) expand the postbaccalaureate academic offerings, as well as enhance the program quality, at the institutions of higher education (IHEs) that are educating the majority of Hispanic college students and helping large numbers of Hispanic and low-income students complete postsecondary degrees. Assistance Listing Number (ALN) 84.031M.",06/13/2022,07/28/2022,341007,"Dept. of Education",84.031
"Office of Elementary and Secondary Education (OESE): School Choice & Improvement Programs (SCIP): Promise Neighborhoods (PN) Program, Assistance Listing Number 84.215N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The PN program is authorized under the Elementary and Secondary Education Act of 1965, as amended (ESEA). The purpose of the PN program is to significantly improve the academic and developmental outcomes of children and youth living in the most distressed communities of the United States, including ensuring school readiness, high school graduation, and access to a community-based continuum of high-quality services. The program serves neighborhoods with high concentrations of individuals with low incomes; multiple signs of distress, which may include high rates of poverty, childhood obesity, academic challenges, and juvenile delinquency, adjudication, or incarceration; adverse childhood experiences (ACEs); and schools implementing comprehensive support and improvement activities or targeted support and improvement activities under section 1111(d) of the ESEA. All strategies in the continuum of solutions must be accessible to children with disabilities and English learners. Assistance Listing Number (ALN) 84.215N.",06/29/2022,09/27/2022,341452,"Dept. of Education",84.215
"Office of Postsecondary Education (OPE): Fund for The Improvement of Postsecondary Education (FIPSE): Modeling and Stimulation Program (MSP), Assistance Listing Number (ALN) 84.116S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The MSP is designed to promote the study of modeling and simulation at institutions of higher education (IHEs) by promoting the enhancement or development of modeling and simulation degree and certificate programs. Additionally, through this program, the Department will create a task force that will include successful grantees and other content experts to raise awareness and help further define the study of modeling and simulation. Assistance Listing Number (ALN) 84.116S.",06/30/2022,08/15/2022,341456,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Charter School Programs Charter School Programs (CSP): Grants to Charter School Developers for the Opening of New Charter Schools (CSP), Assistance Listing Number (ALN) 84.282B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter school authorizing process. Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the Elementary and Secondary Act of 1965 (ESEA). Charter schools that receive financial assistance through Developer Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282B.",07/06/2022,08/05/2022,341712,"Dept. of Education",84.282
"Office of Elementary and Secondary Education (OESE): Charter School Programs (CSP): Charter School Programs (CSP): Grants to Charter School Developers for The Replication and Expansion of High-Quality Charter Schools, Assistance Listing Number 84.282E","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter school authorizing process. Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the Elementary and Secondary Act of 1965 (ESEA). Charter schools that receive financial assistance through Developer Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282E.",07/06/2022,08/05/2022,341713,"Dept. of Education",84.282
"Office of Elementary and Secondary Education (OESE): Charter School Programs (CSP): Charter School Programs State Entities (SE), Assistance Listing Number 84.282A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The CSP State Entity program, ALN 84.282A, is authorized under Title IV, Part C of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA) (20 U.S.C. 7221-7221j). Through the CSP State Entity competition, the Department awards grants to State entities that, in turn, award subgrants to eligible applicants for the purpose of opening new charter schools and replicating and expanding high-quality charter schools. State entities also may use grant funds to provide technical assistance to eligible applicants and authorized public chartering agencies in opening new charter schools and replicating and expanding high-quality charter schools, and to work with authorized public chartering agencies in the State to improve authorizing quality, including developing capacity for, and conducting, fiscal oversight and auditing of charter schools. State Entity grant funds may also be used for grant administration, which may include technical assistance and monitoring of subgrants for performance and fiscal and regulatory compliance, as required under 2 CFR 200.332(d). The CSP State Entity program provides financial assistance to State entities to support charter schools that serve elementary and secondary school students in a given State. Charter schools receiving funds under the CSP State Entity program also may serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282A.",07/06/2022,08/05/2022,341765,"Dept. of Education",84.282
"Office of Elementary and Secondary Education (OESE): School Choice & Improvement Programs (SCIP): Full-Service Community Schools (FSCS) Program, Assistance Listing Number 84.215J","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The FSCS program is authorized by sections 4621-4623 and 4625 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). This program provides support for the planning, implementation, and operation of full-service community schools that improve the coordination, integration, accessibility, and effectiveness of services for children and families, particularly for children attending high-poverty schools, including high-poverty rural schools. Assistance Listing Number (ALN) 84.215J.",07/13/2022,09/12/2022,341447,"Dept. of Education",84.215
"Office of Elementary and Secondary Education (OESE): Expanding Opportunity Through Quality Charter Schools Program (CSP): National Dissemination Grants, Assistance Listing Number 84.282T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of public charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter authorizing process. Through the CSP National Dissemination Grants (ALN 84.282T), the Department provides funds on a competitive basis to organizations to support the charter school sector and increase the number of high-quality charter schools available to our Nation’s students by disseminating best practices regarding charter schools. Assistance Listing Number (ALN) 84.282T.",07/22/2022,08/22/2022,342603,"Dept. of Education",84.282
"Office of Postsecondary Education (OPE): Fund for The Improvement of Postsecondary Education (FIPSE): Basic Needs for Postsecondary Students Program, Assistance Listing Number 84.116N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Basic Needs for Postsecondary Students Program provides grants to eligible institutions of higher education (IHEs) to support programs that address the basic needs of students and to report on practices that improve outcomes for students. Assistance Listing Number (ALN) 84.116N.",08/02/2022,10/03/2022,342792,"Dept. of Education",84.116
"Office of Postsecondary Education (OPE): Fund for The Improvement of Postsecondary Education (FIPSE): Postsecondary Success Program, Assistance Listing Number (ALN) 84.116M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of this program is to promote postsecondary completion for students close to completion, whether for students currently enrolled in higher education, students who are no longer enrolled because of challenges they faced during the COVID-19 pandemic and close to completion, or both. Institutions may opt to supplement or expand evidence-based and data-driven activities to support retention and completion for both groups. This program aims to improve student outcomes, including retention, transfer, credit accumulation, and completion, by augmenting evidence-based activities that are already underway at eligible institutions of higher education (IHEs). Assistance Listing Number (ALN) 84.116M.",08/12/2022,10/11/2022,343041,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Office of Academic Improvement Programs: Project Prevent Grant Program, Assistance Listing Number (ALN) 84.184M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The purpose of the Project Prevent Grant Program is to provide grants to local educational agencies (LEAs) impacted by community violence and to expand the capacity of LEAs to implement community- and school-based strategies to help prevent community violence and mitigate the impacts of exposure to community violence. Assistance Listing Number (ALN): 84.184M.",08/19/2022,10/03/2022,343174,"Dept. of Education",84.184
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Special Education Research and Development Center, Assistance Listing Number (ALN) 84.324C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Within IES, the National Center for Special Education Research (NCSER) supports research to expand knowledge and understanding of the needs of infants, toddlers, and youth with disabilities to improve the developmental, education, and transition outcomes of such individuals. Through NCSER, IES invests in Special Education Research and Development Centers (R&D Centers) that contribute to the body of special education knowledge in the United States by engaging in research, development, evaluation, and national leadership activities aimed at improving the education system and, ultimately, student achievement. Through this program, NCSER seeks to establish a new R&D Center on Supporting Students with Disabilities in Postsecondary Education. NCSER Competition The Special Education Research and Development Center Competition (ALN 84.324C). Under this competition, NCSER will consider only applications that address the following topic: · Research Center on Supporting Students with Disabilities in Postsecondary Education. Assistance Listing Number (ALN): 84.324C.",08/19/2022,01/12/2023,343141,"Dept. of Education",84.324
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE) - Augustus F. Hawkins Center of Educational Excellence (Hawkins) Program, Assistance Listing Number (ALN) 84.116K","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Hawkins Program, authorized under Part B of Title II of the Higher Education Act of 1965, as amended (HEA) is designed to support centers of excellence at institutions of higher education (IHEs). The selected centers of excellence must be established at Historically Black Colleges and Universities (HBCUs); Tribal Colleges or Universities (TCUs); or Minority Serving Institutions (MSIs), such as Hispanic-Serving Institutions (HSIs), with a State-accredited teacher preparation program, to help increase and retain the number of well-prepared teachers from diverse backgrounds, resulting in a more diverse teacher workforce prepared to teach in our Nation’s low performing elementary and secondary schools and close achievement gaps.[1] This program focuses on the various aspects of the teacher preparation pipeline, including the recruitment, preparation, support, placement, and retention of teachers for and in high-need local education agencies (LEAs) to support underserved students. Through this program, the Secretary seeks to fund applicants that propose to incorporate evidence-based components and practices into their teacher preparation program. Assistance Listing Number (ALN): 84.116K. [1] Anderson, Meredith, B.L., Brian K. Bridges, Brittany A. Harris and Sekou Biddle. (2020). Imparting Wisdom: HBCU Lessons for K-12 Education. Washington, DC: Frederick D. Patterson Research Institute, UNCF.",08/23/2022,10/07/2022,343194,"Dept. of Education",84.116
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE) – Center of Excellence in Spatial Computing (CESC) Grant Program, Assistance Listing Number (ALN) 84.116Q","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The CESC grant program is designed to help increase the number of highly qualified Americans available for hire within the high-tech labor pool. Assistance Listing Number (ALN) 84.116Q.",09/22/2022,11/07/2022,343694,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: Mental Health Service Professional Demonstration Grant Program, Assistance Listing Number 84.184X","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The MHSP Program provides competitive grants to support and demonstrate innovative partnerships to train school-based mental health services providers (as defined in section 4102 of the Elementary and Secondary Education Act of 1965, as amended (ESEA)) (services providers) for employment in schools and local educational agencies (LEAs). The goal of this program is to increase the number and diversity of high-quality, trained providers available to address the shortages of mental health service professionals in schools served by high-need LEAs (as defined in this notice). The partnerships must include (1) one or more high-need LEAs or a State educational agency (SEA) on behalf of one or more high-need LEAs and (2) one or more eligible institutions of higher education (eligible IHE) (as defined in this notice). Partnerships must provide opportunities to place postsecondary education graduate students in school-based mental health fields into high-need schools (as defined in this notice) served by the participating high-need LEAs to complete required field work, credit hours, internships, or related training, as applicable, for the degree or credential program of each student. In addition to the placement of graduate students, grantees may also develop mental health career pathways as early as secondary school, through career and technical education opportunities, or through paraprofessional support degree programs at local community or technical colleges. Assistance Listing Number: 84.184X.",10/04/2022,11/03/2022,343902,"Dept. of Education",84.184
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: School-Based Mental Health Services (SBMH) Grant Program, Assistance Listing Number 84.184H","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The SBMH program provides competitive grants to State educational agencies (SEAs) (as defined in 20 U.S.C. 7801(30)), local educational agencies (LEAs) (as defined in 20 U.S.C. 7801(49), and consortia of LEAs to increase the number of credentialed (as defined in this document) school-based mental health services providers (as defined in 20 U.S.C. 7112(6)) providing mental health services to students in LEAs with demonstrated need (as defined in this document). Assistance Listing Number: 84.184H.",10/04/2022,11/03/2022,343913,"Dept. of Education",84.184
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE) – Digital Learning Infrastructure and IT Modernization Pilot, Assistance Listing Number 84.116L","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The Digital Learning Infrastructure and IT Modernization Pilot provides grants to Historically Black Colleges and Universities (HBCUs), Tribal Colleges or Universities (TCUs), and other eligible minority-serving institutions (MSIs) to support IT modernization, and to enable them to provide support and technical assistance to expand their digital learning infrastructure. Assistance Listing Number: 84.116L.",10/25/2022,11/25/2022,344162,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Charter Schools Program (CSP): Grants to Charter Management Organizations for the Replication and Expansion of High-Quality Charter Schools (CMO Grants), Assistance Listing Number 84.282M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The CSP CMO Grant program (ALN 84.282M) is authorized under Title IV, Part C of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA) (20 U.S.C. 7221-7221j). Through CSP CMO Grants, the Department awards grants to charter management organizations (CMOs)[1] on a competitive basis to enable them to replicate or expand one or more high-quality charter schools. Grant funds may be used to significantly increase the enrollment of, or add one or more grades to, an existing high-quality charter school or to open one or more new charter schools or new campuses of a high-quality charter school based on the educational model of an existing high-quality charter school. Charter schools that receive financial assistance through CSP CMO Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students, consistent with the terms of their charter. Assistance Listing Number (ALN) 84.282M. [1] Terms defined in this notice are italicized the first time each term is used.",11/10/2022,01/03/2023,344424,"Dept. of Education",84.282
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: Mental Health Service Professional (MHSP) Demonstration Grant Program, Assistance Listing Number 84.184X","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 27, 2021. Purpose of Program: The MHSP Program provides competitive grants to support and demonstrate innovative partnerships to train school-based mental health services providers (as defined in section 4102 of the Elementary and Secondary Education Act of 1965, as amended (ESEA)) (services providers) for employment in schools and local educational agencies (LEAs). The goal of this program is to increase the number and diversity of high-quality, trained providers available to address the shortages of mental health service professionals in schools served by high-need LEAs (as defined in this notice). The partnerships must include (1) one or more high-need LEAs or a State educational agency (SEA) on behalf of one or more high-need LEAs and (2) one or more eligible institutions of higher education (eligible IHE) (as defined in this notice). Partnerships must provide opportunities to place postsecondary education graduate students in school-based mental health fields into high-need schools (as defined in this notice) served by the participating high-need LEAs to complete required field work, credit hours, internships, or related training, as applicable, for the degree or credential program of each student. In addition to the placement of graduate students, grantees may also develop mental health career pathways as early as secondary school, through career and technical education opportunities, or through paraprofessional support degree programs at local community or technical colleges. Assistance Listing Number (ALN) 84.184X.",11/28/2022,01/27/2023,344658,"Dept. of Education",84.184
"OSERS: OSEP: Educational Technology, Media, and Materials for Individuals with Disabilities Program—National Center on Technology Systems in Local Educational Agencies, Assistance Listing Number 84.327T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Educational Technology, Media, and Materials for Individuals with Disabilities Program (ETechM2 Program) is to improve results for children with disabilities by (1) promoting the development, demonstration, and use of technology; (2) supporting educational media activities designed to be of educational value in the classroom for children with disabilities; (3) providing support for captioning and video description that is appropriate for use in the classroom; and (4) providing accessible educational materials to children with disabilities in a timely manner.[1] Assistance Listing Number (ALN) 84.327T. [1] Applicants should note that other laws, including the Americans with Disabilities Act of 1990 (42 U.S.C. 12101 et seq.; 28 CFR part 35) and section 504 of the Rehabilitation Act of 1973, as amended (29 U.S.C. 794; 34 CFR part 104), may require that State educational agencies (SEAs) and local educational agencies (LEAs) provide captioning, video description, and other accessible educational materials to students with disabilities when these materials are necessary to provide equally integrated and equally effective access to the benefits of the educational program or activity, or as part of a “free appropriate public education” as defined in 34 CFR 104.33.",12/19/2022,03/06/2023,344939,"Dept. of Education",84.327
"OSERS-OSEP: State Technical Assistance Projects to Improve Services and Results for Children who are Deaf-Blind and National Technical Assistance and Dissemination Center for Children who are Deaf-Blind Assistance Listing Number 84.326T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: Two Department programs fund this competition: the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities (TA&D) program and the Personnel Development to Improve Services and Results for Children with Disabilities (PD) program. The purpose of the TA&D program is to promote academic achievement and improve results for children with disabilities by providing TA, supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. The purposes of the PD program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and general education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.326T ﻿",12/19/2022,02/17/2023,345001,"Dept. of Education",84.326
"Office of Special Education and Rehabilitative Services (OSERS): Office of Special Education Programs (OSEP): Special Education Parent Information Centers: Technical Assistance for Parent Centers, Assistance Listing Number 84.328R","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Special Education Parent Information Centers program is to ensure that parents of children with disabilities receive high-quality, relevant, and useful training and information to help improve outcomes for their children. Assistance Listing Number (ALN) 84.328R.",01/12/2023,03/28/2023,345321,"Dept. of Education",84.328
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Program—Short-Term Projects, Assistance Listing Number 84.021A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of 4 to 6 weeks in length designed by the applicant to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system when they return to the United States, by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of 4 to 8 weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of 3 to 12 months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language programs designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training while experiencing the culture in the foreign country. Participants should have successfully completed at least 2 academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN) 84.021A.",01/26/2023,03/27/2023,345527,"Dept. of Education",84.021
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Group Projects Abroad (GPA) Program—Long-Term Projects, Assistance Listing Number 84.021B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Fulbright-Hays GPA Program is to promote, improve, and develop the study of modern foreign languages and area studies in the United States. The program provides opportunities for faculty, teachers, and undergraduate and graduate students to conduct group projects overseas. Projects may include either (1) short-term seminars, curriculum development, or group research or study, or (2) long-term advanced intensive language programs. This competition invites applicants to submit an application to request support for either a Fulbright-Hays GPA short-term project (GPA short-term project 84.021A) or a Fulbright-Hays GPA long-term project (GPA long-term project 84.021B). Applicants must clearly indicate on the SF 424, the Application for Federal Assistance cover sheet, whether they are applying for a GPA short-term project (84.021A) or a GPA long-term project (84.021B). Additional submission requirements are included in the application package. There are three types of GPA short-term projects: (1) short-term seminar projects of 4 to 6 weeks in length designed by the applicant to help participants integrate international studies into the curriculum at an institution of higher education (IHE) or a school system when they return to the United States, by focusing on a particular aspect of area studies, such as the culture of an area or country of study (34 CFR 664.11); (2) curriculum development projects of 4 to 8 weeks in length that provide participants the opportunity to acquire resource materials for curriculum development in modern foreign language and area studies for use and dissemination in the United States (34 CFR 664.12); and (3) group research or study projects of 3 to 12 months in duration designed to give participants the opportunity to undertake research or study in a foreign country (34 CFR 664.13). GPA long-term projects are advanced overseas intensive language programs designed by the applicant that may be carried out during a full year, an academic year, a semester, a trimester, a quarter, or a summer. GPA long-term projects provide participants an opportunity to use and strengthen their advanced language training while experiencing the culture in the foreign country. Participants should have successfully completed at least 2 academic years of training in the language to be studied to be eligible to participate in a GPA intensive advanced language training program. In addition, the language to be studied must be indigenous to the host country and maximum use must be made of local institutions and personnel (34 CFR 664.14). Assistance Listing Number (ALN) 84.021AB.",01/26/2023,03/27/2023,345529,"Dept. of Education",84.021
"for Office of English Language Acquisition (OELA): Native American and Alaska Native Children in School (NAM) Program, Assistance Listing Number 84.365C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the NAM program is to award grants to eligible entities to develop and enhance capacity to provide effective instruction and support to Native American and Alaska Native students, including Native Hawaiian and Native American Pacific Islander students, who are identified as English learners (ELs). The goal of this program is to support the teaching, learning, and studying of Native American languages while also increasing the English language proficiency and academic achievement of students served. Assistance Listing Number (ALN) 84.365C.",02/09/2023,04/25/2023,345813,"Dept. of Education",84.365
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Fulbright-Hays Doctoral Dissertation Research Abroad (DDRA) Fellowship Program, Assistance Listing Number 84.022A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Fulbright-Hays DDRA Fellowship Program provides opportunities for doctoral students to engage in dissertation research abroad in modern foreign languages and area studies. The program is designed to contribute to the development and improvement of the study of modern foreign languages and area studies in the United States. Assistance Listing Number (ALN) 84.022A. 7. Other Submission Requirements: Applications for grants under this program must be submitted electronically unless an IHE qualifies for an exception to this requirement in accordance with the instructions in this section. a. Electronic Submission of Applications. Submit applications for grants under the Fulbright-Hays DDRA Fellowship Program, Assistance Listing Number 84.022A, electronically using the G5 system, accessible through the Department’s G5 site at: www.G5.gov. While completing the electronic application, both the IHE and the doctoral student applicant will be entering data online that will be saved into a database. Neither the IHE nor the doctoral student applicant may email an electronic copy of a grant application to us.",02/10/2023,04/11/2023,345844,"Dept. of Education",84.022
"OSERS: OSEP: Personnel Development To Improve Services And Results For Children With Disabilities Program: Associate Degree Preservice Program Improvement Grants to Support Personnel Working with Young Children with Disabilities, ALN 84.325N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325N.",02/23/2023,04/24/2023,346223,"Dept. of Education",84.325
"Office of Elementary and Secondary Education (OESE): Office of Migrant Education (OME): Migrant Education Program (MEP) Consortium Incentive Grant (CIG) Program, Assistance Listing Number (ALN) 84.144F","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the MEP CIG program is to provide incentive grants to State educational agencies (SEAs) that participate in a consortium with one or more other SEAs or other appropriate entities to improve the delivery of services to migratory children whose education is interrupted. Through this program, the Department provides financial incentives to SEAs that receive Title I, Part C (MEP) funding to participate in high-quality consortia to improve the intrastate and interstate coordination of migrant education programs by addressing key needs of migratory children whose education is interrupted. Assistance Listing Number (ALN) 84.144F.",02/23/2023,04/24/2023,346266,"Dept. of Education",84.144
"Office of Elementary and Secondary Education (OESE): Well-Rounded Education Programs: Innovative Approaches to Literacy (IAL) Program, Assistance Listing Number 84.215G","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The IAL program supports high-quality programs designed to develop and improve literacy skills for children and students from birth through 12th grade in high-need local educational agencies (LEAs) and schools. IAL promotes innovative literacy programs that support the development of literacy skills in low-income communities, including programs that (1) develop and enhance effective school library programs, which may include providing professional development for school librarians, books, and up-to-date materials to high-need schools; (2) provide early literacy services, including pediatric literacy programs through which, during well-child visits, medical providers trained in research-based methods of early language and literacy promotion provide developmentally appropriate books and recommendations to parents to encourage them to read aloud to their children starting in infancy; and (3) provide high-quality books on a regular basis to children and adolescents from low-income communities to increase reading motivation, performance, and frequency. Assistance Listing Number (ALN) 84.215G.",03/14/2023,05/15/2023,346715,"Dept. of Education",84.215
"Office of Elementary and Secondary Education (OESE): School Choice & Improvement Programs: Magnet Schools Assistance Program, Assistance Listing Number 84.165A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: MSAP, authorized under title IV, part D of the Elementary and Secondary Education Act of 1965, as amended (ESEA), provides grants to local educational agencies (LEAs) and consortia of LEAs to create or revise magnet schools under required or voluntary desegregation plans. Under section 4401(b) of the ESEA, 20 U.S.C. 7231, the purpose of MSAP is to assist LEAs in the desegregation of schools by providing financial assistance to eligible LEAs for: (1) the elimination, reduction, or prevention of minority group isolation (MGI) in elementary schools and secondary schools with substantial proportions of minority students, which shall include assisting in the efforts of the United States to achieve voluntary desegregation in public schools; (2) the development, implementation, and expansion of magnet school programs that will assist LEAs in achieving systemic reforms and providing all students the opportunity to meet challenging State academic standards; (3) the development, design, and expansion of innovative educational methods and practices that promote diversity and increase choices in public elementary schools and public secondary schools and public educational programs; (4) courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the attainment of tangible and marketable career, technological, and professional skills of students attending such schools; (5) improving the capacity of LEAs, including through professional development, to continue operating magnet schools at a high performance level after Federal funding for the magnet schools is terminated; and (6) ensuring that all students enrolled in the magnet school programs have equitable access to high-quality education that will enable the students to succeed academically and continue with postsecondary education or employment. Assistance Listing Number (ALN) 84.165A.",03/14/2023,05/15/2023,346717,"Dept. of Education",84.165
"Office of Elementary and Secondary Education (OESE): Rural, Insular & Native Achievement Programs: Native Hawaiian Education (NHE) Program, Assistance Listing Number 84.362A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the NHE program is to support innovative projects that recognize and address the unique educational needs of Native Hawaiians. These projects must include one or more of the activities authorized under section 6205(a)(3) of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Assistance Listing Number (ALN) 84.362A.",03/14/2023,04/13/2023,346724,"Dept. of Education",84.362
"Office of Elementary and Secondary Education (OESE): Impact Aid Program: Impact Aid Discretionary Construction Grant Program, Assistance Listing Number 84.041C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Impact Aid Discretionary Construction Grant Program provides grants for emergency repairs and modernization of school facilities to certain local educational agencies (LEAs) that receive Impact Aid formula funds. Assistance Listing Number (ALN) 84.041C.",03/15/2023,05/15/2023,346784,"Dept. of Education",84.041
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE): Open Textbooks Pilot Program, Assistance Listing Number 84.116T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Open Textbooks Pilot program supports projects at eligible institutions of higher education (IHEs) or State higher education agencies that create new open textbooks (as defined in this notice) and expand the use of open textbooks and course materials in courses that are part of a degree-granting program, particularly those with high enrollments. Applicants are encouraged to develop projects that demonstrate the greatest potential to achieve the highest level of savings for students through sustainable, expanded use of open educational resources in high-enrollment courses (as defined in this notice) or in programs that prepare individuals for in-demand fields. Assistance Listing Number (ALN) 84.116T.",03/17/2023,05/16/2023,346807,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Charter Schools Program (CSP): Expanding Opportunities Through Quality Charter Schools Program (CSP) Grants to State Entities, Assistance Listing Number 84.282A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The CSP State Entity program, ALN 84.282A, is authorized under Title IV, Part C of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA) (20 U.S.C. 7221-7221j). Through the CSP State Entity competition, the Department awards grants to State entities that, in turn, award subgrants to eligible applicants for the purpose of opening new charter schools and replicating and expanding high-quality charter schools. State entities also may use grant funds to provide technical assistance to eligible applicants and authorized public chartering agencies in opening new charter schools and replicating and expanding high-quality charter schools, and to work with authorized public chartering agencies in the State to improve authorizing quality, including developing capacity for, and conducting, fiscal oversight and auditing of charter schools. State Entity grant funds may also be used for grant administration, which may include technical assistance and monitoring of subgrants for performance and fiscal and regulatory compliance, as required under 2 CFR 200.332(d). The CSP State Entity program provides financial assistance to State entities to support charter schools that serve elementary and secondary school students in States with a specific State statute authorizing the granting of charters to schools. Charter schools receiving funds under the CSP State Entity program may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282A.",03/20/2023,06/05/2023,346883,"Dept. of Education",84.282
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): Undergraduate International Studies and Foreign Language (UISFL) Program, Assistance Listing Number 84.016A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The UISFL program provides grants for planning, developing, and carrying out projects to strengthen and improve undergraduate instruction in international studies and foreign languages in the United States. Assistance Listing Number (ALN) 84.016A.",03/21/2023,05/22/2023,346908,"Dept. of Education",84.016
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Strengthening Institutions Program (SIP), Assistance Listing Number 84.031A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The SIP Program provides grants to eligible institutions of higher education (IHEs) to help them become self-sufficient and expand their capacity to serve low-income students by providing funds to improve and strengthen the institution’s academic quality, institutional management, and fiscal stability. Assistance Listing Number (ALN) 84.031A.",03/23/2023,05/22/2023,346984,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): International Foreign Language Education (IFLE): International Research and Studies Program—Research, Studies and Surveys; and Specialized Instructional Materials, Assistance Listing Number 84.017A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The IRS program provides grants to public and private agencies, organizations, institutions, and individuals, to conduct research, studies, or surveys, or to develop specialized instructional materials, to improve and strengthen instruction and enrollment in modern foreign languages and related area studies. Under 34 CFR 660.1, research and studies may include, but are not limited to - (a) Studies and surveys to determine needs for increased or improved instruction in modern foreign languages, area studies, or other international fields, including the demand for foreign language, area studies, and other international specialists in government, education, and the private sector; (b) Research on more effective methods of providing instruction and achieving competency in foreign languages, area studies, or other international fields; (c) Research on applying performance tests and standards across all areas of foreign language instruction and classroom use; (d) Developing and publishing specialized materials for use in foreign language, area studies, and other international fields or for training foreign language, area studies, and other international specialists; (e) Studies and surveys to assess the use of graduates of programs supported under title VI of the Higher Education Act of 1965, as amended (HEA) by governmental, educational, and private-sector organizations and other studies assessing the outcomes and effectiveness of supported programs; (f) Comparative studies of the effectiveness of strategies to provide international capabilities at institutions of higher education; (g) Evaluations of the extent to which programs assisted under title VI of the HEA that address national needs would not otherwise be offered; (h) Studies and surveys of the use of technologies in foreign language, area studies, and international studies programs; (i) Studies and evaluations of effective practices in the dissemination of international information, materials, research, teaching strategies, and testing techniques throughout the educational community, including elementary and secondary schools; (j) Evaluations of the extent to which programs assisted under title VI of the HEA reflect diverse perspectives and a wide range of views and generate debate on world regions and international affairs; (k) Systematic collection, analysis, and dissemination of data that contribute to achieving the purposes of title VI, part A of the HEA; and (l) Support for programs or activities to make data collected, analyzed, or disseminated under this part publicly available and easy to understand. In this competition, applicants may request support for either a Research, Studies, or Surveys Project or a Specialized Instructional Materials Project. In section 15 of the SF 424 Application for Federal Assistance, applicants must clearly identify the type of IRS project for which funding is requested. Additional submission details are included in the application package. Assistance Listing Number (ALN) 84.017A.",03/28/2023,05/12/2023,347141,"Dept. of Education",84.017
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) Program, Assistance Listing Number 84.031L","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The AANAPISI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Asian American and Native American Pacific Islander students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution’s services leading to student success. Assistance Listing Number (ALN) 84.031A.",03/30/2023,05/30/2023,347195,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Minority Science and Engineering Improvement Program (MSEIP), Assistance Listing Number 84.120A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The MSEIP is designed to effect long-range improvement in science and engineering education at predominantly minority institutions and to increase the participation of underrepresented ethnic minorities, particularly minority women, into scientific and technological careers, consistent with nondiscrimination requirements contained in Federal civil rights laws. Assistance Listing Number (ALN) 84.120A.",03/30/2023,05/30/2023,347187,"Dept. of Education",84.120
"Office of Elementary and Secondary Education (OESE): School Support and Accountability Programs: Nita M. Lowey 21st Century Community Learning Centers (21st CCLC) National Technical Assistance Center (NTAC), Assistance Listing Number 84.287E","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of this discretionary grant is to create the 21st CCLC NTAC, which will support State educational agencies (SEAs) and their subgrantees that operate 21st CCLC programs. Assistance Listing Number (ALN) 84.287E.",03/31/2023,05/30/2023,347197,"Dept. of Education",84.287
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Native American-Serving Nontribal Institutions (NASNTI) Program, Assistance Listing Number 84.031X","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The NASNTI Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Native Americans and low-income individuals. Institutions may use the grants to plan, develop, undertake, and carry out activities to improve and expand their capacity to serve Native American and low-income students. Assistance Listing Number (ALN) 84.031X.",04/12/2023,06/12/2023,347417,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Developing Hispanic-Serving Institutions (DHSI) Program, Assistance Listing Number 84.031S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The DHSI Program provides grants to assist Hispanic-Serving Institutions (HSIs) with expanding educational opportunities for, and improving the academic attainment of, Hispanic students. DHSI Program grants enable HSIs to expand and enhance the academic offerings, program quality, faculty quality, and institutional stability of colleges and universities that are educating the largest enrollment of Hispanic college students and help large numbers of Hispanic students and other low‐income individuals complete postsecondary degrees. Assistance Listing Number (ALN) 84.031S.",04/14/2023,06/13/2023,347449,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Alaska Native-Serving Institutions Program Part A, Assistance Listing Number 84.031N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The ANNH Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution. Assistance Listing Number (ALN) 84.031N.",04/18/2023,06/20/2023,347501,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Institutional Service: Native Hawaiian-Serving Institutions Program Part A, Assistance Listing Number 84.031W","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The ANNH Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution. Assistance Listing Number (ALN) 84.031W.",04/18/2023,06/20/2023,347502,"Dept. of Education",84.031
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE): Rural Postsecondary and Economic Development (RPED) Grant Program, Assistance Listing Number 84.116W","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the RPED Grant Program is to improve rates of postsecondary enrollment, persistence, and completion among rural students through development of career pathways aligned to high-skill, high-wage, and in-demand industry sectors and occupations in the region. Assistance Listing Number (ALN) 84.116W.",04/18/2023,06/20/2023,347515,"Dept. of Education",84.116
"OSERS: OSEP: Personnel Development to Improve Services and Results for Children with Disabilities--Preparation of Early Intervention and Special Education Personnel Serving Children with Disabilities who have High-Intensity Needs, ALN 84.325K","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in early intervention, special education, related services, and regular education to work with children, including infants, toddlers, and youth, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325K.",04/19/2023,06/13/2023,347593,"Dept. of Education",84.325
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Modeling and Simulation Program (MSP), Assistance Listing Number 84.116S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The MSP is designed to promote the study of modeling and simulation at institutions of higher education (IHEs) through collaboration with new and existing programs, and specifically to promote the use of technology through the creation of accurate models that can simulate processes or recreate real life, by-- (a) Establishing a task force at the Department to raise awareness of and define the study of modeling and simulation; (b) Providing grants to IHEs to develop new modeling and simulation degree programs; and (c) Providing grants for IHEs to enhance existing modeling and simulation degree programs. Assistance Listing Number (ALN) 84.116S.",04/24/2023,06/23/2023,347624,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Effective Educator Development Programs: American History and Civics Education: Presidential and Congressional Academies for American History and Civics Program, Assistance Listing Number (ALN) 84.422A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Academies Program supports the establishment of (1) Presidential Academies for the Teaching of American History and Civics that offer workshops for both veteran and new teachers to strengthen their knowledge of American history, civics, and government education (Presidential Academies); and (2) Congressional Academies for Students of American History and Civics that provide high school students opportunities to enrich their understanding of these subjects (Congressional Academies). Assistance Listing Number (ALN) 84.422A.",04/28/2023,07/12/2023,347443,"Dept. of Education",84.422
"Office of Elementary and Secondary Education (OESE): Effective Educator Development Programs: American History and Civics Education National Activities (AHC-NA) Program, Assistance Listing Number 84.422B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the AHC-NA program is to promote new and existing evidence-based strategies to encourage innovative American history, civics and government, and geography instruction, learning strategies, and professional development activities and programs for teachers, principals, or other school leaders, particularly such instruction, strategies, activities, and programs that benefit students from low-income backgrounds and other underserved populations. Assistance Listing Number (ALN) 84.422B.",04/28/2023,07/12/2023,347453,"Dept. of Education",84.422
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): State Tribal Education Partnership (STEP) Grant Program, Assistance Listing Number (ALN) 84.415A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of STEP are to: (1) promote Tribal self-determination in education; (2) improve the academic achievement of Indian children and youth; and (3) promote the coordination and collaboration of Tribal educational agencies (TEAs), as defined in this notice, with State educational agencies (SEAs) and local educational agencies (LEAs) to meet the unique education and culturally related academic needs of Indian students. Assistance Listing Number (ALN) 84.415A.",05/02/2023,07/03/2023,347811,"Dept. of Education",84.415
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: Mental Health Personnel Technical Assistance Center (MHP TA Center), Assistance Listing Number 84.184U","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the MHP TA Center is to provide technical assistance to current Department grantees awarded funds under the fiscal years 2022 and 2023 Mental Health Service Professional Demonstration (MHSP) and the School-Based Mental Health Services (SBMH) grant programs and to disseminate resources and information to support State educational agencies (SEAs), local educational agencies (LEAs), institutions of higher education (IHEs), and other stakeholders, more broadly, in the preparation of school-based mental health services providers. Assistance Listing Number (ALN) 84.184U.",05/03/2023,07/03/2023,347877,"Dept. of Education",84.184
"OSERS: Personnel Development to Improve Services and Results for Children with Disabilities--Personnel Preparation of Special Education, Early Intervention, and Related Services Personnel, ALN 84.325M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants, toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. ALN 84.325M",05/05/2023,07/14/2023,347936,"Dept. of Education",84.325
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: Fostering Diverse Schools Demonstration Grants, Assistance Listing Number (ALN) 84.424G","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Fostering Diverse Schools Demonstration Grants program provides competitive grants to local educational agencies (LEAs), consortia of LEAs, or one or more LEAs in partnership with a State educational agency (SEA) to provide students with access to a well-rounded education and to improve school conditions for student learning by developing or implementing, and making publicly available as a resource for other LEAs and SEAs, comprehensive plans for increasing school socioeconomic diversity in preschool through grade 12. Assistance Listing Number (ALN) 84.424G.",05/08/2023,07/07/2023,347992,"Dept. of Education",84.424
"OSERS-OSEP: Personnel Development to Improve Services and Results for Children with Disabilities--Preparation of Special Education, Early Intervention, and Related Services Leadership Personnel, Assistance Listing Number 84.325D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purposes of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research and experience, to be successful in serving those children. Assistance Listing Number (ALN) 84.325D.",05/10/2023,07/07/2023,348002,"Dept. of Education",84.325
"Office of Elementary and Secondary Education (OESE): Charter School Program (CSP): Grants for Credit Enhancement for Charter School Facilities (Credit Enhancement), Assistance Listing Number 84.354A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Credit Enhancement program provides grants to eligible entities to demonstrate innovative methods of helping charter schools address the cost of acquiring, constructing, and renovating facilities by enhancing the availability of loans and bond financing. Assistance Listing Number (ALN) 84.354A.",05/10/2023,06/26/2023,348034,"Dept. of Education",84.354
"OSERS: OSEP: Personnel Development to Improve Services and Results for Children with Disabilities--Preparation of Related Services Personnel Serving Children with Disabilities who have High-Intensity Needs, Assistance Listing Number (ALN) 84.325R","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of this program are to (1) help address State-identified needs for personnel preparation in early intervention, special education, related services, and regular education to work with children, including infants, toddlers, and youth, with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325R.",05/10/2023,06/29/2023,348027,"Dept. of Education",84.325
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for the Improvement of Postsecondary Education (FIPSE): Transitioning Gang-Involved Youth to Higher Education Program, Assistance Listing Number 84.116Y","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Transitioning Gang-Involved Youth to Higher Education Program (TGIY) is to provide a funding opportunity for organizations that work directly with gang-involved youth to help such youth pursue higher education opportunities that will lead to certification or credentials. Such programs can include apprenticeships or other workforce preparation programs that promote job readiness upon completion of the program, while simultaneously providing essential wraparound services that include culturally competent social and emotional support. Assistance Listing Number (ALN) 84.116Y.",05/18/2023,07/17/2023,348121,"Dept. of Education",84.116
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Expansion Grants Assistance Listing Number (ALN) 84.411A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially higher numbers of students. The central design element of the EIR program is its multitier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project. A goal of the program is for projects that build this evidence to advance through EIR's grant tiers: ``Early-phase,'' ``Mid-phase,'' and ``Expansion.'' ``Early-phase,'' ``Mid-phase,'' and ``Expansion'' grants differ in terms of the evidence of effectiveness required to be considered for funding, the expectations regarding the kind of evidence and information funded projects should produce, the scale of funded projects, and, consequently, the amount of funding available to support each type of project. Expansion grants are supported by strong evidence (as defined in this notice) for at least one population and setting, and grantees are encouraged to implement at the national level (as defined in this notice). Expansion grants provide funding for the implementation and rigorous evaluation of a program that has been found to produce sizable, significant impacts under a Mid-phase grant or other effort meeting similar criteria, for the purposes of (a) determining whether such impacts can be successfully reproduced and sustained over time, and (b) identifying the conditions in which the program is most effective. This notice invites applications for Expansion grants only. The notices inviting applications for Early-phase and Mid-phase grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411A.",05/23/2023,07/12/2023,348312,"Dept. of Education",84.411
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Mid-Phase Grants Assistance Listing Number (ALN) 84.411B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students; and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students. The central design element of the EIR program is its multi-tier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project. One of the program's goals is for projects to build evidence that will allow them advance through EIR's grant tiers: ``Early-phase,'' ``Mid-phase,'' and ``Expansion.'' Early-phase,'' ``Mid-phase,'' and ``Expansion'' grants differ in terms of the evidence of effectiveness required to be considered for funding, the expectations regarding the kind of evidence and information funded projects should produce, the scale of funded projects, and, consequently, the amount of funding available to support each type of project. Mid-phase grants are supported by moderate evidence (as defined in this notice). Mid-phase grants provide funding for the implementation and rigorous evaluation of a program, which has been successfully implemented under an Early-phase grant or other similar effort, such as developing and testing an innovative education practice at a local level, for the purpose of measuring the program's impact and cost-effectiveness. This notice invites applications for Mid-phase grants only. The notices inviting applications for Early-phase and Expansion grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411B.",05/23/2023,07/12/2023,348315,"Dept. of Education",84.411
"Office of Elementary and Secondary Education (OESE): Office of Indian Education: Demonstration Grants for Indian Children and Youth Program (Demonstration program)-- Native American Teacher Retention Initiative, Assistance Listing Number (ALN) 84.299A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Demonstration program is to provide financial assistance to projects that develop, test, and demonstrate the effectiveness of services and programs to improve the educational opportunities and achievement of Indian students attending preschool, elementary, and secondary schools. Assistance Listing Number (ALN) 84.299A.",05/23/2023,07/24/2023,348214,"Dept. of Education",84.299
"Office of Elementary and Secondary Education (OESE): Innovation and Early Learning Programs: Education Innovation and Research (EIR) Program—Early-Phase Grants Assistance Listing Number (ALN) 84.411C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The EIR program, established under section 4611 of the Elementary and Secondary Education Act, as amended (ESEA), provides funding to create, develop, implement, replicate, or take to scale entrepreneurial, evidence-based (as defined in this notice), field-initiated innovations to improve student achievement and attainment for high-need students and to rigorously evaluate such innovations. The EIR program is designed to generate and validate solutions to persistent education challenges and to support the expansion of those solutions to serve substantially more students. The central design element of the EIR program is its multitier structure that links the amount of funding an applicant may receive to the quality of the evidence supporting the efficacy of the proposed project, with the expectation that projects that build this evidence will advance through EIR's grant tiers: ``Early-phase,'' ``Mid-phase,'' and ``Expansion.'' Early-phase,'' ``Mid-phase,'' and ``Expansion'' grants differ in terms of the level of prior evidence of effectiveness required for consideration for funding, the expectations regarding the kind of evidence and information funded projects should produce, the level of scale funded projects should reach, and, consequently, the amount of funding available to support each type of project. Early-phase grants must demonstrate a rationale (as defined in this notice). Early-phase grants provide funding for the development, implementation, and feasibility testing of a program, which prior research suggests has promise, for the purpose of determining whether the program can successfully improve student achievement and attainment for high-need students. Early-phase grants are not intended simply to expand established practices or address needs that are unique to one particular context. Rather, the goal is to determine whether and in what ways relatively new practices can improve student achievement and attainment for high-need students. This notice invites applications for Early-phase grants only. The notices inviting applications for Mid-phase and Expansion grants are published elsewhere in this issue of the Federal Register. Assistance Listing Number (ALN) 84.411C.",05/24/2023,08/01/2023,348328,"Dept. of Education",84.411
"Office of Elementary and Secondary Education (OESE): Effective Educator Development (EED) Division: Teacher and School Leader Incentive Program, Assistance Listing Number 84.374A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of TSL is to assist States, local educational agencies (LEAs), and nonprofit organizations to develop, implement, improve, or expand comprehensive performance-based compensation systems (PBCS) or human capital management systems (HCMS) for teachers, principals, or other school leaders (as defined in this notice) (especially for teachers, principals, or other school leaders in high-need schools who raise student growth and academic achievement and close the achievement gap between high- and low-performing students. In addition, a portion of TSL funds may be used to study the effectiveness, fairness, quality, consistency, and reliability of PBCS or HCMS for educators. Many of the terms used here are defined terms and can be found in the “Definitions” section of this notice. Assistance Listing Number (ALN) 84.374A.",05/24/2023,06/28/2023,348335,"Dept. of Education",84.374
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Child Care Access Means Parents in School (CCAMPIS) Program, Assistance Listing Number 84.335A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The CCAMPIS Program supports the participation of low-income parents in postsecondary education by providing campus-based child care services. Assistance Listing Number (ALN) 84.335A.",05/31/2023,07/31/2023,348389,"Dept. of Education",84.335
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Student Service: Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) State Grants, Assistance Listing Number 84.334S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The GEAR UP program is a discretionary grant program that encourages eligible entities to provide support, and maintain a commitment to, eligible students from low-income backgrounds, including students with disabilities, to assist the students in obtaining a secondary school diploma (or its recognized equivalent) and to prepare for and succeed in postsecondary education. Under the GEAR UP program, the Department awards grants to two types of entities: (1) States and (2) eligible partnerships. Assistance Listing Number (ALN) 84.334A.",06/01/2023,07/31/2023,348424,"Dept. of Education",84.334
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: Supporting America’s School Infrastructure (SASI) Grant Program, Assistance Listing Number (ALN) number 84.184K","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of this program is to increase the capacity of States to support high-need local educational agencies (LEAs) and schools in leveraging other available Federal, State, and local resources to improve school facilities and environments through public school infrastructure improvements to ensure that their public school facilities are safe, healthy, sustainable, and equitable learning environments for all students. Assistance Listing Number (ALN) 84.184K",06/02/2023,08/07/2023,348449,"Dept. of Education",84.184
"Office of Elementary and Secondary Education (OESE): Charter School Program (CSP): Grants to Charter School Developers for The Replication and Expansion of High-Quality Charter Schools, Assistance Listing Number 84.282E","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly for children with disabilities,[1] English learners, and other traditionally underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter school authorizing process (section 4301 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA)). The CSP Developer Grant program (Assistance Listing Numbers 84.282B and 84.282E) is authorized under Title IV, Part C of the ESEA (20 U.S.C. 7221-7221j). Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the ESEA. Charter schools that receive financial assistance through CSP Developer Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282E.. [1] Terms defined in this notice are italicized the first time each term is used.",06/05/2023,07/07/2023,348484,"Dept. of Education",84.282
"Office of Elementary and Secondary Education (OESE): Safe & Supportive Schools: National Center on School Infrastructure (NCSI), Assistance Listing Number 84.184R","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the NCSI program is to establish a national center on school infrastructure that will serve as a clearinghouse of resources for States and local educational agencies (LEAs) related to improving and developing safe, healthy, sustainable, and equitable public school infrastructure through public school infrastructure improvements, and provide technical assistance (TA) to Supporting America’s School Infrastructure (SASI) grantees and high-need LEAs seeking to leverage available resources to improve public school facilities for all students. Assistance Listing Number (ALN) 84.184R..",06/02/2023,08/07/2023,348452,"Dept. of Education",84.184
"Office of Elementary and Secondary Education (OESE): Charter School Program (CSP): Grants to Charter School Developers for the Opening of New Charter Schools, Assistance Listing Number 84.282B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly for children with disabilities,[1] English learners, and other traditionally underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; and support efforts to strengthen the charter school authorizing process (section 4301 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA)). The CSP Developer Grant program (Assistance Listing Numbers 84.282B and 84.282E) is authorized under Title IV, Part C of the ESEA (20 U.S.C. 7221-7221j). Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the ESEA. Charter schools that receive financial assistance through CSP Developer Grants provide programs of elementary or secondary education, or both, and may also serve students in early childhood education programs or postsecondary students. Assistance Listing Number (ALN) 84.282B. [1] Terms defined in this notice are italicized the first time each term is used.",06/05/2023,07/07/2023,348479,"Dept. of Education",84.282
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Using Longitudinal Data to Support State Education Recovery Policymaking, Assistance Listing Number (ALN) 84.305S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: using longitudinal data to support State education policymaking and transformative research in the education sciences. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity and achievement gaps for learners from prekindergarten through adult education.Transformative Research in the Education Sciences (ALN 84.305T). Through this program, IES seeks to support innovative and unconventional research that has the potential to make dramatic advances towards solving seemingly intractable problems and challenges in the education field and/or to accelerate the pace of conducting education research to facilitate major breakthroughs. For the FY 2024 competition, the Transformative Research in the Education Sciences grant program will have a special focus on accelerating learning and reducing persistent education inequities by leveraging evidence-based principles from the learning sciences with advanced technology to create high-reward, scalable solutions. Assistance Listing Number (ALN) 84.305S.",06/06/2023,08/17/2023,348538,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Transformative Research in the Education Sciences Grant Program, Assistance Listing Number (ALN) 84.305T","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: using longitudinal data to support State education policymaking and transformative research in the education sciences. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity and achievement gaps for learners from prekindergarten through adult education. Transformative Research in the Education Sciences (ALN 84.305T). Through this program, IES seeks to support innovative and unconventional research that has the potential to make dramatic advances towards solving seemingly intractable problems and challenges in the education field and/or to accelerate the pace of conducting education research to facilitate major breakthroughs. For the FY 2024 competition, the Transformative Research in the Education Sciences grant program will have a special focus on accelerating learning and reducing persistent education inequities by leveraging evidence-based principles from the learning sciences with advanced technology to create high-reward, scalable solutions. Assistance Listing Number (ALN) 84.305T.",06/06/2023,08/17/2023,348539,"Dept. of Education",84.305
"Office of Elementary and Secondary Education (OESE): Office of Indian Education (OIE): Native American Language Resource Centers (NALRC) Program, Assistance Listing Number 84.415C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of this program, which further aligns resources provided by the Department with the policies in the Native American Languages Act (NALA), 25 U.S.C. 2901 et seq., is to support establishing, strengthening, and operating one or more Native American language resource centers. Assistance Listing Number (ALN) 84.415C.",06/07/2023,07/28/2023,348564,"Dept. of Education",84.415
"Office of Elementary and Secondary Education (OESE): School Choice & Improvement Program (SCIP)Full-Service Community Schools (FSCS) Program, Assistance Listing Number 84.215J","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The FSCS program is authorized by sections 4621-4623 and 4625 of the Elementary and Secondary Education Act of 1965, as amended (ESEA). This program provides support for the planning, implementation, and operation of full-service community schools that improve the coordination, integration, accessibility, and effectiveness of services for children and families, particularly for children attending high-poverty schools, including high-poverty rural schools. Assistance Listing Number (ALN) 84.215J.",06/07/2023,08/08/2023,348573,"Dept. of Education",84.215
"National Center for Supporting School Building and Early Intervention Program (EIP) Administrators to Effectively Implement the Individuals with Disabilities Education Act (IDEA) and Improve Systems Serving Children with Disabilities, ALN 84.325Z","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purposes of the program are to (1) help address State-identified needs for personnel preparation in special education, early intervention, related services, and regular education to work with children, including infants and toddlers, and youth with disabilities; and (2) ensure that those personnel have the necessary skills and knowledge, derived from practices that have been determined through scientifically based research, to be successful in serving those children. Assistance Listing Number (ALN) 84.325Z.",06/29/2023,08/18/2023,348991,"Dept. of Education",84.325
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Special Education Research, Assistance Listing Number (ALN) 84.324A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing one competition in the following area: education research. The IES National Center for Special Education Research (NCSER) is announcing three competitions—one competition in each of the following areas: special education research, special education research training, and special education research and development center. NCER Competition The Education Research Competition (ALN 84.305A). Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Improving Education Systems. • Literacy. • Policies, Practices, and Programs to Support English Learners. • Postsecondary and Adult Education. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social, Emotional, and Behavioral Context for Teaching and Learning. • Teaching, Teachers, and the Education Workforce. NCSER Competitions The Special Education Research Competition (ALN 84.324A). Under this competition, NCSER encourages a broad range of research, including studies that may have more than one research focus (such as reading and behavior) and may focus broadly on students with disabilities or on a particular disability (such as autism spectrum disorders). The range of research supported through this program includes, but is not limited to, programs to improve child development and school readiness; academic and/or behavioral interventions; instructional practices and/or professional development programs for teachers and other school-based personnel; strategies for improving the family support and engagement critical to the success of students with disabilities; policies and systems-level interventions and programs to address school finance, school-community collaborations, or school structures that affect educational progress for students with disabilities; transition from secondary school to postsecondary education, career, and/or independent living; as well as access to, persistence in, and completion of postsecondary education. The Research Training Programs in Special Education Competition (ALN 84.324B). Under this competition, NCSER will consider only applications that address Early Career Development and Mentoring. Special Education Research and Development Center (R&D Center) (ALN 84.324C). Under this competition, NCSER will consider applications that address Research and Development Center on the K-12 Special Education Teacher Workforce. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. Assistance Listing Number (ALN) 84.324A.",07/20/2023,09/21/2023,349316,"Dept. of Education",84.324
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Special Education Research and development Center, Assistance Listing Number (ALN) 84.324C","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing one competition in the following area: education research. The IES National Center for Special Education Research (NCSER) is announcing three competitions—one competition in each of the following areas: special education research, special education research training, and special education research and development center. NCER Competition The Education Research Competition (ALN 84.305A). Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Improving Education Systems. • Literacy. • Policies, Practices, and Programs to Support English Learners. • Postsecondary and Adult Education. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social, Emotional, and Behavioral Context for Teaching and Learning. • Teaching, Teachers, and the Education Workforce. NCSER Competitions The Special Education Research Competition (ALN 84.324A). Under this competition, NCSER encourages a broad range of research, including studies that may have more than one research focus (such as reading and behavior) and may focus broadly on students with disabilities or on a particular disability (such as autism spectrum disorders). The range of research supported through this program includes, but is not limited to, programs to improve child development and school readiness; academic and/or behavioral interventions; instructional practices and/or professional development programs for teachers and other school-based personnel; strategies for improving the family support and engagement critical to the success of students with disabilities; policies and systems-level interventions and programs to address school finance, school-community collaborations, or school structures that affect educational progress for students with disabilities; transition from secondary school to postsecondary education, career, and/or independent living; as well as access to, persistence in, and completion of postsecondary education. The Research Training Programs in Special Education Competition (ALN 84.324B). Under this competition, NCSER will consider only applications that address Early Career Development and Mentoring. Special Education Research and Development Center (R&D Center) (ALN 84.324C). Under this competition, NCSER will consider applications that address Research and Development Center on the K-12 Special Education Teacher Workforce. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. Assistance Listing Number (ALN) 84.324C.",07/20/2023,01/11/2024,349318,"Dept. of Education",84.324
"OSERS-Technical Assistance and Dissemination To Improve Services and Results for Children With Disabilities and School Safety National Activities Programs--National Technical Assistance Center on Positive Behavioral Interventions and Supports, ALN 84.326S","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the Technical Assistance and Dissemination to Improve Services and Results for Children with Disabilities program is to promote academic achievement and to improve results for children with disabilities by providing TA, supporting model demonstration projects, disseminating useful information, and implementing activities that are supported by scientifically based research. The School Safety National Activities Program provides support to State educational agencies (SEAs) and local educational agencies (LEAs) for activities to improve student safety and well-being. Assistance Listing Number (ALN) 84.326S.",07/17/2023,08/31/2023,349309,"Dept. of Education",84.326
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Education Research, Assistance Listing Number (ALN) 84.305A","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing one competition in the following area: education research. The IES National Center for Special Education Research (NCSER) is announcing three competitions--one competition in each of the following areas: special education research, special education research training, and special education research and development center. NCER Competition The Education Research Competition (ALN 84.305A). Under this competition, NCER will consider only applications that address one of the following topics: Career and Technical Education. Civics Education and Social Studies. Cognition and Student Learning. Early Learning Programs and Policies. Improving Education Systems. Literacy. Policies, Practices, and Programs to Support English Learners. Postsecondary and Adult Education. Science, Technology, Engineering, and Mathematics (STEM) Education. Social, Emotional, and Behavioral Context for Teaching and Learning. Teaching, Teachers, and the Education Workforce. NCSER Competitions The Special Education Research Competition (ALN 84.324A). Under this competition, NCSER encourages a broad range of research, including studies that may have more than one research focus (such as reading and behavior) and may focus broadly on students with disabilities or on a particular disability (such as autism spectrum disorders). The range of research supported through this program includes, but is not limited to, programs to improve child development and school readiness; academic and/or behavioral interventions; instructional practices and/or professional development programs for teachers and other school-based personnel; strategies for improving the family support and engagement critical to the success of students with disabilities; policies and systems-level interventions and programs to address school finance, school-community collaborations, or school structures that affect educational progress for students with disabilities; transition from secondary school to postsecondary education, career, and/or independent living; as well as access to, persistence in, and completion of postsecondary education. The Research Training Programs in Special Education Competition (ALN 84.324B). Under this competition, NCSER will consider only applications that address Early Career Development and Mentoring. Special Education Research and Development Center (R&D Center) (ALN 84.324C). Under this competition, NCSER will consider applications that address Research and Development Center on the K-12 Special Education Teacher Workforce. Assistance Listing Number (ALN) 84.305A.",07/20/2023,09/21/2023,349315,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Special Education Research (NCSER): Research Training Programs in Special Education, Assistance Listing Number (ALN) 84.324B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) developmental and school readiness outcomes for infants and toddlers with or at risk for a disability, (2) education outcomes for all learners from early childhood education through postsecondary and adult education, and (3) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Competitions in This Notice: IES is announcing four research competitions through two of its centers: The IES National Center for Education Research (NCER) is announcing one competition in the following area: education research. The IES National Center for Special Education Research (NCSER) is announcing three competitions—one competition in each of the following areas: special education research, special education research training, and special education research and development center. NCER Competition The Education Research Competition (ALN 84.305A). Under this competition, NCER will consider only applications that address one of the following topics: • Career and Technical Education. • Civics Education and Social Studies. • Cognition and Student Learning. • Early Learning Programs and Policies. • Improving Education Systems. • Literacy. • Policies, Practices, and Programs to Support English Learners. • Postsecondary and Adult Education. • Science, Technology, Engineering, and Mathematics (STEM) Education. • Social, Emotional, and Behavioral Context for Teaching and Learning. • Teaching, Teachers, and the Education Workforce. NCSER Competitions The Special Education Research Competition (ALN 84.324A). Under this competition, NCSER encourages a broad range of research, including studies that may have more than one research focus (such as reading and behavior) and may focus broadly on students with disabilities or on a particular disability (such as autism spectrum disorders). The range of research supported through this program includes, but is not limited to, programs to improve child development and school readiness; academic and/or behavioral interventions; instructional practices and/or professional development programs for teachers and other school-based personnel; strategies for improving the family support and engagement critical to the success of students with disabilities; policies and systems-level interventions and programs to address school finance, school-community collaborations, or school structures that affect educational progress for students with disabilities; transition from secondary school to postsecondary education, career, and/or independent living; as well as access to, persistence in, and completion of postsecondary education. The Research Training Programs in Special Education Competition (ALN 84.324B). Under this competition, NCSER will consider only applications that address Early Career Development and Mentoring. Special Education Research and Development Center (R&D Center) (ALN 84.324C). Under this competition, NCSER will consider applications that address Research and Development Center on the K-12 Special Education Teacher Workforce. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. . Assistance Listing Number (ALN) 84.324B.",07/20/2023,09/21/2023,349317,"Dept. of Education",84.324
"Office of Postsecondary Education (OPE): Higher Education Programs (HEP): Fund for The Improvement of Postsecondary Education (FIPSE): Postsecondary Student Success Grant Program (PSSG), Assistance Listing Number 84.116M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of this program is to equitably improve postsecondary student outcomes, including retention, transfer (including successful transfer of completed credits), credit accumulation, and completion, by leveraging data and implementing, scaling, and rigorously evaluating evidence-based activities to support data-driven decisions and actions by institutional leaders committed to inclusive student success. Assistance Listing Number (ALN) 84.116M.",07/26/2023,09/25/2023,349499,"Dept. of Education",84.116
"OPE: HEP: FIPSE: Historically Black Colleges or Universities (HBCUs), Tribally Controlled Colleges or Universities (TCCUs), and Minority-Serving Institutions (MSIs) Research and Development Infrastructure Grant Program (RDI), ALN 84.116H","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The RDI grant program is designed to provide four-year HBCUs, TCCUs, and MSIs including Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), Alaska Native and Native Hawaiian Serving Institutions (ANNH), Hispanic Serving Institutions (HSIs), Native American Serving Non-Tribal Institutions (NASNTIs), and/or Predominantly Black Institutions (PBIs), or consortia led by an eligible institution of higher education (institution), with funds to implement transformational investments in research infrastructure, including research productivity, faculty expertise, graduate programs, physical infrastructure, human capital development, and partnerships leading to increases in external funding. For HBCUs and MSIs, the RDI grant program will support institutions in increasing their level of research activity in alignment with the Carnegie Classification designations. Grant funds can be utilized by HBCU and MSI institutions with a Doctoral and Professional Universities (D/PU) classification to move toward the Doctoral Universities with High Research Activity (R2) classification, and by Doctoral Universities with High Research Activity (R2) to move toward a classification of Doctoral Universities with Very High Research Activity (R1). For TCCUs, which have their own Carnegie Classification designation and cannot be classified as R1, R2, or D/PU, this program seeks to support an increase in research activities, undergraduate research opportunities, faculty development, research development, and infrastructure, including physical infrastructure and human capital development. Assistance Listing Number (ALN) 84.116H.",08/02/2023,10/02/2023,349645,"Dept. of Education",84.116
"OPE: HEP: FIPSE: Historically Black Colleges or Universities (HBCUs), Tribally Controlled Colleges or Universities (TCCUs), and Minority-Serving Institutions (MSIs) Research and Development Infrastructure Grant Program (RDI), ALN 84.116H","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The RDI grant program is designed to provide four-year HBCUs, TCCUs, and MSIs including Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs), Alaska Native and Native Hawaiian Serving Institutions (ANNH), Hispanic Serving Institutions (HSIs), Native American Serving Non-Tribal Institutions (NASNTIs), and/or Predominantly Black Institutions (PBIs), or consortia led by an eligible institution of higher education (institution), with funds to implement transformational investments in research infrastructure, including research productivity, faculty expertise, graduate programs, physical infrastructure, human capital development, and partnerships leading to increases in external funding. For HBCUs and MSIs, the RDI grant program will support institutions in increasing their level of research activity in alignment with the Carnegie Classification designations. Grant funds can be utilized by HBCU and MSI institutions with a Doctoral and Professional Universities (D/PU) classification to move toward the Doctoral Universities with High Research Activity (R2) classification, and by Doctoral Universities with High Research Activity (R2) to move toward a classification of Doctoral Universities with Very High Research Activity (R1). For TCCUs, which have their own Carnegie Classification designation and cannot be classified as R1, R2, or D/PU, this program seeks to support an increase in research activities, undergraduate research opportunities, faculty development, research development, and infrastructure, including physical infrastructure and human capital development. Assistance Listing Number (ALN) 84.116H.",08/02/2023,10/02/2023,349645,"Dept. of Education",84.116
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Statistical and Research Methodology in Education, Assistance Listing Number (ALN) 84.305D","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, theInstitute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career andtechnical, postsecondary, or adult education). IESresearch grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Assistance Listing Number (ALN) 84.305D.",09/11/2023,01/11/2024,350120,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Research Networks Focused on Critical Problems of Education Policy and Practice, Assistance Listing Number (ALN) 84.305N","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, theInstitute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career andtechnical, postsecondary, or adult education). IESresearch grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Assistance Listing Number (ALN) 84.305N.",09/11/2023,01/11/2024,350121,"Dept. of Education",84.305
"Institute of Education Sciences (IES): National Center for Education Research (NCER): Research Training Programs in The Education Sciences, Assistance Listing Number (ALN) 84.305B","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding the research grants, theInstitute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career andtechnical, postsecondary, or adult education). IESresearch grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. In awarding research training grant programs, IES aims to prepare individuals to conduct rigorous and relevant education and special education research that advances knowledge within the field and addresses issues important to education policymakers and practitioners. Assistance Listing Number (ALN) 84.305B.",09/11/2023,01/11/2024,350118,"Dept. of Education",84.305
"Office of Elementary and Secondary Education (OESE): Charter School Program (CSP): Grants to Charter Management Organizations for the Replication and Expansion of High-Quality Charter Schools (CMO Grants), Assistance Listing Number (ALN) 84.282M","Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The CSP CMO Grant program (ALN 84.282M) is authorized under Title IV, Part C of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA) (20 U.S.C. 7221-7221j). Through CSP CMO Grants, the Department awards grants to charter management organizations (CMOs)[1] on a competitive basis to enable them to replicate or expand one or more high-quality charter schools. Grant funds may be used to significantly increase the enrollment of, or add one or more grades to, an existing high-quality charter school or to open one or more new charter schools or new campuses of a high-quality charter school based on the educational model of an existing high-quality charter school. Charter schools that receive financial assistance through CSP CMO Grants provide elementary or secondary education programs, or both, and may also serve students in early childhood education programs or postsecondary students, consistent with the terms of their charter. Assistance Listing Number (ALN) 84.282M. [1] Terms defined in this notice are italicized the first time each term is used.",09/26/2023,01/05/2024,350321,"Dept. of Education",84.282
"Head Start/Early Head Start Recipient -- Communities in the state of Connecticut","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Connecticut. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/10/2023,12/14/2023,349348,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Maine","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Maine. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/10/2023,12/14/2023,349350,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Kansas","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Kansas. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/10/2023,12/14/2023,349370,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Alaska","This forecast has been modified to update the Estimated Post Date and Estimated Application due date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Alaska. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/10/2023,12/14/2023,349351,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in Puerto Rico","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount and Award Ceiling.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Puerto Rico. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/10/2023,12/14/2023,349352,"Dept. of Health and Human Services",93.600
"Enhancing Biomedical Engineering, Imaging, and Technology Acceleration (BEITA) at Historically Black Colleges and Universities (HBCUs) (UG3/UH3 Clinical Trial Not Allowed)","GL to update purpose after the NOFO is finalized. Develop plans to establish or enhance BME departments, interdisciplinary technology centers, and/or academic programs which may include: Support research and educational opportunities for trainees in bioengineering and technology development (Undergrad and/or Graduate) Plans for core technology facilities, maker space, data science centers Faculty recruitment, collaborative research programs, training, and partnerships Building curriculum and course development Innovation and entrepreneurship programs Plans for sustainability of programs",10/10/2023,09/30/2025,350542,"Dept. of Health and Human Services",93.286
"Advancing Aging Network Capacity to Support Family, Kinship and Tribal Family Caregivers: Financial and Workplace Security","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.",10/10/2023,12/11/2023,350416,"Dept. of Health and Human Services",93.052
"Head Start/Early Head Start Recipient -- Communities in the state of Pennsylvania","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Pennsylvania. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349354,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Virginia","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Virginia. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349355,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Maryland","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Maryland. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349356,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of North Carolina","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within North Carolina. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349358,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Alabama","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Alabama. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349359,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Georgia","This forecast has been modified to update the Estimated Post Date and Estimated Application due date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Georgia. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349360,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Kentucky","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Kentucky. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349361,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Illinois","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Estimated Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Illinois. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349362,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Michigan","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Michigan. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349364,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Minnesota","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Minnesota. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349365,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Ohio","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Ohio. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349366,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Wisconsin","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Wisconsin. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349367,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Texas","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Texas. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349368,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Arkansas","This forecast has been modified to update the Estimated Post Date and Estimated Application due date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Arkansas. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349369,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - Charles City, Gloucester, King William, King and Queen, Middlesex, Mathews, New Kent and West Point Counties, Virginia","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date.The Administration for Children and Families (ACF) announces the availability of approximately $1,438,626 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A(d) of the Head Start Act, 42 U.S.C. 9840A(d). Interested applicants may email OHSgrants@koniag-gs.com for additional information.OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.",10/12/2023,12/14/2023,349373,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of South Carolina","The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within South Carolina. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350352,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Alaska","This forecast has been modified to update the Estimated Post Date and Estimated Application due date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Alaska. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350562,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Colorado","This forecast has been modified to update the Estimated Post Date and Estimated Application due date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Colorado. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350565,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Maine","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Maine. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350566,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Massachusetts","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Award Floor.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Massachusetts. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350567,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Connecticut","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Connecticut. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350568,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Kansas","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount, Award Ceiling, and Expected Number of Awards.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in communities with defined service areas within Kansas. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350569,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in Puerto Rico","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding Amount and Award Ceiling.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Puerto Rico. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350570,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of New York","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. This forecast has also been modified to update the Estimated Total Funding and Estimated Award Ceiling. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within New York. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349353,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Missouri","The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Missouri. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350354,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Indiana","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date.The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Indiana. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349363,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - Charleston County, South Carolina","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families (ACF) announces the availability of approximately $1,567,898 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A(d) of the Head Start Act, 42 U.S.C. 9840A(d). Interested applicants may email OHSgrants@koniag-gs.com for additional information.OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.",10/12/2023,12/14/2023,349376,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of West Virginia","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within West Virginia. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350351,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Tennessee","The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Tennessee. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,350353,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Florida","This forecast has been modified to update the Estimated Post Date and Estimated Application Due Date. The Administration for Children and Families, Office of Head Start (OHS) will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in multiple communities with defined service areas within Florida. The number of available forecasted service areas are projections, and may be updated prior to the posting of the notice of funding opportunity. Interested applicants should visit the website noted in the “Link to Additional Information” to view the detailed list of available service areas, their corresponding funding levels and for posting updates. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",10/12/2023,12/14/2023,349357,"Dept. of Health and Human Services",93.600
"Leveraging Extant Data to Understand Developmental Trajectories of Late Talking Children (R21 Clinical Trial Not Allowed)","The purpose of this notice of funding opportunity (NOFO) is to support research projects that aim to further understanding of the developmental trajectories of late talking children by leveraging existing data and creating open and shared data resources to aid in identifying patterns and predictors of developmental outcomes in late talking children, and exploring potential underlying mechanisms, risk factors, and sequalae.",10/17/2023,11/16/2024,350604,"Dept. of Health and Human Services",93.242
"End-of-Life and Palliative Needs of Adolescents and Young Adults (AYA) with Serious Illnesses (R01 Clinical Trial Optional)","The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.",12/21/2018,01/07/2022,311490,"Dept. of Health and Human Services",93.361
"End-of-Life and Palliative Needs of Adolescents and Young Adults (AYA) with Serious Illnesses (R21 Clinical Trial Optional)","The purpose of this funding opportunity announcement (FOA) is to foster research on the unique perspectives, needs, wishes, and decision-making processes of adolescents and young adults (AYA; defined by the World Health Organization and the Centers for Disease Control and Prevention as youth between 1224 years of age) with serious, advanced illnesses; and research focused on specific end-of-life/palliative care (EOLPC) models that support the physical, psychological, spiritual, and social needs of AYA with serious illness, their families and caregivers.",01/08/2019,01/07/2022,311860,"Dept. of Health and Human Services",93.361
"Accelerating the Pace of Child Health Research Using Existing Data from the Adolescent Brain Cognitive Development (ABCD) Study (R01-Clinical Trial Not Allowed)","The Adolescent Brain Cognitive Development (ABCD) Study is collecting data on health and mental health, cognitive function, substance use, cultural and environmental factors, and brain structure and function from youth starting when they are 9-10 years-old repeatedly for 10 years and makes that data available to the scientific community through the NIMH Data Archive. The purpose of this Funding Opportunity Announcement (FOA) is to encourage applications proposing the analysis of this public use dataset to increase knowledge of adolescent health and development. More information about the ABCD Study may be found on the ABCD Study web page (www.abcdstudy.org).",01/09/2019,01/07/2022,311873,"Dept. of Health and Human Services",93.213
"Accelerating the Pace of Child Health Research Using Existing Data from the Adolescent Brain Cognitive Development (ABCD) Study (R21-Clinical Trial Not Allowed)","The Adolescent Brain Cognitive Development (ABCD) Study is collecting data on health and mental health, cognitive function, substance use, cultural and environmental factors, and brain structure and function from youth starting when they are 9-10 years-old repeatedly for 10 years and makes that data available to the scientific community through the NIMH Data Archive. The purpose of this Funding Opportunity Announcement (FOA) is to encourage applications proposing the analysis of this public use dataset to increase knowledge of adolescent health and development. More information about the ABCD Study may be found on the ABCD Study web page (www.abcdstudy.org).",01/09/2019,01/07/2022,311893,"Dept. of Health and Human Services",93.242
"Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R01 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.",08/29/2019,09/07/2022,320078,"Dept. of Health and Human Services",93.393
"Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R21 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.",08/29/2019,09/07/2022,320079,"Dept. of Health and Human Services",93.393
"Linking the Provider Recommendation to Adolescent HPV Vaccine Uptake (R03 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) encourages research on how the healthcare delivery system enhances or inhibits the effectiveness of a provider's recommendation of the adolescent human papillomavirus (HPV) vaccine. Characteristics of the provider, parent/patient, and clinical setting, can all affect whether a provider makes a recommendation, and whether that recommendation results in uptake of the HPV vaccine. This research requires expertise in cancer prevention, adult and childhood behavior, immunization promotion, and healthcare delivery.",08/29/2019,07/16/2022,320094,"Dept. of Health and Human Services",93.393
"Improving oral health and reducing disparities in adolescents (R01 Clinical Trial Not Allowed)","The purpose of this Funding Opportunity Announcement (FOA) is to stimulate research to improve the oral health of adolescents in the United States, and to reduce observed oral health disparities and inequities in this population. This FOA defines adolescents as those individuals between the ages of 10 and 19.",11/18/2019,01/07/2023,322582,"Dept. of Health and Human Services",93.121
"Improving oral health and reducing disparities in adolescents (R21 Clinical Trial Not Allowed)","The purpose of this Funding Opportunity Announcement (FOA) is to encourage exploratory or developmental research to improve the oral health of adolescents in the United States, and to reduce observed oral health disparities and inequities in this population. This FOA defines adolescents as those individuals between the ages of 10 and 19.",11/18/2019,01/07/2023,322583,"Dept. of Health and Human Services",93.121
"Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (STTR) (R41/R42 Clinical Trial Not Allowed)","The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students and pre- and in-service teachers and famlies or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.",06/25/2020,09/02/2022,327830,"Dept. of Health and Human Services",93.859
"Interactive Digital Media STEM Resources for Pre-College and Informal Science Education Audiences (SBIR) (R43/R44 Clinical Trial Not Allowed)","The purpose of this Funding Opportunity Announcement (FOA) is to provide opportunities for eligible small business concerns (SBCs) to submit NIH Small Business Innovation Research (SBIR) grant applications to develop interactive digital media science, technology, engineering and mathematics (STEM) resources that address student career choice and health and medicine topics for: (1) pre-kindergarten to grade 12 (P-12) students, and pre- and in-service teachers and famlies (""Teachers"") or (2) Informal science education (ISE), i.e., outside the classroom resources for the general public. Interactive digital media (IDM) are defined as products and services on digital computer-based systems which respond to the user's actions by presenting content such as text, moving image, animation, video, audio, and video games. There is a large body of evidence that IDM technology has the potential to support learning in a variety of contexts from primary and secondary schools, to universities, adult education and workplace training. IDM is widely used to train, educate, and encourage behavioral changes in a virtual world format where progressive learning, feedback on success and user control are combined into an interactive and engaging experience. It is anticipated that this SBIR FOA will facilitate the translation of new or existing health and medicine-based, P-12 STEM curricula and museum exhibits into educational Interactive Digital Media STEM (IDM STEM) resources that will provide a hands-on, inquiry-based and learning-by-doing experience for students, teachers and the community.",06/25/2020,09/02/2022,327831,"Dept. of Health and Human Services",93.859
"NIDA Mentored Clinical Scientist Development Program Award in Substance Use and Substance Use Disorder Research (K12 Clinical Trial Optional)","This funding opportunity announcement (FOA) encourages applications for institutional research career development (K12) programs that propose to support intensive supervised research training and career development experiences for clinician scientists (Scholars) leading to research independence in the area of substance use and substance use disorder research.",07/01/2020,11/15/2023,327954,"Dept. of Health and Human Services",93.279
"Advanced Laboratories for Accelerating the Reach and Impact of Treatments for Youth and Adults with Mental Illness (ALACRITY) Research Centers (P50 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) invites applications for centers to support transdisciplinary teams of clinical and mental health services researchers, behavioral scientists, social scientists, health information and communications technologists, health systems engineers, decision scientists, and mental health stakeholders (e.g., service users, family members, clinicians, payers) to engage in high-impact studies that will significantly advance clinical practice and generate knowledge that will fuel transformation of mental health care in the United States. Advanced Laboratories for Accelerating the Reach and Impact of Treatments for Youth and Adults with Mental Illness (ALACRITY) Research Centers will support the rapid development, testing, and refinement of novel and integrative approaches for (1) optimizing the effectiveness of therapeutic or preventive interventions for mental disorders within well-defined target populations; (2) organizing and delivering optimized mental health services within real world treatment settings; and (3) continuously improving the quality, impact, and durability of optimized interventions and service delivery within diverse care systems. The ALACRITY Centers program is intended to support research that maximizes synergies across various components of the mental health research ecosystem, including new discoveries in clinical research, transformative health care technologies, advances in information science, and new federal and state mechanisms for organizing mental health care.",09/10/2020,05/17/2023,328991,"Dept. of Health and Human Services",93.242
"Human Services Interoperability Innovations","A second round of Human Services Interoperability Innovations (HSII) cooperative agreements is proposed to accelerate data sharing efforts by human services organizations through innovative approaches to interoperability implementation. Effective data sharing promotes informed decision making, improved accuracy and data quality, reduced system integration costs, and stronger protection of sensitive data. The ability to share data is often described as interoperability, which includes the technology, business, legal, organizational, and process-oriented factors that determine how we use data and collaborate across programs and systems. The cooperative agreements will have an 18-month project period. The first round of HSII grants from the 2020 funding opportunity announcement received a number of very strong applications and the Office of Planning, Research, and Evaluation (OPRE) was not able to support all promising projects. The first round are developing products of value to the field like an open source, cloud based hashing solution to match and link records across disparate data systems. OPRE anticipates that the second round of grants will prove to be similarly successful and encourage innovation at the state and local level. Funding would support demonstration projects to identify effective and efficient data sharing solutions, and develop model practices for broader adoption. Specifically, the Administration for Children and Families (ACF) is seeking to issue grant awards that meet the following criteria: 1. Addresses a high-priority, local data sharing or data integration need; 2. Proposes a new or novel implementation approach; 3. Contributes promising practices to the field and promotes replication of successful results; 4. Demonstrates implementation readiness and cost effectiveness; 5. Supports strong collaboration with OPRE and ACF; 6. Engages in productive partnerships across programs, agencies, and jurisdictions. Learn more about the ACF Interoperability Initiative at https://www.acf.hhs.gov/opre/research/project/acf-interoperability-init.... Learn about previous Human Service Interoperability grant projects at https://www.acf.hhs.gov/opre/research/project/human-services-interopera....",07/02/2021,09/01/2021,329037,"Dept. of Health and Human Services",93.647
"Youth Regional Treatment Center Aftercare Program","The purpose of the Youth Regional Treatment Center (YRTC) Aftercare Program is to address gaps in services that occur when youth transition from an YRTC treatment program and return home or to their designated caregiver. There may be limited, if any, aftercare support services available in a youth’s home community. Limited access to an aftercare support system significantly decreases the likelihood of successful recovery and increases the probability of relapse and other poor outcomes. In alignment with the Indian Health Service (IHS) 2019-2023 Strategic Plan Goal 1: To ensure that comprehensive, culturally appropriate personal and public health services are available and accessible to American Indian and Alaska Native people, the Tribal and Federal YRTC aftercare programs funded under this announcement will work closely with Tribal aftercare transition agencies to strengthen partnerships and develop a coordinated continuum of aftercare services. YRTCs will develop aftercare programs to support youth leaving residential treatment in order to promote recovery and wellness, and reduce relapse, recidivism and return to treatment. YRTCs will also address common challenges, such as juvenile delinquency, by partnering with diversion and juvenile justice programs. YRTCs will partner with Tribal and other agencies that provide transition support to identify gaps in services and create individualized aftercare support plans for youth promote a meaningful life in their home community. This is a forecast only. Applications will be available once the Notice of Funding Opportunity for this program is finalized and published in the Federal Register.",11/30/2020,//,330096,"Dept. of Health and Human Services",93.654
"NEI Institutional Mentored Physician Scientist Award (K12 Clinical Trial Optional)","The purpose of this Funding Opportunity Announcement (FOA) is to encourage institutions to propose creative and innovative institutional research career development programs which prepare clinically-trained vision scientists for independent research careers. This initiative is intended to expand and strengthen the community of investigators engaged in clinical research. Such an increase in the number of well-trained clinical researchers is necessary to achieve a pool of scientists with contemporary, multidisciplinary expertise able to leverage recent advances in ocular genetics, therapeutics, bioengineering, and bio-behavioral research in order to enhance patient treatment and to increase scientific momentum in these fields. This Funding Opportunity Announcement (FOA) allows appointment of Scholars (K12) proposing a separate ancillary study to an existing trial or proposing to gain research experience in a clinical trial led by another investigator, as part of their research and career development. Applications supported by this FOA that meet the NIH definition of a clinical trial (see NOT-OD-15-015) must also fulfill the NIH requirements for either a mechanistic or minimal risk trial. A mechanistic trial is designed to understand a biological or behavioral process, the pathophysiology of a disease, or the mechanism of action of an intervention. A minimal risk trial is one in which the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. A proposed research career development program that includes a clinical trial that is not a mechanistic trial and/or involves a level of risk beyond that defined as minimal, will not be supported. Applicants are strongly advised to consult with NEI program staff prior to submitting an application with human subjects to determine the",12/01/2020,06/09/2023,330112,"Dept. of Health and Human Services",93.867
"NIA MSTEM: Advancing Diversity in Aging Research through Undergraduate Education (R25 - Independent Clinical Trial Not Allowed)","The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research.",01/26/2021,05/25/2023,331122,"Dept. of Health and Human Services",93.866
"Undergraduate Research Training Initiative for Student Enhancement (U-RISE) (T34 - Clinical Trial Not Allowed)","The goal of the Undergraduate Research Training Initiative for Student Enhancement (U-RISE) program is to develop a diverse pool of undergraduates who complete their baccalaureate degree, and transition into and complete biomedical, research-focused higher degree programs (e.g., Ph.D. or M.D./Ph.D). This funding opportunity announcement (FOA) provides support to eligible, domestic institutions to develop and implement effective, evidence-based approaches to biomedical training and mentoring that will keep pace with the rapid evolution of the research enterprise. NIGMS expects that the proposed research training programs will incorporate didactic, research, mentoring, and career development elements to prepare trainees for the completion of research-focused higher degree programs in biomedical fields. This program is limited to applications from training programs at research-active institutions (i.e., those with a 3-year average of NIH Research Project Grant funding less than $7.5 million total costs).",02/18/2021,05/26/2023,331606,"Dept. of Health and Human Services",93.859
"Ryan White HIV/AIDS Program Part D Coordinated HIV Services and Access to Research for Women, Infants, Children, and Youth (WICY) Existing Geographic Service Areas","The purpose of this program is to provide coordinated, comprehensive, culturally and linguistically competent, family-centered health care services in an outpatient or ambulatory care setting (directly or through contracts or memoranda of understanding) for low income, uninsured, and medically underserved WICY with HIV/AIDS.",05/03/2021,//,333273,"Dept. of Health and Human Services",93.153
"Limited Competition for the Continuation of the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) Research Project Sites (U01 Clinical Trials Optional)","This Funding Opportunity Announcement (FOA) is a limited competition to support the continuation of the Research Project Sites of the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA). Only the current NCANDA Research Project Site awardees are eligible to apply in response to this FOA. The NCANDA Research Project Sites have responsibility for the acquisition of data according to the standard protocol for the nation-wide consortium to study the impact of alcohol drinking on brain structure and function during adolescence and into early adulthood. RFA-AA-21 NNN (FOA link) will support continuation of the NCANDA Administrative Resource and RFA-AA-21-NNN (FOA link) will support the continuation of the Data Analysis Resource.",06/04/2021,08/18/2021,334008,"Dept. of Health and Human Services",93.273
"Limited Competition for the Continuation of the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) Data Analysis Resource (U24 Clinical Trials Optional)","This limited competition Funding Opportunity Announcement (FOA) is to support the continuation of the Data Analysis Resource for the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA). Only the current NCANDA Data Analysis Resource awardee is eligible to apply in response to this FOA. The NCANDA Data Analysis Resource has responsibility for the standardization, storage, and analysis of the data acquired by the research project sites of the nation-wide consortium to study the impact of alcohol drinking on brain structure and function during adolescence and into early adulthood.",06/04/2021,08/18/2021,334009,"Dept. of Health and Human Services",93.273
"Limited Competition for the Continuation of the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) Administrative Resource (U24 Clinical Trials Optional)","This limited competition Funding Opportunity Announcement (FOA) is to support the continuation of the Administrative Resource for the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA). Only the current NCANDA Administrative Resource awardee is eligible to apply in response to this FOA. The NCANDA Administrative Resource coordinates the activities of the nation-wide consortium to study the impact of alcohol drinking on brain structure and function during adolescence and into early adulthood.",06/04/2021,08/18/2021,334030,"Dept. of Health and Human Services",93.273
"Children and Youth with Special Health Needs Research Network","The purpose of the Children with Special Health Care Needs Research Network (CSHCN-RN) Program is to improve the health and well-being of children and youth with special health care needs (CYSHCN) by coordinating national research activities, mentoring researchers, and translating research to policy and practice to strengthen the evidence base and improve comprehensive, high quality systems of care for CYSHCN.",06/25/2021,//,334381,"Dept. of Health and Human Services",93.110
"MCH Adolescent and Young Adult Health Research Network","The purpose of the MCH Adolescent and Young Adult Health Research Network is to improve adolescent and young adult health by supporting a transdisciplinary research network that will accelerate the translation of developmental science into maternal and child health practice, promote scientific collaboration, and advance research capacity in the fields of adolescent and young adult health.",06/25/2021,//,334382,"Dept. of Health and Human Services",93.110
"Early Childhood Developmental Health System (ECDHS) Program","The purpose of the ECDHS program is to fund the study and implementation of integrated statewide health promotion, screening, and intervention systems that advance early childhood developmental health and well-being, with a focus on P-3 populations experiencing persistent poverty and/or health disparities. This program will advance core program goals to: • Identify comprehensive, evidence-driven models of the health system structures and processes that can improve, and increase equity in, early developmental health and family well-being, and • Support the application and evaluation of evidence-driven models within statewide systems, to implement and sustain a continuum of high-quality, coordinated services for families and to improve access to care for P–3 populations experiencing persistent poverty and/or health disparities.",06/25/2021,//,334394,"Dept. of Health and Human Services",93.110
"Leadership Education in Adolescent Health (LEAH)","The purpose of the Leadership Education in Adolescent Health (LEAH) Training Program is to improve the quality of care and access to appropriate health services for adolescents and young adults (AYA) by preparing leaders in AYA health through interdisciplinary training at the graduate and post-graduate levels.",06/25/2021,//,334425,"Dept. of Health and Human Services",93.110
"Understanding and Targeting the Pathophysiology of Youth-onset Type 2 Diabetes Clinical Centers (U01 Clinical Trial Not Allowed)","The purpose of this FOA is to ?c?r?e?a?t?e? ?a? ?c?l?i?n?i?c?a?l? consortium to recruit a cohort o?f early pubertal youth at risk for developing type 2 diabetes and study them th?r?o?ugh puberty. The ultimate goal of this undertaking will be to 1) develop more precise prediction of which individuals are truly at risk for developing you?t?h-onset T2D and identify determinants of progression from prediabetes to T2D so that, ultimately, targeted prevention approaches can be developed and tested; and 2) increase understanding ofthe physiologic drivers of youth-onset T2D to guide development of more effective strategies to achieve glycemic control and preserve beta cell function.",07/14/2021,03/03/2022,334716,"Dept. of Health and Human Services",93.847
"Understanding and Targeting the Pathophysiology of Youth-onset Type 2 Diabetes Biostatistics Research Center (U01 Clinical Trial Not Allowed)","This FOA invites applications for a Biostatistics Research Center to participate in a clinical consortium to better understand youth-onset type 2 diabetes. A separate FOA (RFA-DK-21-002) invites Clinical Centers to recruit a cohort of early pubertal youth at risk for developing type 2 diabetes and study them through puberty. The ultimate goals of this consortium will be to 1) develop more precise prediction of which individuals are truly at risk for developing youth-onset T2D and identify determinants of progression from prediabetes to T2D so that, ultimately, targeted prevention approaches can be developed and tested; and 2) increase understanding of the physiologic drivers of youth-onset T2D to guide development of more effective strategies to achieve glycemic control and preserve beta cell function.",07/14/2021,03/03/2022,334733,"Dept. of Health and Human Services",93.847
"National Initiative to Advance Health Equity in K-12 Education by Preventing Chronic Disease and Promoting Healthy Behaviors","The purpose of this 5-year cooperative agreement is to improve the health and well-being of children, adolescents, and school staff in underserved and disproportionately affected communities. The CDC’s Healthy Schools Branch plans to fund four nationally recognized recipients with expertise and experience providing support to CDC-funded state education agencies, districts, schools, out-of-school time providers, and the organization’s constituents in the following priority areas: Priority 1 – School Health Services: Strategies and activities support access to physical, behavioral, and mental health services for students, with emphasis on students with chronic health conditions. Priority 2 - Emotional Well-Being: Strategies and activities support emotional well-being of students and staff. Priority 3 – Healthy Out-of-School-Time: Strategies and activities support healthy eating, physical activity, and emotional well-being of students and staff in out-of-school time programs. Priority 4 - School Administrator Support and Action for Healthy Schools: Strategies and activities support adoption of Whole School, Whole Community, Whole Child model policies within districts and schools that address healthy eating, physical activity, and emotional well-being of students and staff. Recipients will provide support through professional development and technical assistance, dissemination, partnerships, and implementation. Expected outcomes to be achieved by the end of the 5-year period of performance include: (1) Increased use of CDC and other evidence-based tools and resources; (2) Increased adoption and implementation of evidence-based school health policies, practices, and programs among state education agencies, districts, schools, and out-of-school time programs; and (3) Expansion of school-based mental health and health services. This notice of funding opportunity (NOFO) is intended to fund recipients with national reach to support the establishment of school policy, systems, and environmental changes to achieve and sustain positive health outcomes. This NOFO supports nationwide implementation of cross-cutting approaches to promote health and prevent and control chronic diseases and their risk factors. Applicants should be able to fulfill the strategies, activities, and performance measures stated in the NOFO at a national, state, local, community, and school level. The applicant must demonstrate their ability at a national level to impact SEAs, districts, or schools in the chosen priority area; have members, networks, affiliates, and chapters in all states; and demonstrate a minimum of ten years of expertise, experience, and documented success in addressing the priority area. The applicant must have experience working with diverse populations and underserved communities and have an understanding of community engagement efforts that can strengthen cross-sector partnerships, ensure culturally and linguistically appropriate practices, build trust within communities, promote social connections, and advance health equity. Applicants may apply for multiple priority areas but will only be awarded in one priority area. Applicants must identify the priority area they are applying for in the title of their application submission. A separate application must be submitted for each priority area the applicant is applying for.",07/20/2021,//,334850,"Dept. of Health and Human Services",93.858
"Head Start/Early Head Start Grantee -- Communities in Puerto Rico","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in two individually defined service areas within Puerto Rico. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334861,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the commonwealth of Virginia","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the commonwealth of Virginia. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334862,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Louisiana","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in three individually defined service areas within the state of Louisiana. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334863,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Delaware","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Delaware. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334864,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Georgia","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Georgia. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334865,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Indiana","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Indiana. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334866,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Kansas","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Kansas. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334867,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Missouri","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding may be available in one individually defined service area within the state of Missouri. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334868,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Oklahoma","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Oklahoma. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334884,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Texas","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Texas. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334885,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Grantee -- Communities in the state of Colorado","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding may be available in one individually defined service area within the state of Colorado. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",07/22/2021,//,334886,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - The Borough of Bronx, New York","The Administration for Children and Families (ACF) announces the availability of approximately $1,816,701 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A of the Head Start Act. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.",07/22/2021,//,334887,"Dept. of Health and Human Services",93.600
"Demonstrating Policy Effectiveness To Promote Black Youth Mental Health","The Demonstrating Policy Effectiveness to Promote Black Youth Mental Health Initiative aims to identify the health and wellness policies that are successful in improving Black youth mental health, including suicide prevention. The demonstration projects are expected to: (1) implement evidence-based policies for addressing Black youth mental and suicide prevention; (2) pilot the policy assessment protocols that determine the level of effectiveness of general health and wellness policies in improving Black youth mental health in diverse settings; and (3) develop and implement demonstrations of selected innovative and culturally effective policy approaches to improve Black youth mental health. BACKGROUND INFORMATION: This initiative aligns with: (1) recommendations from the Congressional Black Caucus (CBC) Emergency Taskforce outlined in “Ring the Alarm: The Crisis of Black Suicide in America”; and (2) Healthy People 2030 Mental Health Disorder and Adolescent Health Objectives MHMD-02 (Reduce suicide attempts by adolescents) and AH-D02 (Increase the proportion of children and adolescents with symptoms of trauma who get treatment).",07/29/2021,//,334922,"Dept. of Health and Human Services",93.137
"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","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.",07/29/2021,//,334957,"Dept. of Health and Human Services",93.067
"Garrett Lee Smith State/Tribal Youth Suicide Prevention and Early Intervention Grant Program","The purpose of this SAMHSA grant program is to support states and tribes with implementing youth suicide prevention and early intervention strategies in schools, educational institutions, juvenile justice systems, substance use programs, mental health programs, foster care systems, and other child and youth-serving organizations. It is expected that this program will: (1) increase the number of youth-serving organizations who are able to identify and refer youth at risk of suicide; (2) increase the capacity of clinical service providers to assess, manage, and treat youth at risk of suicide; and (3) improve the continuity of care and follow-up of youth identified to be at risk for suicide, including those who have been discharged from emergency department and inpatient psychiatric units.",07/30/2021,//,334988,"Dept. of Health and Human Services",93.243
"Community Programs for Outreach and Intervention with Youth and Young Adults at Clinical High Risk for Psychosis","The purpose of this SAMHSA grant program is to identify youth and young adults, not more than 25 years old, at clinical high risk for psychosis and provide evidence-based interventions to prevent the onset of psychosis or lessen the severity of psychotic disorder. It is expected that this program will: (1) improve symptomatic and behavioral functioning; (2) enable youth and young adults to resume age-appropriate social, academic, and/or vocational activities; (3) delay or prevent the onset of psychosis; and (4) minimize the duration of untreated psychosis for those who develop psychotic symptoms.",07/30/2021,//,334990,"Dept. of Health and Human Services",93.243
"Teen Pregnancy Prevention Research Grants","The Office of Population Affairs anticipates the availability of funding for Teen Pregnancy Prevention (TPP) research projects and research-to-practice translation centers. The grants will make significant contributions to the teenage pregnancy prevention field by resulting in improved curricula development and delivery strategies, reduction of disparities among participants, and better data collection and analysis related to program effectiveness. The research grants will primarily consist of secondary data analyses or small research projects to explore new questions in teenage pregnancy prevention that improve the efficiency, effectiveness, and quality of pregnancy prevention programs for adolescents or young adults, and/or reduce disparities, by age, gender, race/ethnicity, or setting. The research-to-practice translation centers will synthesize and translate existing research into practice for health promotion and development of positive assets that will lead to adoption of healthy behaviors and ultimately help to reduce teen pregnancy. The centers are expected to evaluate or assess the research, best practices, approaches, or strategies in a priority protective factor area and make that information easily accessible to health providers, caregivers and others working with youth to prevent teen pregnancy.",07/30/2021,//,335055,"Dept. of Health and Human Services",93.343
"Pilot Studies to Test the Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R34 Clinical Trial Required)","The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and pilot test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and pilot test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R01 (Currently Temp-11229)",08/03/2021,09/07/2024,335079,"Dept. of Health and Human Services",93.242
"Strengthening Access to High Quality and Comprehensive Services Targeting Adolescent and Young People in Malawi through Determined, Resilient, AIDS-Free Mentored and Safe (DREAMS) Program under the President's Emergency Plan for AIDS Relief (PEPFAR)","The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $4,000,000 for Year 1, subject to the availability of funds. The Determined, Resilient, Empowered, AIDS-free, Mentored and Safe (DREAMS) initiative implemented in 15 countries including Malawi aims at reducing new HIV infections among adolescent girls and young women (AGYW) aged 10-24 years. AGYW face an increased vulnerability for HIV acquisition when compared to their peers, globally, young women aged 15-24 are two to 14 times as likely to acquire HIV than males of the same age. In Malawi, HIV incidences are eight times higher among females aged 15-24 years than their male counterparts. DREAMS is delivered through a comprehensive package of evidence-based strategies that go beyond the health sector, addressing structural drivers that fuel AGYW’s HIV risk, including poverty, gender inequality, sexual violence, social isolation, and limited schooling. DREAMS is based on evidence-based interventions and builds on the premise that multiple interventions targeting AGYW are more impactful than providing a single intervention when multiple factors of vulnerability are present. In addition to focusing on interventions to empower AGYW to reduce their risk of HIV, the DREAMS package also aims to strengthen families, prevent violence, reduce HIV risk for male sexual partners and mobilize communities for change. The DREAMS program in Malawi is implemented in three districts: Zomba, Machinga and Blantyre. The recipient will provide a comprehensive package of DREAMS in Blantyre district and any additional districts based on COP scale up plans.",08/03/2021,//,335099,"Dept. of Health and Human Services",93.067
"Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R01 Clinical Trial Required)","Reissue of PAR-18-428.The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34",08/03/2021,09/07/2024,335101,"Dept. of Health and Human Services",93.242
"Targeting Prioirty Populations and Areas with Replication of Effective Programs for Teen Pregnancy Prevention","The Office of Population Affairs (OPA) anticipates the availability of FY2022 funds to support cooperative agreements for eligible entities to replicate programs that have been proven effective through rigorous evaluation to reduce teenage pregnancy, behavioral risk factors underlying teenage pregnancy, or other associated risk factors. Anticipated funds will be used to target specific populations and/or priority areas with effective programs and supports to complement and enhance replication of effective programs in order to have the greatest impact on reducing teen pregnancy and sexually transmitted infections (STIs).",08/06/2021,//,335164,"Dept. of Health and Human Services",93.297
"Grants to Support New Investigators in Conducting Research Related to Preventing Interpersonal Violence Impacting Children and Youth","The purpose of the Centers for Disease Control and Prevention National Center for Injury Prevention and Control (NCIPC) Mentored Research Scientist Development Award (K01) is to provide support for an intensive, supervised (mentored) career development experience in violence prevention research leading to research independence. NCIPC supports K01 grants to help ensure the availability of an adequate number of trained scientists to address critical public health research questions to prevent violence and injury. Applicants must propose a research project that addresses at least one of the research priorities in the interpersonal violence prevention section of the NCIPC Research Priorities (www.cdc.gov/injury/researchpriorities/index.html) as they relate to violence impacting children or youth (from birth through age 17). These research priorities include: Cross-cutting violence prevention Child abuse and neglect Youth violence Intimate partner violence (teen dating violence) Sexual violence Applicants are also encouraged to address the following: Multiple forms of violence impacting children or youth Firearm-related behavior, crime, injuries and deaths among children and youth Other adverse childhood experiences and related constructs as secondary outcomes The social or structural conditions that contribute to violence and health inequities across population groups",08/09/2021,//,335217,"Dept. of Health and Human Services",93.136
"Impact of Technology and Digital Media (TDM) Exposure/Usage on Child and Adolescent Development (P01 Clinical Trial Optional)","This funding opportunity announcement (FOA) invites submission of Program Project (P01) applications to support integrated, multi-project research programs examining the pathways by which technology and digital media (TDM) exposure and usage impact developmental trajectories and health outcomes in early childhood (ages birth-8) and adolescence (ages 9-17).",08/25/2021,11/29/2021,335436,"Dept. of Health and Human Services",93.865
"Safe Access for Victims’ Economic Security (SAVES) Center","The Office of Child Support Enforcement (OCSE) issues this Forecast to announce available funding for eligible applicants to submit applications for the Safe Access for Victims’ Economic Security (SAVES) Center grant. The grant recipient will be responsible for establishing a national technical assistance, training, and research center to increase safe access to child support, paternity, and parenting time services for victims of domestic violence. The SAVES Center will conduct research to establish baseline data on victims’ needs and barriers to accessing child support services, gather information on promising practices for safe access to child support and parenting time, and build the capacity of state and tribal child support agencies to integrate comprehensive domestic violence safety procedures into child support program services. Additionally, it will develop and refine training materials and practice guides for child support case managers and legal staff, test and evaluate impacts of domestic violence safety procedures on victim access to child support and parenting time services, and develop and disseminate model domestic violence policies for child support agencies. It will accomplish this by leading cross-system collaborations with assistance agencies, the courts, legal services providers, and domestic violence service providers and coalitions. The grant project should identify national, regional, state, and tribal domestic violence experts who will partner with the applicant in developing and disseminating technical assistance and training resources to child support agency staff, court staff, and community based domestic violence program staff. Grantees are expected to engage a research partner or partners to: conduct primary data collection on incidence of DV with child support program participants, identify barriers to safe access to child support and parenting time services for victims, and assess model domestic violence procedures implemented by state and tribal child support agencies. The SAVES Center will provide training, technical assistance, and research services to OCSE funded SAVES implementation grantee sites (see companion Forecast), to additional State and Tribal Title IV-D child support agencies, to Title IV-D Judicial officers, and to national, state, tribal, and local domestic violence service providers.",08/26/2021,//,335445,"Dept. of Health and Human Services",93.564
"Safe Access for Victims’ Economic Security (SAVES) Demonstration","The Office of Child Support Enforcement (OCSE) issues this forecast to announce available funding for eligible applicants to submit applications to the Safe Access for Victims’ Economic Security (SAVES) demonstration program. SAVES will implement comprehensive domestic violence safety policies, procedures, and outreach activities to enhance safety for victims of domestic violence in the child support program. Additionally, SAVES will increase access to child support services for parents not currently receiving child support due to safety concerns. SAVES grantees will develop, test, and implement model practices for safe access to child support and parenting time services. State and tribal child support agencies selected as implementation sites will receive technical assistance, training, and research support from the SAVES Center grantee (see companion forecast HHS-2022-ACF-OCSE-FD-0018) in addition to participating in peer to peer technical assistance and learning opportunities. Grant projects will include public/victim education and outreach strategies, staff and partner training, development of responsive good cause protections for victims accessing public benefits with child support cooperation requirements, implementation of comprehensive domestic violence expert informed case processing policies and protocols for victims and perpetrators, and establishment and assessment of specialized domestic violence triage teams. State and tribal child support agencies applying for this funding will be expected to engage with public assistance agencies, courts, and state and local domestic violence service providers to develop and implement a cross-systems, coordinated response to victims’ need for economic supports and access to public safety net program resources.",08/26/2021,//,335465,"Dept. of Health and Human Services",93.564
"Family Violence Prevention and Services Discretionary Grants: Capacity Building and Program Technical Assistance for Family Violence Prevention and Services Act Formula Grantees","The Family Violence Prevention and Services Act (FVPSA) Discretionary Grant Program seeks applications to enhance and expand the capacity of FVPSA formula grant recipients – state FVPSA administrators, tribal FVPSA recipients, and state/territory domestic violence coalitions. For this grant program, one awardee will be expected to provide 1) topic-specific training and technical assistance at a national level and 2) intensive training and technical assistance at the tribal, state, or territory level. The national training and technical assistance topics, and the identified formula grant recipients of the intensive technical assistance, will be identified through: formula grant recipient needs assessments; program monitoring by FVPSA staff; and the selected awardee's internal processes for identifying needed topics and selecting formula grant recipients. The training and technical assistance will focus on programmatic and administrative functions to build the capacity of FVPSA formula grant recipients, such as dissemination of FVPSA regulations and guidance, understanding roles and responsibilities of programmatic monitoring of local programs, incorporation of best practices, building the management capacity of organizations, and building partnerships within the state or territory which includes culturally-specific organizations and tribes. The awardee will also actively work to connect FVPSA formula grant recipients with appropriate technical assistance and resources of best practices from FVPSA-funded resource and capacity building centers. The awardee will participate in ongoing coordination and collaboration with the FVPSA-funded resource centers, collectively known as the Domestic Violence Resource Network (DVRN).",08/31/2021,//,335491,"Dept. of Health and Human Services",93.592
"Maternity Group Home Program","The Maternity Group Home (MGH) program provides safe, stable, and appropriate shelter only for pregnant and/or parenting youth ages 16 to under 22 and their dependent child(ren) for 18 months and, under extenuating circumstances, up to 21 months. Service providers must accommodate for the needs and safety of the dependent children to include facility safety standards for infants and children on the premises. MGH services include, but are not limited to, parenting skills, child development, family budgeting, and health and nutrition education, in addition to the required services provided under the Transitional Living Program to help MGH youth realize improvements in four core outcome areas. The MGH combination of shelter and services is designed to promote long-term, economic independence to ensure the well-being of the youth and their child(ren).",08/31/2021,//,335493,"Dept. of Health and Human Services",93.550
"Multipurpose Prevention Technology: Novel Systemic Options for Young Adults (R41/R42 Clinical Trial Not Allowed)","The objective of this Funding Opportunity Announcement (FOA) is to support the development of new and innovative long-acting systemic and non-systemic multipurpose prevention technologies (MPT). It supports development of MPTs that prevent HIV infection and pregnancy (hormonal and non-hormonal methods) in adolescent and young women. Applications for MPT development may involve pharmacokinetic (PK), pharmacodynamic (PD), safety and, drug-drug interactions (DDI) studies. It also encourages biobehavioral and behavioral/social studies to identify MPT end user preferences factors (look, feel, effectiveness, safety and duration of action) and other behavioral/social factors that could promote increased MPT use in adolescent and young women.",08/31/2021,12/09/2023,335498,"Dept. of Health and Human Services",93.242
"Basic Center Program","The Basic Center Program (BCP) provides temporary shelter and counseling services to youth who have left home without permission of their parents or guardians, have been forced to leave home, or other homeless youth who might otherwise end up in the law enforcement or in the child welfare, mental health, or juvenile justice systems. BCPs work to establish or strengthen community-based programs that meet the immediate needs of runaway and homeless youth and their families. BCPs provide youth under 18 years of age with emergency shelter, food, clothing, counseling and referrals for health care. BCPs can provide up to 21 days of shelter for youth and seeks to reunite young people with their families, whenever possible, or to locate appropriate alternative placements. Additional services may include: street-based services; home-based services for families with youth at risk of separation from the family; drug abuse education and prevention services; and at the request of runaway and homeless youth, testing for sexually transmitted diseases.",08/31/2021,//,335504,"Dept. of Health and Human Services",93.623
"FY2022 Title V Competitive Sexual Risk Avoidance Education","The Administration for Children and Families (ACF): Administration on Children, Youth and Families' (ACYF); Family and Youth Services Bureau (FYSB) announces the availability of funds under the Title V Competitive Sexual Risk Avoidance Education (CSRAE) Program. The purpose of the Title V Competitive SRAE program is to fund projects that implement education exclusively on sexual risk avoidance that normalizes the optimal health behavior of avoiding non-marital sexual activity, teaching youth participants to voluntarily refrain from non-marital sexual activity. Applicants are expected to submit plans that includes interventions and/or strategies that are medically accurate and complete; age-appropriate with regard to the developmental stage of the intended audience; and culturally appropriate, recognizing the experiences of youth from diverse communities, backgrounds, and experiences. Sexual risk avoidance education must ensure that the unambiguous and primary emphasis is a message to youth that normalizes the optimal health behavior of delaying sexual activity until marriage. In accordance with Title V Competitive SRAE legislation, interventions must address each of the following topics: The holistic, individual, and societal benefits associated with personal responsibility, self- regulation, goal setting, healthy decision-making, and a focus on the future. The advantage of refraining from non-marital sexual activity to improve the future prospects, and physical and emotional health of youth. The increased likelihood of avoiding poverty when youth attain self-sufficiency and emotional maturity before engaging in sexual activity. The foundational components of healthy relationships and their impact on the formation of healthy marriages and safe and stable families. How other youth risk behaviors, such as drug and alcohol usage, increase the risk for teen sex. How to resist and avoid, and receive help regarding sexual coercion and dating violence, recognizing that, even with consent, teen sex remains a youth-risk behavior.",08/31/2021,//,335505,"Dept. of Health and Human Services",93.787
"Multipurpose Prevention Technology: Novel Systemic Options for Young Adults (R43/R44 Clinical Trial Not Allowed)","The objective of this Funding Opportunity Announcement (FOA) is to support the development of new and innovative long-acting systemic and non-systemic multipurpose prevention technologies (MPT). It supports development of MPTs that prevent HIV infection and pregnancy (hormonal and non-hormonal methods) in adolescent and young women. Applications for MPT development may involve pharmacokinetic (PK), pharmacodynamic (PD), safety and, drug-drug interactions (DDI) studies. It also encourages biobehavioral and behavioral/social studies to identify MPT end user preferences factors (look, feel, effectiveness, safety and duration of action) and other behavioral/social factors that could promote increased MPT use in adolescent and young women.",08/31/2021,12/09/2023,335511,"Dept. of Health and Human Services",93.242
"National Cancer Institute Youth Enjoy Science Research Education Program (R25 Clinical Trial Not Allowed)","The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this National Cancer Institute (NCI) R25 program is to support educational activities that encourage individuals from diverse backgrounds, including those from groups underrepresented in the biomedical and behavioral sciences, to pursue further studies or careers in research. To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Research Experiences, Curriculum or Methods Development and Outreach. The NCIs mission is to conduct and support research, training, health information dissemination, and other programs with respect to cancer. This funding opportunity seeks to facilitate the education of students from diverse backgrounds underrepresented in biomedical research who will become knowledgeable about cancer, and available to focus on cancer later in their careers. With the aim of enhancing the pool of individuals from underrepresented backgrounds interested in pursuing a career in biomedical research via early intervention strategies, the NCI Youth Enjoy Science (YES) Program will support efforts to create and maintain an institutional program to engage grades 6-12 and/or undergraduate students from underrepresented populations in cutting edge cancer research experiences. The proposed institutional programs may also provide research experiences for the grade 6-12 teachers and undergraduate faculty members who serve underrepresented student populations. The specific goals are to inspire interest in biomedical sciences, help envision research as a career path, and strengthen practical research and career skills. In alignment with these goals, institutions may develop unique programs that capitalize on their research strengths and are responsive to their target populations.",09/01/2021,09/28/2023,335516,"Dept. of Health and Human Services",93.398
"Refugee Technical Assistance Program","The Office of Refugee Resettlement (ORR), within the Administration for Children and Families (ACF), announces that it will award one cooperative agreement for the continuation of a national one-stop source or hub for refugee technical assistance (TA), under the Refugee Technical Assistance Program. This national hub will provide coordinated, innovative TA and training to ORR-funded state refugee programs and ORR-funded refugee service providers, filling gaps where no other such TA exists. The TA provider is expected to foster and engage with a network of subject matter experts in the field, through consultancy or sub-contractual relationships. The overall goal is to equip ORR-funded state refugee programs and ORR-funded refugee service providers with the specialized TA, resources and training needed to appropriately address barriers to refugee self-sufficiency and integration, and to advance equity in service provision. . The TA provider will respond to refugees' unique challenges and needs, and leverage the strengths, talents and capabilities of refugees and their resettlement communities through a strengths-based approach to TA. The TA provider will also operate an information and referral service for ORR-eligible populations, including asylees, to provide information about available services and referrals to state and local ORR-funded refugee service providers. The TA provider is also intended to help ORR-funded refugee service providers measure the effectiveness of their programs and services, develop communication strategies that reflect the impact of the program, and consult with community service agencies and state and local government agencies to coordinate appropriate services for refugees. The TA provider will conduct regular needs assessments of the field to determine the areas of TA focus, which may include refugee self-sufficiency through employment, case management, trauma-informed refugee health and mental health, refugee child and family wellbeing, naturalization and citizenship, and program evaluation.",09/03/2021,//,335550,"Dept. of Health and Human Services",93.576
"Ethnic Community Self-Help Program","The Administration for Children and Families, Office of Refugee Resettlement invites eligible entities to submit competitive grant applications for the Ethnic Community Self-Help (ECSH) Program. The goal of this program is to support Ethnic Community-Based Organizations (ECBOs) in providing refugee populations with critical services to assist them in becoming integrated members of American society. Under the ECSH Program, the following three main objectives must be implemented: 1) to strengthen ECBOs’ provision of culturally and linguistically appropriate services to refugees within five years after their initial resettlement; 2) to support ECBOs' organizational development and engagement in capacity building by encouraging their collaboration with established refugee service providers and mainstream organizations; and 3) to support ECBOs in promoting community building and civic participation by refugee individuals and refugee community members.",09/03/2021,//,335551,"Dept. of Health and Human Services",93.576
"Employer Engagement Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for the ORR Employer Engagement Program. Through the Employer Engagement Program, ORR will provide funding to strengthen employer engagement in the integration and self-sufficiency of refugees and other eligible populations within the community. Programs will enter into formal partnerships with employees to develop training curricula, provide career counseling, and strengthen opportunities for workplace-based training, apprenticeships, and internships for refugees. Programs will share costs of workplace instructors and will supply liaisons to design work-oriented language and training curricula, schedule and announce services, and coordinate with employment case managers for referral and enrollment to support career advancement. Employer partnerships will also include longer-term individual investment opportunities by sponsoring and covering the costs of vocational certification, recertification, and/or longer-term educational degrees.",09/03/2021,//,335552,"Dept. of Health and Human Services",93.576
"Secondary Analyses of Child Care Data","The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) plans to solicit applications for Secondary Analyses of Child Care Data grants. These grants aim to support researchers conducting secondary analyses of data to address key questions of relevance to the Child Care and Development Fund (CCDF). CCDF is the primary federal funding source for child care subsidies and aims to help eligible low-income working families access child care and to improve the quality of child care for all children. CCDF also aims to improve the quality of care and promote children’s healthy development and learning by supporting child care licensing, quality improvement systems to help programs meet higher standards, and training and education for child care workers. Analyzing existing data sets may provide researchers an efficient and cost-effective method for answering critical research questions of relevance to CCDF. Findings from these grants are intended to inform policy, program administration, and future research. Topics of particular interest to ACF may include, but are not limited to: recruiting and retaining a qualified early care and education workforce; reducing barriers to access and/or improvements in access to ECE, particularly for those most in need of services; consumer education, COVID-19 pandemic response and recovery, building the supply of high-quality care and education; improving teacher and caregiver competencies through professional development; supporting workforce well-being, and approaches to engage, support, and meet the needs of families. Data sets of particular interest to ACF may include, but are not limited to the 2019 National Survey of Early Care and Education and State or territory-level workforce registry, subsidy, Quality Rating and Improvement System (QRIS), licensing, monitoring, child care resource and referral, or Preschool Development Grants B-5 data.",09/03/2021,//,335553,"Dept. of Health and Human Services",93.575
"Tribal Maternal, Infant, and Early Childhood Home Visiting Program: Development and Implementation Grants","The Office of Child Care within the Administration for Children and Families will be soliciting applications for the Fiscal Year 2022 Tribal Maternal, Infant, and Early Childhood Home Visiting Grant Program: Development and Implementation Grants. Funds will support 63-month grants (cooperative agreements) between ACF and federally-recognized Indian tribes (or a consortium of Indian tribes), tribal organizations, or urban Indian organizations to: conduct community needs assessments; develop the infrastructure needed for widespread planning, adopting, implementing, expanding, enhancing, and sustaining of evidence-based maternal, infant, and early childhood home visiting programs; and provide high-quality evidence-based home visiting services to pregnant women and families with young children aged birth to kindergarten entry. Home visiting programs are intended to promote outcomes such as improved maternal and prenatal health, infant health, and child health and development; reduced child maltreatment; improved parenting practices related to child development outcomes; improved school readiness; improved family socio-economic status; improved coordination of referrals to community resources and supports; and reduced incidence of injuries, crime, and domestic violence. The goals of the Tribal Home Visiting program are to support healthy, happy, successful American Indian and Alaska Native (AIAN) children and families through a coordinated, high-quality, evidence-based home visiting strategy, and to continue to build the evidence base for home visiting in tribal communities. The Administration for Children and Families (ACF) and the Health Resources and Services Administration (HRSA), the agencies collaborating to implement the Tribal Home Visiting program within the Department of Health and Human Services, also intend for the program to result in a coordinated system of early childhood home visiting in tribal communities that has the capacity to provide infrastructure and supports to assure high-quality, evidence-based practice. This funding is intended for tribal entities that do not have prior experience with implementing evidence-based home visiting models, performance measurement systems, and evaluation activities.",09/03/2021,//,335554,"Dept. of Health and Human Services",93.872
"American Indian and Native Hawaiian Non-Profit Organization Child Care Grant","The Administration for Children and Families, Office of Child Care (OCC) will be soliciting applications for the American Indian or Native Hawaiian Non-Profit Organization Child Care Grant. The purpose of this grant is to provide child care services to American Indian or Native Hawaiian youth who currently are not receiving child care services funded by other Child Care and Development Fund (CCDF) formula grantees. Additionally, OCC will award a grant for child care services to a Native Hawaiian non-profit organization under a separate notice of funding opportunity (NOFO). This grant will support child care services to eligible children, which must be under the age of 13 and reside with a family whose income does not exceed 85 percent of the State Median Income (or Tribal Median Income) for a family of the same size and whose parent(s) are working or attending a job training or educational program or who receive or need to receive protective services. Note: If an American Indian organization is already receiving funding under a CCDF grant directly with OCC, it is not eligible to receive funding for the same service area under this NOFO. In addition, an eligible applicant may apply for funding under both NOFOs,but will only receive an award under one.",09/03/2021,//,335555,"Dept. of Health and Human Services",93.575
"Victims of Human Trafficking in Native Communities (VHT-NC) Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Victims of Human Trafficking in Native Communities (VHT-NC) Demonstration Program. The VHT-NC Demonstration Program’s goal is to directly fund organizations that will build, expand, and sustain organizational and community capacity to deliver services to Native American (i.e., American Indians, Alaska Natives, Native Hawaiians, and/or Pacific Islanders) adults and minors who have experienced a severe form of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, through the provision of direct services, assistance, and referrals. Under the VHT-NC Demonstration Program the following activities are required: 1) provision of comprehensive, culturally and linguistically responsive, case management to Native Americans who have experienced sex and labor trafficking; 2) outreach efforts to increase identification of Native Americans who have experienced sex and labor trafficking; and 3) training to service providers and community partners. The VHT-NC Demonstration Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the establishment of community partnerships, meaningful engagement of Native American individuals who have experienced trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under the VHT-NC Demonstration Program. Under the VHT-NC Demonstration Program, there is a 12-month project implementation period for the prime recipient to facilitate optional partnerships, on-board new staff, and develop service protocols specific to Native Americans who have experienced human trafficking. However, clients must be served during the 12-month project implementation period. Under the VHT-NC Demonstration Program, the prime recipient must provide a statutorily mandated 25 percent match (cash or in-kind).",09/03/2021,//,335560,"Dept. of Health and Human Services",93.327
"Empowering All Survivors of Trafficking to Access Healthcare - Foreign Nationals (EAST-FN) Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Empowering All Survivors of Trafficking to Access Healthcare - Foreign Nationals (EAST-FN) Demonstration Program. The EAST-FN Demonstration Program goal is to build capacity for healthcare facilities to engage foreign national adults and minors who have experienced a severe form of human trafficking as defined by the Trafficking Victims Protection Act of 2000, as amended, to improve access to health services, health-seeking behaviors, and overall well-being. A foreign national includes individuals who are not lawful permanent residents, parolees, refugees, or asylees. The EAST-FN Demonstration Program will achieve this goal by directly funding projects that will build, expand, and sustain the capacity of healthcare facilities to provide primary, and preventative healthcare to foreign national individuals who have experienced human trafficking to include treatment of acute and chronic illness and injury; annual physical examinations; vaccinations; medical clearance evaluations; infectious disease testing and treatment; mental health services; case management services; and other services to support their well-being. Bonus points will be awarded to applicants that are designated Medically Underserved Areas and Populations, and/or are located in Health Professional Shortage Areas, as designated by the Health Resources & Services Administration. Under the EAST-FN Program, the following activities are required: 1) provision of primary and preventative healthcare to adults and minor foreign national individuals who have experienced human trafficking; 2) training and capacity building to healthcare provider staff within the healthcare facility on effective identification, screening, assessment, trauma-informed medical service delivery, and referral strategies; 3) provision of comprehensive culturally and linguistically responsive case management delivered healthcare onsite or via a referral partner; 4) development and implementation of a human trafficking referral protocol to identify and respond to foreign national individuals; and 5) awareness raising efforts to promote the services and assistance available to foreign national individuals who have experienced human trafficking. Applicants that do not provide onsite primary and preventative healthcare services may partner with a healthcare facility that does in order to achieve the program’s objectives. The EAST-FN Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the establishment of community partnerships, meaningful engagement of individuals with lived experience, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under the EAST-FN Program. Under the EAST-FN Program, there is a 12-month project implementation period for the prime recipient to facilitate optional partnerships, on-board new staff, develop a human trafficking referral protocol specific to the healthcare facility, and develop a sustainability plan. However, clients must be served during the 12-month project implementation period. For the purposes of this program, healthcare facilities are defined as places where healthcare services are rendered by licensed healthcare providers in acute care hospitals, urgent care centers, community healthcare clinics, and urgent care centers. Healthcare facilities include Federally Qualified Health Centers. Federally Qualified Health Centers include Community Health Centers, Migrant Health Centers, Health Care for the Homeless, and Health Centers for Residents of Public Housing. A healthcare provider is a Doctor of Medicine or osteopathy, podiatrist, dentist, chiropractor, clinical psychologist, optometrist, nurse practitioner, nurse, midwife, or a clinical social worker who is authorized to practice medicine by their State and performing within the scope of their practice as defined by State law.",09/03/2021,//,335561,"Dept. of Health and Human Services",93.598
"Victims of Human Trafficking Services and Outreach Program – (VHT-SO) Pacific Region Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the newly developed Victims of Human Trafficking Services and Outreach Program – (VHT-SO) Pacific Region Demonstration Program. The goal of the VHT-SO Pacific Region Demonstration Program is to directly fund local organizations located in the United States (U.S.) Pacific territories (Hawaii, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Republic of Palau, and the Northern Mariana Islands) that will build, expand, and sustain organizational and community capacity to deliver services to adult and minor foreign nationals who have experienced a severe form of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended. Foreign national includes individuals who are not U.S. citizens, lawful permanent residents, parolees, refugees, or asylees. Under the VHT-SO Pacific Region Demonstration Program the following activities are required: a) provision of comprehensive, culturally and linguistically responsive, case management to foreign nationals who have experienced sex and labor trafficking; 2) outreach efforts to increase identification of foreign nationals who have experienced sex and labor trafficking; 3) training to service providers and community partners. The VHT-SO Pacific Region Demonstration Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the establishment of community partnerships, meaningful engagement of individuals who have experienced trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies. Under the VHT-SO Pacific Region Demonstration Program there is a 12-month project implementation period for the prime recipient to facilitate optional partnerships, on-board new staff, develop service protocols specific to foreign nationals who have experienced human trafficking, and develop a sustainability plan. However, clients must be served during the 12-month project implementation period.",09/03/2021,//,335562,"Dept. of Health and Human Services",93.598
"Refugee Microenterprise Development Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for the Refugee Microenterprise Development Program (MED). The overall goal of the Refugee MED Program is to assist refugees to become economically self-sufficient by 1) assisting refugees to establish microenterprise businesses through the provision of MED grants and loans, training and technical assistance (T/TA), and 2) assisting refugees in building credit history and/or repairing their credit score. Allowable activities under the Refugee MED Program include providing technical assistance on grants and loans, maintaining a revolving loan fund, provision of credit builder loans, coordination with the refugee resettlement community and state refugee coordinator, and administrative costs associated with managing the MED Program.",09/03/2021,//,335564,"Dept. of Health and Human Services",93.576
"Secondary Analyses of Head Start and Early Head Start Data","The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) plans to solicit applications for Secondary Analyses of Head Start and Early Head Start Data grants. These grants aim to support researchers conducting secondary analyses of data to address key questions of relevance to Head Start programs and policies. Since the programs’ inception, Head Start and Early Head Start have engaged in a rigorous program of research providing valuable information for guiding program improvements in Head Start and Early Head Start, as well as for the larger field of early childhood programming and development. Head Start and Early Head Start programs have collaborated with researchers to make significant contributions in program innovation and evaluation, as well as the use of systematic data collection, analysis, and interpretation in program operations. Head Start has attracted an extensive network of highly accomplished partners in research firms, universities, and local programs, who strive to answer critical policy questions and improve the quality of the program with rigorous and relevant research. Analyzing existing data sets may provide researchers an efficient and cost-effective method for answering critical research questions of relevance to the goals and outcomes of Head Start and Early Head Start. Findings from these grants are intended to inform policy, program administration, and future research. Topics of particular interest to ACF may include, but are not limited to: recruiting and retaining a qualified workforce; identifying practices or experiences that drive child and family outcomes; promoting equity and/or improvements in access to services; COVID-19 pandemic response and recovery; improving teacher and caregiver competencies through professional development; supporting workforce well-being; and approaches to engage, support, and meet the health, mental health, self-sufficiency, and other needs of families. Data sets of particular interest to ACF may include, but are not limited to the Family and Child Experiences Survey, AIAN Family and Child Experiences Survey, Early Head Start Family and Child Experiences Survey, Migrant and Seasonal Head Start Study, Study of Early Head Start-Child Care Partnerships, National Survey of Early Care and Education, Head Start Program Information Report (PIR), or Preschool Development Grants B-5 data.",09/03/2021,//,335565,"Dept. of Health and Human Services",93.600
"Native Hawaiian Non-Profit Organization Child Care Grant","The Administration for Children and Families, Office of Child Care (OCC) will be soliciting applications for the Native Hawaiian Child Care Grant.The purpose of this grant is to provide child care services to Native Hawaiians who are not currently receiving child care services funded by other Child Care and Development Fund (CCDF) formula grantees. This $1 million grant will be awarded competitively to a private non-profit organization to provide child care services to Native Hawaiian children and families in the state of Hawaii. The funding will support child care services to eligible children, which must be under the age of 13 and reside with a family whose income does not exceed 85 percent of the State Median Income (or Tribal Median Income) for a family of the same size and whose parent(s) are working or attending a job training or educational program or who receive or need to receive protective services. OCC will award a $1 million grant under a separate notice of funding opportunity (NOFO) (HHS-2022-ACF-OCC-YN-0091) to a private non-profit organization that provides child care services to Native Hawaiian and/or American Indian youth from federally recognized Indian Tribes who are not currently receiving child care services funded by CCDF grantees. Eligible applicants may apply for funding under both NOFOs, but will only receive an award under one.",09/03/2021,//,335566,"Dept. of Health and Human Services",93.575
"Human Trafficking Prevention Education (HTYPE) Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Program. The goal of the HTYPE Demonstration Program is to fund local educational agencies (LEA) to develop and implement programs to prevent human trafficking victimization through the provision of skills-based human trafficking training and education for school staff and students as specified in the Frederick Douglass Trafficking Victims Prevention and Protection Reauthorization Act of 2018. Under the HTYPE Demonstration Program, the following activities are required: 1) provide human trafficking education that equips educators and other staff to identify and respond to signs that students are at high risk of or are currently experiencing human trafficking; 2) deliver student human trafficking prevention education that is designed to build student resilience to labor trafficking and sex trafficking by strengthening student knowledge and skills; 3) train qualified individuals to implement and replicate project activities throughout the school district or identified target area(s); and 4) establish and implement a Human Trafficking School Safety Protocol (HTSSP). The LEA must work in partnership with a nonprofit or nongovernmental organization (NGO) to provide all aspects of human trafficking prevention education to students and school staff. The LEA will consult with local law enforcement in the development of the HTSSP, specifically to address the safety, security, and well-being of staff and students and to define the proper and effective role of school staff in responding to potential and confirmed cases of human trafficking, including notifying and engaging parents, guardians, or caregivers, as appropriate.",09/03/2021,//,335571,"Dept. of Health and Human Services",93.327
"Rigorously Evaluating Programs and Policies to Prevent Child Sexual Abuse (CSA)","The Centers for Disease Control and Prevention's National Center for Injury Prevention and Control (NCIPC) is soliciting investigator-initiated research proposals to rigorously evaluate prevention approaches (i.e., programs, policies, or practices) for their impact on the primary prevention of child sexual abuse (CSA) perpetrated by youth or adults. CSA is defined here as sexual victimization during childhood (under 18 years of age), excluding sexual violence (SV) in the specific context of dating/romantic relationships (i.e., teen dating violence [TDV] or intimate partner violence [IPV]). Research funded under this announcement will strengthen the evidence base for primary prevention of youth- or adult-perpetrated CSA. Applicants must propose rigorous evaluation designs, which for the purposes of this funding opportunity can include those that utilize experimental designs (i.e., randomized controlled trials) or rigorous quasi-experimental designs (e.g., comparative interrupted time series design, difference-in-differences, instrumental variables, regression discontinuity, regression point displacement, stepped wedge, propensity- score matching, comparison groups). Applicants must propose to rigorously evaluate an approach (i.e., program, policy, or practice) that has not yet been rigorously evaluated for its effectiveness in the primary prevention of youth- or adult-perpetrated CSA and that addresses one or more of the following six research priorities: Research Priority 1: Approaches developed for the primary prevention of youth- or adult-perpetrated CSA; Research Priority 2: Evidence-based approaches that have empirical evidence of effectiveness in reducing other forms of violence (e.g., intimate partner violence, youth violence, other forms of child abuse and neglect); Research Priority 3: Community- or societal-level approaches (i.e., programs, policies, or practices that target characteristics of settings that increase or buffer against the risk for violence); Research Priority 4: Approaches focused on preventing or reducing commercial sexual exploitation of children (CSEC) including sex trafficking as a form of CSA; Research Priority 5: Approaches focused on preventing technology-facilitated CSA (e.g., soliciting sexual contact or receiving sexual images from minors electronically, downloading/possession of online child pornography); Research Priority 6: Organizational policy approaches with the potential to prevent CSA perpetration in youth-serving organizations (e.g., juvenile residential care facilities, group foster care).",09/08/2021,//,335614,"Dept. of Health and Human Services",93.136
"Community Services Block Grant (CSBG) Collaborative on Workforce and Economic Development","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Workforce and Economic Development grant. The purpose of this NOFO is to highlight emerging employment practices and strengthen approaches for helping individuals find quality jobs in the aftermath of the COVID-19 pandemic. This work will support innovative approaches to workforce development, entrepreneurship, business development, and public/private partnerships. The Workforce and Economic Development Collaborative will work to identify, develop, and disseminate high-quality resources for implementing effective practices and strategies to increase employment opportunities that pay a living wage, help to address chronic barriers to sustained employment, and increase self-sufficiency. As such, the Workforce and Economic Development Collaborative will be designed to address OCS’ mission of reducing poverty, revitalizing low-income communities, and empowering low-income families and individuals. The Workforce and Economic Development Collaborative will work with OCS to provide a range of training and technical assistance (T/TA) resources to support CSBG-eligible entities in implementing and piloting various workforce and economic development strategies. T/TA will include the development and dissemination of resources and materials such as webinars, training modules, podcasts, presentations, and other learning activities on innovative workforce and economic development strategies. T/TA will also focus on effective efforts for building strategic partnership, employment and career pathways, education and industry-recognized certifications, employer-informed training and capacity building, job supports, and more. It will also include opportunities for small group learning and one-on-one support. Most of the work is projected to be aligned closely with and promote best practices associated with poverty reduction and increasing the self-sufficiency of low-income individuals and families. Audiences include OCS-funded community action agencies, CSBG-eligible entities, state associations, and CSBG tribal grant recipients. This Collaborative will be funded through a cooperative agreement. The cooperative agreement will require a close working partnership with OCS to implement training and technical assistance (T/TA) consistent with the purposes of CSBG.",09/09/2021,//,335618,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Collaborative on Systems Integration and Partnerships","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Systems Integration and Partnerships. The purpose of this NOFO is to develop a structured approach to work across community service systems to reduce poverty. This work will help to strengthen community service systems by identifying, developing, disseminating and working with community service programs, nationally and locally, to implement strategies to leverage resources and tools, promote cross-system innovations, and establish and/or enhance public and private partnerships. The Systems Integration Collaborative will work closely with OCS to develop strategic training, technical strategies, and high-quality resources to facilitate and/or enhance strategic partnerships and integration/collaborative efforts within communities. The Systems Integration Collaborative will be designed to help support OCS’ mission of reducing poverty, revitalizing low-income communities, and empowering low-income families and individuals. Audiences include OCS-funded community action agencies, CSBG-eligible entities, state associations and CSBG tribal grantees. This Cooperative Agreement assumes a close working partnership with OCS to implement training and technical assistance (T/TA) consistent with the purposes of CSBG. T/TA provided, with OCS leadership and approval, will include the development and dissemination of resources and materials such as webinars, training modules, podcasts, presentations, and other learning activities on organizational capacity building, collaboration, service alignment, and leveraging resources. T/TA will also include opportunities for small group learning and one-on-one support.",09/09/2021,//,335619,"Dept. of Health and Human Services",93.569
"Trafficking Victim Assistance Program - ACF Regions 5, 6, 7, and 8","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Trafficking Victim Assistance Program (TVAP) – Regions 5, 6, 7, and 8. TVAP’s goal is to directly fund time-limited comprehensive case management services on a per capita basis to foreign national adult confirmed and potential victims of a severe form of human trafficking, as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, seeking the Health and Human Services (HHS) certification so they can re-establish their ability to live independently. A foreign national includes individuals who are not U.S. citizens, lawful permanent residents, parolees, refugees, or asylees. Under TVAP, the provision of trauma-informed, person-centered, culturally responsive, and linguistically appropriate, comprehensive case management services is required. Services may be provided to qualified persons either directly and/or through a network of providers, that provide direct services and community referrals. TVAP is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the meaningful engagement of foreign national adult survivors of trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under TVAP. OTIP plans to award three cooperative agreements to provide regional coverage to achieve nationwide assistance. Each award will support services in specific ACF regions. The regional areas are as follows: a) ACF regions 1, 2, 3, and 4; b) ACF regions 5, 6, 7, and 8; and c) ACF regions 9 and 10. This is one of three Notices of Funding Opportunities (NOFOs). This NOFO is for TVAP coverage for the central states in ACF regions 5, 6, 7, and 8. This includes the following states: Illinois, Indiana, Michigan, Minnesota, Ohio, Wisconsin, Texas, Arkansas, Louisiana, New Mexico, Oklahoma, Iowa, Kansas, Missouri, Nebraska, Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. The other two NOFOs are: HHS-2022-ACF-IOAS-OTIP-ZV-0039, Trafficking Victim Assistance Program - ACF Regions 1, 2, 3, and 4; and HHS-2022-ACF-IOAS-OTIP-ZV-0041, Trafficking Victim Assistance Program - ACF Regions 9 and 10.",09/09/2021,//,335620,"Dept. of Health and Human Services",93.598
"Trafficking Victim Assistance Program - ACF Regions 9 and 10","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Trafficking Victim Assistance Program (TVAP) – Regions 9 and 10. TVAP’s goal is to directly fund time-limited comprehensive case management services on a per capita basis to foreign national adult confirmed and potential victims of a severe form of human trafficking, as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, seeking the Health and Human Services (HHS) certification so they can re-establish their ability to live independently. A foreign national includes individuals who are not U.S. citizens, lawful permanent residents, parolees, refugees, or asylees. Under TVAP, the provision of trauma-informed, person-centered, culturally responsive, and linguistically appropriate, comprehensive case management services is required. Services may be provided to qualified persons either directly and/or through a network of providers, that provide direct services and community referrals. TVAP is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the meaningful engagement of foreign national adult survivors of trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under TVAP. OTIP plans to award three cooperative agreements to provide regional coverage to achieve nationwide assistance. Each award will support services in specific ACF regions. The regional areas are as follows: a) ACF regions 1, 2, 3, and 4; b) ACF regions 5, 6, 7, and 8; and c) ACF regions 9 and 10. This is one of three Notices of Funding Opportunities (NOFOs). This NOFO is for TVAP coverage for the western states in ACF regions 9 and 10. This includes the following western states U. S. territories, and Freely Associated States: Alaska, Idaho, Oregon, Washington, Arizona, California, Hawaii, Nevada, American Samoa, the Federated States of Micronesia, Guam, the Marshall Islands, the Republic of Palau, and the Commonwealth of the Northern Mariana Islands. The other two NOFOs are: HHS-2022-ACF-IOAS-OTIP-ZV-0039, Trafficking Victim Assistance Program - ACF Regions 1, 2, 3, and 4; and HHS-2022-ACF-IOAS-OTIP-ZV-0040, Trafficking Victim Assistance Program - ACF Regions 5, 6, 7, and 8.",09/09/2021,//,335621,"Dept. of Health and Human Services",93.598
"Career Pathways Secondary Data Analysis Grants","ACF plans to fund Career Pathways Secondary Data Analysis Grants to support secondary analysis of data collected to rigorously evaluate a collection of career pathways programs. Career pathways programs provide post-secondary education and training organized as a series of manageable steps leading to successively higher credentials and employment opportunities in growing occupations. Programs also provide financial, academic, and non-academic support to help primarily low-income, non-traditional students enroll and persist in education. OPRE oversees a robust research portfolio evaluating the implementation and effectiveness of career pathways programs including the Pathways for Advancing Careers and Education (PACE) project and the rigorous evaluation of two rounds of the Health Profession Opportunity Grants (HPOG) Program (more information is available at https://www.acf.hhs.gov/opre/project/career-pathways-research-portfolio). Data from the PACE project and OPRE’s evaluation of the first round of HPOG (HPOG 1.0) are available for secondary analysis through the Child and Family Data Archive (https://www.childandfamilydataarchive.org). Additional data from the longer-term follow-up of PACE and HPOG 1.0, as well as from OPRE’s evaluation of the second round of HPOG (HPOG 2.0) will be made available for secondary analysis on a rolling basis beginning in late 2021. These grants would support rigorous, policy-relevant secondary analysis of these data sets to add to the body of knowledge and gain a deeper understanding of the implementation and effectiveness of career pathways programs. The goals of the Career Pathways Secondary Data Analysis Grants are to: examine research questions relevant to career pathways programs’ goals and objectives; augment OPRE's multi-pronged evaluation of career pathways programs by focusing on particular questions relevant to career pathways; support research to inform and improve program design, implementation, and performance; and address issues of current relevance to decision makers at the local, state, and national levels in order to inform policy decisions and solutions, particularly those related to career pathways for TANF recipients and other low-income populations. Award funding depends on availability and continued interest of the government.",09/09/2021,//,335622,"Dept. of Health and Human Services",93.595
"Community Services Block Grant (CSBG) Collaborative on Capacity Building and Continuous Quality Improvement (CQI)","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) plans to issue a Notice of Funding Opportunity (NOFO) for a Community Services Block Grant (CSBG) Collaborative on Capacity Building and Continuous Quality Improvement (CQI). This Collaborative will reinforce and respond to OCS’s mission of reducing poverty, revitalizing low-income communities, and empowering low-income families, individuals, and communities. The CQI Collaborative’s primary purpose will be to work with CSBG state associations to develop and enhance coordination efforts with CSBG State Lead Agencies that effectively prioritizes and coordinates training and technical assistance resources. The CQI Collaborative’s efforts will enhance, align, leverage, promote and establish best practices and innovative strategies for utilizing a coordinated training and technical assistance framework for spurring and sustaining results-based poverty reduction strategies, economic growth, and pathways out of poverty. The CQI Collaborative will explicitly reinforce the importance of addressing the multiple and interrelated needs of families in low-income communities, communities of color, rural and tribal communities. The CQI Collaborative will concentrate on identifying and implementing emerging, promising, and best practices through an understanding of effective coordination frameworks and strategies, organizational capacity building, implementation research, peer learning, and quality continuous quality improvement practices. The CQI Collaborative will be funded through a cooperative agreement. The cooperative agreement will require a close working partnership with OCS as well as closely collaborating and coordinating with each CSBG state association. The CQI Collaborative will implement regional and statewide training and technical assistance (T/TA) consistent with the purposes of CSBG. T/TA, provided with OCS leadership review and approval, will include the development of peer-to-peer strategies and materials such as webinars, training modules, podcasts, presentations, and other learning and capacity building activities on emerging, promising, and best practices in poverty reduction, effective CQI practices, rapid-cycle learning, using data to inform policies and practice, peer learning, and coordinated implementation and capacity-building strategies.",09/09/2021,//,335626,"Dept. of Health and Human Services",93.569
"Domestic Victims of Human Trafficking Services and Outreach (DVHT-SO) Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funding for the Domestic Victims of Human Trafficking Services and Outreach (DVHT- SO) Program. The DVHT-SO Program's goal is to fund organizations that will build, expand, and sustain organizational and local capacity to deliver services to domestic adults and minors who have experienced severe forms of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended through victim outreach, identification, case management, direct services, assistance, and referrals. Under the DVHT-SO Program, the following activities are required: 1) provision of comprehensive, culturally responsive and linguistically appropriate case management to individuals who have experienced sex and labor trafficking; 2) outreach efforts to increase identification of domestic individuals who have experienced sex and labor trafficking; and 3) training to service providers and community partners. The DVHT-SO Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP encourages community partnerships, meaningful engagement of individuals who have experienced human trafficking, and the hiring qualified professionals that reflect the communities being served in all project implementation strategies under the DVHT-SO Program. Under DVHT-SO, there is a 12-month project implementation period for the prime recipient to establish optional partnerships, on-board new staff, and develop a victim service protocol and a sustainability plan. However, clients must receive direct services and assistance through the DVHT-SO Program during the 12-month project implementation period. Under the DVHT-SO Program, the prime recipient must provide a statutorily mandated 25 percent match (cash or in-kind).",09/09/2021,//,335627,"Dept. of Health and Human Services",93.327
"Trafficking Victim Assistance Program - ACF Regions 1, 2, 3, and 4","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Trafficking Victim Assistance Program (TVAP) – Regions 1, 2, 3 and 4. TVAP’s goal is to directly fund time-limited comprehensive case management services on a per capita basis to foreign national adult confirmed and potential victims of a severe form of human trafficking, as defined by the Trafficking Victims Protection Act of 2000, as amended, seeking the Health and Human Services (HHS) certification so they can re-establish their ability to live independently. A foreign national includes individuals who are not U.S. citizens, lawful permanent residents, parolees, refugees, or asylees. Under TVAP, the provision of trauma-informed, person-centered, culturally responsive, and linguistically appropriate, comprehensive case management services is required. Services may be provided to qualified persons either directly and/or through a network of providers, that provide direct services and community referrals. TVAP is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the meaningful engagement of foreign national adult survivors of trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under TVAP. OTIP plans to award three cooperative agreements to provide regional coverage to achieve nationwide assistance. Each award will support services in specific ACF regions. The regional areas are as follows: a) ACF regions 1, 2, 3, and 4; b) ACF regions 5, 6, 7, and 8; and c) ACF regions 9 and 10. This is one of three Notices of Funding Opportunities (NOFOs). This NOFO is for TVAP coverage for eastern states and U.S. territories in ACF regions 1, 2, 3, and 4. This includes the following states: Massachusetts, Connecticut, Maine, New Hampshire, Rhode Island, Vermont, New York, New Jersey, Pennsylvania, Delaware, Washington D.C., Maryland, Virginia, West Virginia, Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, Tennessee, Puerto Rico, and the U.S. Virgin Islands. The other two NOFOs are: HHS-2022-ACF-IOAS-OTIP-ZV-0040, Trafficking Victim Assistance Program - ACF Regions 5, 6, 7, and 8; and HHS-2022-ACF-IOAS-OTIP-ZV-0041, Trafficking Victim Assistance Program - ACF Regions 9 and 10.",09/09/2021,//,335628,"Dept. of Health and Human Services",93.598
"Lighthouse: Services, Outreach, and Awareness for Labor Trafficking Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Lighthouse: Services, Outreach, and Awareness for Labor Trafficking Demonstration Program. The Lighthouse Demonstration Program’s goal is to directly fund organizations that will build, expand, and sustain organizational and community capacity to deliver services to adult and minor, foreign national individuals who have experienced labor trafficking as defined by the Trafficking Victims Protection Act of 2000, as amended, through the provision of direct services, assistance, and referrals. A foreign national includes individuals who are not lawful permanent residents, parolees, refugees, or asylees. Under the Lighthouse Demonstration Program the following activities are required: 1) provision of comprehensive, culturally and linguistically responsive case management to foreign national individuals who have experienced labor trafficking; 2) outreach efforts to increase identification foreign national individuals who have experienced labor trafficking; 3) deliver training to service providers and engage with community partners; and 4) conduct public awareness activities for the local community and organizations that may encounter victims of labor trafficking. The Lighthouse Demonstration Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP encourages the establishment of community partnerships to address the needs of survivors, meaningful engagement of foreign national individuals who have experienced labor trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under the Lighthouse Demonstration Program. Under the Lighthouse Demonstration Program, there is a 12-month project implementation period for the prime recipient to facilitate optional partnerships, on-board new staff, and develop service protocols specific to foreign nationals who have experienced labor trafficking. However, clients must be served during the 12-month project implementation period.",09/09/2021,//,335629,"Dept. of Health and Human Services",93.598
"Refugee Agricultural Partnership Program","The Office of Refugee Resettlement (ORR), within the Administration for Children and Families (ACF), announces funding for the Refugee Agricultural Partnership Program (RAPP). Organizations funded under RAPP implement strategies that encourage the development of agricultural and food systems related services that will improve the livelihoods, physically and economically, of refugee families. These strategies work to provide sustainable and/or supplemental income, improved access to healthy foods and better nutrition, psychosocial development, and enhanced integration into communities by refugee families. Allowable activities under RAPP include, but are not limited to: 1) Agricultural production: 2) Marketing for agricultural produce; and 3) Training and Technical Assistance in the areas of agricultural production, marketing, business management, health, and nutrition.",09/09/2021,//,335630,"Dept. of Health and Human Services",93.576
"Technical Assistance to the Survivors of Torture Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites the submission of applications for funding under the Technical Assistance for the Survivors of Torture (TA SOT) Program. The primary objective of the TA SOT Program is to facilitate, through TA, the growth, development, and sustainability of a strong national network of SOT grantees and other ORR-funded organizations that will meet the complex needs of survivors and advance equity in service provision through holistic, integrated, trauma-informed, and culturally- and linguistically-appropriate services. ORR uses the term “survivors” to refer to individuals who were tortured in another country and are now living in the United States. Torture is defined by U.S. law as an act which is intended to inflict severe physical or mental pain or suffering and committed by a person acting under the color of law upon another person who one has under one’s custody or physical control (18 U.S. Code §2340). TA activities include, but are not limited to, developing evidence-based interventions and conducting field research, disseminating information to further an evidence-based community of practice, producing and maintaining online resources, providing training and consultation to grantees and community partners, facilitating grantee organizational self-assessments to evaluate service capacity and to determine TA priorities, and promoting program evaluation and strategic planning.",09/10/2021,//,335636,"Dept. of Health and Human Services",93.604
"Direct Services for Survivors of Torture","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites the submission of applications for funding for the Direct Services for Survivors of Torture (DS SOT) Program, with the aim of helping survivors and their families to overcome the severe, pervasive, and long-lasting effects of torture, and to achieve sustained physical, social, emotional, and economic well-being. ORR uses the term “survivors” to refer to individuals who were tortured in another country and are now living in the United States. Torture is defined by U.S. law as an act which is intended to inflict severe physical or mental pain or suffering and committed by a person acting under the color of law upon another person who one has under one’s custody or physical control (18 U.S. Code §2340). The DS SOT Program encompasses a comprehensive approach to supporting the integration and well-being of survivors of torture through the following two objectives: to increase survivors' access to and engagement with effective, holistic, strengths-based, trauma-informed services; and to maintain and grow a strong and sustainable national network of culturally responsive service providers. Services and activities under the DS SOT Program include, but are not limited to, the following: culturally and linguistically appropriate, trauma-informed coordination of care encompassing case management, legal assistance, medical and mental health services, housing, and occupational and educational services; coordination with other service providers, including the State Refugee Coordinator and State Refugee Health Coordinator, to ensure seamless access to services for survivors; and outreach to and engagement with survivors, thereby ensuring their empowerment and integration, especially in the case of marginalized survivor sub-groups such as refugees, survivors of gender-based violence, and LGBTQ individuals.",09/10/2021,//,335637,"Dept. of Health and Human Services",93.604
AdoptUSKids,"The purpose of this Notice of Funding Opportunity (NOFO) is to establish, by awarding a cooperative agreement, a multi-faceted national AdoptUSKids project designed to assist states, tribes, and territories in the recruitment and retention of foster and adoptive parents for children in public foster care. The AdoptUSKids project will encompass the following components: (1) National Adoption Internet Photolisting Service: Maintain and manage the National Adoption Internet Photolisting Website (www.AdoptUSKids.org); coordinate with all states, tribes, and territories for the listing of their eligible children/youth while incorporating best practices and quality improvement standards in photolisting; (2) National Adoption Recruitment Campaign: Plan, develop and implement CB’s multimedia National Adoption Recruitment Campaign and a corresponding Recruitment Response Support Initiative intended to reach and inspire adult Americans to adopt by offering important, accurate information about the foster care system and the adoption process. Develop a donated public service campaign strategy and annually create and produce multi-media products including public service announcements for television, radio, print and social media, building on the body of work of the National Adoption Campaign launched in 2004. This project will also provide support to states, tribes, and territories to provide increased access to new recruitment media and their ability to respond in a timely and customer-friendly manner; (3) National Adoption and Foster Care Information Exchange System: Maintain a National Adoption and Foster Care Information Exchange System that raises public awareness and assists states, tribes, and territories in recruiting foster and adoptive parents for children in foster care. This will include conducting National Adoption Month activities to raise public awareness and coordinating with organizations sponsoring National Foster Care Month activities. The design of this system will incorporate the provision of a 24-hour, nationwide, toll-free communications network designed to respond to the inquiries from prospective foster and adoptive parents as well as the general public regarding the foster and adoption process. These services will be provided in English and Spanish and will be accessible to other limited English-speaking and non-English speaking callers and those who may require other communication accommodations; (4) Adoptive and Foster Family Support Activities: Develop and disseminate information, strategies, and effective or evidence-based models for the implementation of adoptive and foster family support activities for states, tribes, and territories. Develop and disseminate information on innovative approaches for creating communities of practice, peer-to-peer technical assistance, and leadership training to enhance and support adoptive and foster family support groups; (5) Capacity Building Services for Diligent Recruitment and Retention of Foster/Adoptive Families: Provide limited constituency services and universal product development and dissemination to states, tribes, and territories across the nation to assist in building agency capacity for the diligent recruitment and retention of foster and adoptive families, primarily focused on models of best practices related to photolisting, recruitment media, customer service and adoptive and foster family support activities; (6) Minority Professional Leadership Development in the Adoption Field: Provide for the planning, development, and implementation of a program to promote professional leadership development of minorities in the adoption field.",09/16/2021,"Not Provided",335735,"Dept. of Health and Human Services",93.652
"Head Start/Early Head Start Grantee -- Communities in the state of California","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of California. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",09/16/2021,"Not Provided",335736,"Dept. of Health and Human Services",93.600
"Limited Competition: Mentored Research Career Development Program Award in Clinical and Translational Science Awards (CTSA) Program (K12 Clinical Trial Optional)","The National Center for Advancing Translational Sciences (NCATS) will award Institutional Research Career Development (K12) programs through the Clinical and Translational Science Awards (CTSA).",09/17/2021,09/13/2024,335743,"Dept. of Health and Human Services",93.350
"Standing Announcement for Tribal Title IV-E Plan Development Grants","The purpose of this Notice of Funding Opportunity (NOFO) is to solicit proposals for one-time grants to tribes, tribal organizations, or tribal consortia that are seeking to develop and, within 24 months of grant receipt, submit to the Department of Health and Human Services a plan to implement a title IV-E foster care, adoption assistance, and, at tribal option, guardianship assistance program. Grant funds under this NOFO may be used for the cost of developing a title IV-E plan under section 471 of the Social Security Act (the Act) to carry out a program under section 479B of the Act. The grant may be used for costs relating to the development of case planning and case review systems, foster care licensing and standards for tribal foster homes and child care facilities, quality assurance systems, court structure and procedures, data collection systems, cost allocation methodology development, financial controls and financial management processes, or any other costs attributable to meeting any other requirement necessary for approval of a title IV-E plan.",09/21/2021,"Not Provided",335870,"Dept. of Health and Human Services",93.658
"Regional Partnership Grants to Increase the Well-Being of, and to Improve the Permanency Outcomes for, Children and Families Affected By Opioids and Other Substance Abuse","The purpose of this Notice of Funding Opportunity (NOFO) is to provide competitive grant funds for Regional Partnership Grants (RPGs) to improve the well-being of, and to improve the permanency outcomes for children and families affected by opioids and other substance abuse. These targeted grants will be awarded to regional partnerships that provide, through interagency collaboration and integration of programs and services, activities and services that are designed to increase the well-being of, improve permanency outcomes for, and enhance the safety of children who are in out-of-home placements or are at risk of entering out-of- home placements as a result of a parent's or caretaker's substance abuse. Applicants are expected to have a collaborative structure in place that is capable of building a region’s capacity to meet a broad range of needs for families involved with both substance abuse treatment and the child welfare system. Per the legislative requirements, RPGs are required to select and report on performance indicators and evaluation measures to increase the knowledge that can be gained from the program. Partnerships will: use specific, well-defined, and evidence-based programs that are also trauma-informed and targeted to the identified population; conduct an evaluation that is sufficiently rigorous to contribute to the evidence base on service delivery, outcomes and costs associated with the project's chosen interventions; and participate in the national cross-site evaluation, which includes, but is not limited to an implementation and outcomes study. This project is for one 60-month project period, which includes a one-year Planning Phase and a 4-year Implementation Phase. Recipients should anticipate spending no more than $250,000 in the one-year Planning Phase and approximately one-fourth of the remaining project award per each 12-month period of the Implementation Phase.",09/21/2021,"Not Provided",335871,"Dept. of Health and Human Services",93.087
"Child Care Policy Research Partnership Grants","The Administration for Children and Families (ACF) plans to solicit applications for Child Care Policy Research Partnership Grants. These four-year cooperative agreements will support partnerships between Child Care and Development Fund (CCDF) Lead Agencies in states, territories, or tribes and institutions with demonstrated research capacity to develop rigorous investigations of child care subsidy policies and practices. Sponsored projects will inform local and federal understanding about the efficacy of child care subsidy policies and practices to increase low-income families’ access to quality child care. To ensure that the funded work is timely and relevant to the current child care context, projects are expected to be collaborative from start to finish. The CCDF Lead Agency and their research partners must work together throughout all phases of the project and are encouraged to engage other local and state child care stakeholders, as appropriate. This iteration of the Child Care Policy Research Partnership Grants Program is expected to prioritize research projects exploring CCDF agencies’ policies, practices and funding initiatives that may support more equitable access to child care. Sponsored projects will be expected to participate in a consortium that will meet and communicate regularly to identify opportunities for coordination, such as common data elements and research methods, and to develop collective expertise and resources for the field. The consortium’s collaboration will support research capacity and learning within individual projects and across recipients. For further information about prior awards made for Child Care Policy Research Partnership Grants, see https://www.acf.hhs.gov/opre/project/child-care-policy-research-partner....",09/22/2021,"Not Provided",335905,"Dept. of Health and Human Services",93.575
"Notice of Intent to Publish a Funding Opportunity Announcement for Adolescent Medicine Trials Network for HIV/AIDS Intervention (ATN) Scientific Leadership Center (UM2 Clinical Trial Required), and Operations and Collaborations Center (UM1 Clinical Trial)","The Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), with other NIH Institutes and Centers (ICs), the National Institute on Drug Abuse (NIDA) and the National Institute of Mental Health (NIMH), intends to promote a new initiative by publishing a Funding Opportunity Announcement (FOA) to solicit applications for a research program cooperative agreement to support the Adolescent Medicine Trials Network for HIV/AIDS Interventions (ATN) to develop and conduct innovative behavioral, community-based, translational, therapeutic, microbicide and vaccine trials in youth ages 13-24 years at-risk for HIV and living with HIV, with a focus on the inclusion of minors. This FOA will encourage a more focused, clinical research agenda, with increased emphasis on registrational trials of biomedical interventions. The ATN is the sole HIV clinical trials network focused exclusively on youth, and will continue to design, develop and conduct clinical trials as well as pertinent formative and implementation science research studies, and enroll youth participants into rigorously designed, collaborative protocols to address high-priority HIV research areas. The ATN will include a UM2 Scientific Leadership Center (SLC) to include a Scientific Leadership Group, a Statistical and Data Management Core, and 5-8 Research Projects. . The ATN will also include a UM2 Operations and Collaborations Center (OCC) to include at least 8 Site Consortiums made up of established collaborations among clinics, academic universities, community-based organizations, health departments and other partners. This Notice is being provided to allow potential applicants sufficient time to develop meaningful collaborations and responsive projects. The FOA is expected to be published in Fall 2021, with an expected application due date in Winter 2022. This FOA will utilize the UM2 activity code. Details of the planned FOA are provided below.",09/24/2021,"Not Provided",335926,"Dept. of Health and Human Services",
"Standing Announcement for Residential (Shelter and/or Transitional Foster Care) Services for Unaccompanied Children-LICENSED AND TEXAS-EXEMPT AND FLORIDA-DELICENSED ONLY","The Office of Refugee Resettlement/Division of Unaccompanied Children’s Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to Unaccompanied Children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and ends when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by State-licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is publishing this Standing Notice of Funding Opportunity (SNOFO) to seek shelter care providers, including group homes and transitional foster care. With the exception of certain programs in Texas, and Florida residential care providers must be licensed by an appropriate licensing agency to provide residential, group, or foster care services for children. Texas-based programs are excepted from the licensing requirement when either (1) the program had an appropriate license as of August 30, 2021, but the license was rescinded pursuant to 26 Texas Administrative Code (TAC) § 745.115(1)(B) (exempting, on a temporary basis, federally affiliated child-care facilities from the state licensure requirement); or (2) are currently licensed in the state of Texas, but are reasonably likely to have their license rescinded pursuant to 26 TAC § 745.115(1)(B) if the provider becomes a federally affiliated child-care facility funded under an ORR grant award. Florida-based programs are excepted from the licensing requirement when either (1) the program had an appropriate license as of September 28, 2021, but the Florida Department of Children and Families allowed the program’s license to lapse or expire pursuant to Florida Executive Order No. 21-223, § 8 by refusing to render a timely decision on the program’s license renewal application or denying such application; or (2) the program is currently licensed in the state of Florida, but is reasonably likely to have its license lapse or expire as a result of Florida Executive Order No. 21-223, § 8. All entities, funded under this SNOFO are subject to the provisions of the Service Contract Act (SCA) and implementing regulations found in title 29 of the CFR Part 4 including SCA labor standard clauses and must abide by applicable wage determinations. For further information on wage determination please visit https://alpha.sam.gov/content/wage-determinations. This award also is subject to Executive Order 13658, Establishing a Minimum Wage for Contractors, and its implementing regulations at 29 CFR Part 10; and Executive Order 13706, Establishing Paid Sick Leave for Federal Contractors, and its implementing regulations at 29 CFR Part 13. For additional information on the Minimum Wage and Paid Sick Leave requirements, please visit: https://www.dol.gov/agencies/whd/government-contracts/minimum-wage and https://www.dol.gov/agencies/whd/government-contracts/sick-leave. All entities, funded under this SNOFO, must also comply with the Flores Settlement Agreement Case No. CV 85-4544-RJK (C.D. Cal. 1996), pertinent regulations, laws, and ORR policies, instructions, and procedures including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit... as these will be critical to the overall program design. Please refer to the announcement when it publishes for more details on application closing dates and project periods.",12/09/2021,02/07/2022,336291,"Dept. of Health and Human Services",93.676
"Promoting Reproductive Health for Adolescents and Adults with Disabilities (R01 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) invites research grant applications that address gaps in our understanding of best practices for promoting reproductive health across the transition from adolescence to adulthood for persons with disabilities, with the goal of producing an evidence base to improve care for these populations.",10/26/2021,03/30/2022,336294,"Dept. of Health and Human Services",93.313
"Head Start/Early Head Start Recipient -- Communities in Puerto Rico","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in two individually defined service areas within Puerto Rico. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336530,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Delaware","This Notice of Funding Opportunity has been modified to update the Current Closing Date for Applications. The new closing date is February 2, 2022. The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area(s) within the state of Delaware. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/18/2021,02/02/2022,336531,"Dept. of Health and Human Services",93.600
"Using Just-in-Time Adaptive Interventions to Optimize Established Adolescent Mental Health Treatments (R61/R33 Clinical Trial Required)","The proposed FOA would solicit applications focused on enhancing the potency of established adolescent mental health treatments through the use of developmentally informed and theoretically grounded JITAIs. While JITAIs could be applied to established interventions across the lifespan, we propose focusing specifically on adolescence - a developmental period characterized by heightened risk for new onset or worsening mental illness, poor engagement with face-to-face interventions, and peak engagement with technology. JITAIs have the potential to capitalize on adolescents near ubiquitous use of technology to facilitate symptom reduction and behavior change by providing content via an intrinsically motivating platform, facilitating skills practice in ecologically-valid contexts, tailoring the intervention to match the adolescents needs and preferences, providing in-the-moment feedback and reinforcement, and scaffolding adolescents in real time to mitigate impairments. Recent technological advancements have greatly improved the feasibility of delivering JITAIs, and these interventions have shown promise in a variety of health and addiction domains. Yet, no studies of JITAIs for adolescent mental disorders have been published to date, highlighting the need for research in this emerging area of intervention science.",11/15/2021,02/22/2023,336567,"Dept. of Health and Human Services",93.242
"Head Start/Early Head Start Recipient -- Communities in the state of Texas","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Texas. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336575,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Kansas","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Kansas. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336576,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - The Borough of Bronx, New York","The Administration for Children and Families (ACF) announces the availability of approximately $1,816,701 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A(d) of the Head Start Act, 42 U.S.C. 9840A(d). OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.",11/19/2021,02/02/2022,336577,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Georgia","This Notice of Funding Opportunity has been modified to update the Current Closing Date for Applications. The new closing date is February 2, 2022. The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Georgia. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/18/2021,02/02/2022,336594,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Indiana","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Indiana. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336595,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Oklahoma","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within the state of Oklahoma. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336596,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Missouri","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding may be available in one individually defined service area within the state of Missouri. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",11/19/2021,02/02/2022,336597,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - Los Angeles County, California (zip codes 90002, 90007, 90011, 90027, 90037, 90044, 90089 and 90813)","The Administration for Children and Families (ACF) announces the availability of approximately $2,148,993 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A(d) of the Head Start Act, 42 U.S.C. § 9840A(d). OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process.",11/19/2021,02/02/2022,336598,"Dept. of Health and Human Services",93.600
"Child Health Research Career Development Award (CHRCDA) Program (K12 Clinical Trial Not Allowed)","This funding opportunity announcement (FOA) is to provide junior faculty pediatricians with state of the art training in an academic research setting to stimulate pediatric research over a variety of disciplines. The program provides supervised research career development opportunities to assist junior faculty in their transition to productive pediatrician scientists. The goal of the Child Health Research Career Development Award (CHRCDA) Program is to promote the performance of research and transfer of findings that will benefit the health of children. This will be accomplished by supporting research career development of new faculty-level pediatricians, to be known as CHRCDA Scholars. These K12 Program grant awards will generate well-qualified pediatrician scientists who will help meet the need for highly skilled physician investigators who can take advantage of new technologies and respond to the increasing demands of pediatric research.",11/29/2021,03/30/2022,336722,"Dept. of Health and Human Services",93.865
"Adolescent Medicine Trials Network for HIV/AIDS Interventions (ATN) Scientific Leadership Center (UM2 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) invites applications to participate in a research program cooperative agreement to support the Adolescent Medicine Trials Network for HIV/AIDS Interventions (ATN). The Network will have the capacity to develop and conduct innovative behavioral, community-based, translational, therapeutic, microbicide and vaccine trials in youth ages 13-24 years at-risk for HIV and living with HIV, with a focus on the inclusion of minors. Investigators with innovative approaches to address the public health issues facing adolescents are encouraged to apply.",12/01/2021,03/31/2022,336850,"Dept. of Health and Human Services",93.242
"Adolescent Medicine Trials Network for HIV/AIDS Interventions (ATN) Operations and Collaborations Center (UM2 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) invites applications to participate in a research program cooperative agreement to support the Adolescent Medicine Trials Network for HIV/AIDS Interventions (ATN). The Network will have the capacity to develop and conduct innovative behavioral, community-based, translational, therapeutic, microbicide and vaccine trials in youth ages 13-24 years at-risk for HIV and living with HIV, with a focus on the inclusion of minors. Investigators with innovative thinking and novel approaches to address the public health issues facing adolescents are encouraged to apply.",12/01/2021,03/31/2022,336851,"Dept. of Health and Human Services",93.242
"HEAL Initiative: National K12 Clinical Pain Career Development Program (K12 Clinical Trial Not Allowed)","This FOA will support early career clinical pain scientists development as a means to enhance the clinical pain research workforce. Under this award, promising early-career clinician-scientists will have access to high-quality mentorship that will promote their successful transition to independent research careers in academic settings. Clinicians in their last year of residency/fellowship/post-doctoral training, or in their first year of an independent faculty position, can apply to the awarded HCPDP national program for support, which is intended to begin during their first or second faculty year. The program will primarily support clinicians who leave their training institution for a faculty position at another institution. Under some circumstances a candidate who remains at their residency institution for their faculty position may be supported. The awarded HCPDP national program will provide the selected scholars with the experience, research support, and protected time for research and funding necessary to initiate a sustainable research program. In addition, the awarded HCPDP national program will create a National Advisory Committee (NAC) whereby scholars will have the opportunity to interact with both experienced pain researchers and pain patients. The FOA will develop a national network of mentors and scholars.",01/10/2022,03/24/2022,337296,"Dept. of Health and Human Services",93.121
"Tracking the burden, distribution, and impact of Post COVID-19 conditions in diverse populations for children, adolescents, and adults (Track PCC)","The purpose of this notice of funding opportunity (NOFO) is to track and investigate the burden and impact of post-COVID-19 conditions (PCC) in diverse populations within the United States through surveillance and long-term follow-up of cohorts with PCC in collaboration with state, academic, or health networks. Post-COVID conditions include a wide range of health consequences that occur more than four weeks after initial SARS-CoV-2 infection. Studies will also explore risk factors and mitigating factors as they relate to the development, resolution, and prevention of PCC. NOFO will include two components: Component A- up to four surveillance sites and Component B -one coordinating center site.",01/05/2022,03/07/2022,336231,"Dept. of Health and Human Services",93.185
"Head Start/Early Head Start Recipient -- Communities in the Commonwealth of Virginia","This funding opportunity has been amended to add a service area, amend the total funding amount, award floor, number of awards, the estimated post date and due date. The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in two individually defined service areas within the commonwealth of Virginia. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",01/20/2022,03/22/2022,336926,"Dept. of Health and Human Services",93.600
"The CDC National Centers of Excellence in Youth Violence Prevention (YVPCs): Rigorous Evaluation of Prevention Strategies to Prevent and Reduce Community Rates of Youth Violence","The Centers for Disease Control and Prevention’s (CDC) National Center for Injury Prevention and Control (NCIPC or Injury Center) is soliciting research proposals to expand the evidence base for the prevention of community violence involving youth ages 10-34 years. The purpose of this announcement is to fund the National Centers of Excellence in Youth Violence Prevention (Youth Violence Prevention Centers or YVPCs) to continue to build the evidence base for violence prevention strategies and approaches that reduce community rates of youth violence within one or more geographically defined communities with rates of community violence that are higher than the national one. Applications should focus on a community or set of communities with high rates of youth violence (i.e., a community or communities that have multiple empirically robust risk factors for youth violence and where rates of youth violence are higher than the national average) for all key activities. The applicant should form a youth advisory council to provide input on the selection, implementation, and evaluation of youth violence prevention strategies. A rigorous evaluation will be conducted on at least two distinct prevention strategies related to at least two of the four research areas outlined in this NOFO that are designed to reduce community rates of youth violence in the selected community or set of communities. An administrative infrastructure will be established to support implementation, evaluation, and dissemination and sustainability activities; to foster necessary local collaborations to achieve the YVPC’s goals; and to work with other funded YVPCs as part of the YVPC Network. Finally, this NOFO will support the YVPC to train early career and junior researchers in youth violence prevention to complement the implementation, rigorous evaluation, and sresearch activities of the YVPC.",01/12/2022,04/18/2022,336874,"Dept. of Health and Human Services",93.136
"Head Start/Early Head Start Recipient -- Communities in the state of Louisiana","This funding opportunity has been amended to change the estimated post date and due date. The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in three individually defined service areas within the state of Louisiana. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",01/20/2022,03/22/2022,336927,"Dept. of Health and Human Services",93.600
"Secondary Analyses of Data on the National Incidence of Child Maltreatment","This Notice of Funding Opportunity has been modified. The application due date has been updated to April 4, 2022. The full announcement is available under ""Related Documents"". The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) plans to solicit applications for Secondary Analyses of Data on the National Incidence of Child Maltreatment grants. These grants aim to support researchers conducting secondary analyses of data to inform the ongoing and accurate national surveillance of child abuse and neglect. The Child Abuse Prevention and Treatment Act (CAPTA) requires the examination of a wide range of topics related to the national incidence of child abuse and neglect with the aim of informing efforts to better protect children from maltreatment and improve the well-being of victims of maltreatment. These topics include, but are not limited to, trends in number and severity of cases, incidence of screened out and investigated (substantiated and unsubstantiated) cases, and incidence and prevalence of maltreatment by a wide variety of demographic characteristics. ACF is particularly interested in innovative methodological approaches that leverage existing local, state, or national survey or administrative data sources to inform a comprehensive national picture of the scope and characteristics of child maltreatment, account for unreported cases, and/or consider variation in child welfare policies and practices across states and over time.",01/31/2022,04/04/2022,336974,"Dept. of Health and Human Services",93.670
"University Centers of Excellence in Developmental Disabilities Diversity Fellowships","The Developmental Disabilities Assistance and Bill of Act (DD Act), requires that the programs authorized under the law are culturally competent to ensure that individuals with developmental disabilities, regardless of background, are full participants in all aspects of community life. According to the DD Act, Sec. 101. [42 USC 15001] c Policy. “It is the policy of the United States that all programs receiving assistance under this title shall be carried out in a manner consistent with the principles that Services, supports, and other assistance should be provided that demonstrate respect for personal preferences, and cultural differences; Specific efforts must be made to ensure that individuals with developmental disabilities from racial and ethnic minority backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports available to other individuals with developmental disabilities and their families; Recruitment efforts in disciplines related to developmental disabilities in pre-service training, community training, practice, administration, and Policymaking must focus on bringing larger numbers of racial and ethnic minorities into the disciplines in order to provide appropriate skills, knowledge, role models, and sufficient personnel to address the growing needs of an increasingly diverse population.” The DD Act has long identified the importance of cultural competence and improving expectations and outcomes for people with developmental disabilities, including those from culturally and linguistically diverse backgrounds. The DD Act throughout requires that the programs authorized address the needs of people from unserved and underserved backgrounds. Section 101(a) identifies the need to ensure that services, supports, and other assistance are provided in a culturally competent manner and that individuals from racial and ethnic minority backgrounds are fully included in all activities provided under the Act. The term “culturally competent” is defined in the DD Act of 2000, sec. 102(7) as: Services, supports, or other assistance that is conducted or provided in a manner that is responsive to the beliefs, interpersonal styles, attitudes, language, and behaviors of individuals who are receiving the services, supports, or other assistance, and in a manner that has the greatest likelihood of ensuring their maximum participation in the program involved. The DD Act of 2000 recognizes the important role that UCEDDs play in enhancing the diversity of the workforce, requiring that UCEDDs coordinate their efforts to recruit and retain underrepresented groups at all levels in order to respond to the changing United States demographics. This opportunity will fund up to 10 UCEDD Diversity fellowship grants to continue to address the disparities experienced by historically underrepresented communities. Funds will be used to support the recruitment and retention of trainees from culturally and linguistically diverse backgrounds to participate in a fellowship experience at the UCEDD with opportunities to make systemic change through a capstone project in community based activities. AoD will award NTI grants to pay for the federal share of a diversity fellowship program to support UCEDDs in: Growing the diversity of its trainee enrollment; Building a cohort of trainees in the UCEDD network from diverse backgrounds; Creating a forum for knowledge exchange and transfer at the UCEDD; and Committing to participate in an AUCD coordinated national forum for knowledge exchange and transfer across the UCEDD network. The UCEDD will use the funds to recruit at least one trainee from a diverse background to participate in a fellowship program with opportunities to make systemic change through a capstone project in community-based activities, organizations, policy and/or programs. The fellowship should include a formal training experience with mentoring and other opportunities that will engage the trainee in the national network of UCEDDs and support knowledge exchange and transfer in a national forum.",02/25/2022,04/26/2022,338254,"Dept. of Health and Human Services",93.632
"Ryan White HIV/AIDS Program Part D Coordinated HIV Services and Access to Research for Women, Infants, Children, and Youth (WICY) Limited Existing Geographic Service Areas","This notice announces the opportunity to apply for funding under the Ryan White HIV/AIDS Program (RWHAP) Part D Coordinated HIV Services and Access to Research for Women, Infants, Children, and Youth (WICY) Limited Existing Geographic Service Areas. The purpose of this program is to provide family-centered care in the outpatient or ambulatory care setting to low income WICY with HIV. Under this announcement, applicants must propose to provide family-centered care in outpatient or ambulatory care settings to low income women (25 years and older) with HIV, infants (up to two years of age) exposed to or with HIV, children (ages two to 12) with HIV, and youth (ages 13 to 24) with HIV. RWHAP Part D funding is intended to improve access to family-centered HIV medical care through the provision of coordinated, comprehensive, and culturally and linguistically competent services directly, through contract, or through memoranda of understanding (MOU). This competition is open to current RWHAP Part D recipients and new organizations proposing to provide RWHAP Part D funded services in the geographic service areas listed in Appendix B. All applicants must demonstrate that they have the capacity to serve all eligible WICY populations with HIV in the proposed service area. New applicants must provide at least the same scope of comprehensive care and treatment services as the current RWHAP Part D recipient for the service area. Your application must address the entire service area, as defined in Appendix B. If you are applying for more than one service area listed in Appendix B, you must submit a separate application for each service area. All applicants who submit an application to provide RWHAP Part D services for one of the published service areas in Appendix B may also apply for up to $150,000 in FY 2022 for RWHAP Part D supplemental funding. The purpose of this one-year supplemental funding is to strengthen organizational infrastructure to respond to the changing health care landscape and to increase capacity to develop, enhance, or expand access to high quality family-centered care services for low income WICY with HIV in the service area. For the purpose of implementing programs funded by RWHAP Part D, HIV family-centered care refers to outpatient or ambulatory care, including behavioral health, nutrition, and oral health services. Specialty care refers to specialty HIV care and specialty medical care such as obstetrics and gynecology, hepatology, and neurology. Support services may include, but are not limited to, the following: 1) Family-centered care services, including case management, that address the health care needs of WICY with HIV in order to achieve optimal health outcomes. 2) Referrals for additional services including: a. referrals for inpatient hospital services, substance use disorder treatment, and mental health services; and b. referrals for other social and support services, as appropriate. 3) Additional services necessary to enable the patient and the family to participate in the established program, including services designed to recruit and retain youth with HIV. 4) The provision of information and education on opportunities to participate in HIV/AIDS-related clinical research. For additional information, please refer to Policy Clarification Notice (PCN) 16-02 for a list of RWHAP allowable services and use of funds. For more details, see Program Requirements and Expectations.",03/01/2022,03/31/2022,337942,"Dept. of Health and Human Services",93.153
"Accelerating the Pace of Child Health Research Using Existing Data from the Adolescent Brain Cognitive Development (ABCD) Study (R01-Clinical Trial Not Allowed)","The Adolescent Brain Cognitive Development (ABCD) Study is collecting data on health and mental health, cognitive function, substance use, cultural and environmental factors, and brain structure and function from youth starting when they are 9-10 years-old repeatedly for 10 years and makes that data available to the scientific community through the NIMH Data Archive. The purpose of this Funding Opportunity Announcement (FOA) is to encourage applications proposing the analysis of this public use dataset to increase knowledge of adolescent health and development. More information about the ABCD Study may be found on the ABCD Study web page (www.abcdstudy.org).",03/15/2022,05/07/2025,338696,"Dept. of Health and Human Services",93.113
"Accelerating the Pace of Child Health Research Using Existing Data from the Adolescent Brain Cognitive Development (ABCD) Study (R21-Clinical Trial Not Allowed)","The Adolescent Brain Cognitive Development (ABCD) Study is collecting data on health and mental health, cognitive function, substance use, cultural and environmental factors, and brain structure and function from youth starting when they are 9-10 years-old repeatedly for 10 years and makes that data available to the scientific community through the NIMH Data Archive. The purpose of this Funding Opportunity Announcement (FOA) is to encourage applications proposing the analysis of this public use dataset to increase knowledge of adolescent health and development. More information about the ABCD Study may be found on the ABCD Study web page (www.abcdstudy.org).",03/15/2022,05/07/2025,338697,"Dept. of Health and Human Services",93.113
"Understanding Suicide Risk and Protective Factors among Black Youth (R01 Clinical Trial Not Allowed)","Proposed as a priority under the Suicide Prevention Transformational Project Strategic Plan, this funding opportunity is aligned with NIMHs commitment to support research that builds on existing efforts to understand and prevent youth suicide, especially for groups at elevated risk. This funding opportunity aims to better identify and understand risk factors that contribute to recent increases in suicide among Black Youth as well as protective factors that may be targeted for future interventions.",03/22/2022,06/20/2023,338862,"Dept. of Health and Human Services",93.242
"Understanding Suicide Risk and Protective Factors among Black Youth (R21 Clinical Trial Not Allowed)","Proposed as a priority under the Suicide Prevention Transformational Project Strategic Plan, this funding opportunity is aligned with NIMHs commitment to support research that builds on existing efforts to understand and prevent youth suicide, especially for groups at elevated risk. This funding opportunity aims to better identify and understand risk factors that contribute to recent increases in suicide among Black Youth as well as protective factors that may be targeted for future interventions.",03/22/2022,06/20/2023,338863,"Dept. of Health and Human Services",93.242
"Transforming Pediatrics for Early Childhood (TPEC)","This notice announces the opportunity to apply for funding under the Transforming Pediatrics for Early Childhood (TPEC) program. The purpose of the TPEC program is to establish resource hubs that support the placement of early childhood development (ECD) experts into pediatric practices1 that serve a high percentage of prenatal-to-five year old (P–5) populations who are eligible for Medicaid or the Children’s Health Insurance Program (CHIP) or are uninsured. To achieve long-term improvements in early developmental health, school readiness, family well-being, and health equity, the primary goals are to: 1) improve equitable access to a continuum of ECD services2 in pediatric patient-centered medical home (PCMH) and similar settings, and 2) improve the capacity of pediatric practices and workforce to deliver high-quality ECD services that address the holistic needs of children and families. Core program objectives to be accomplished during the period of performance include: • Increase the number of ECD experts2 trained, equipped, and placed in pediatric settings serving Medicaid/CHIP-eligible or uninsured P–5 populations; • Increase the number of pediatric practices offering a continuum of ECD services that includes comprehensive early developmental health3 promotion/prevention, screening and surveillance, care coordination and linkage, and intervention; • Improve ECD knowledge and competencies among pediatric primary care staff; and • Identify and advance solutions to specific barriers to sustained and holistic ECD service delivery in primary care, such as policy and financing barriers, ECD workforce needs, care coordination, and service gaps. For more details, see Program Requirements and Expectations.",03/24/2022,05/23/2022,337800,"Dept. of Health and Human Services",93.110
"Teen Pregnancy Prevention Research Grants","The Office of Population Affairs anticipates the availability of funding for a new cohort of Teen Pregnancy Prevention research grant projects. The funded projects will primarily consist of secondary data analyses or small research projects to explore new questions in teenage pregnancy prevention. OPA is interested in projects that improve the efficiency, effectiveness, and quality of pregnancy prevention programs for adolescents or young adults, and/or reduce disparities.",04/05/2022,06/14/2022,337438,"Dept. of Health and Human Services",93.297
"Population-based Surveillance of Outcomes, Needs, and Well-being of Children and Adolescents with Congenital Heart Defects","Synopsis NOFO #CDC-RFA-DD22-2203 solicits non-research, cooperative agreement applications to improve health outcomes among children and adolescents affected with a congenital heart defect (CHD) and identify factors contributing to health disparities. Objectives include: using U.S. population-based birth defects surveillance system data to identify and survey parents of children with CHD about their child’s health outcomes such as cardiac and other healthcare utilization, barriers to health care, quality of life, social and educational outcomes, and transition of care from childhood to adulthood as well as needs and experiences of the caregivers. Background Congenital heart defects (CHDs) are the most common type of structural birth defects affecting approximately 1 in 110 live-born children. Based on advances in survival, there are approximately 1 million children with a CHD in the United States. With vast declines in mortality from pediatric heart disease over the past 30 years, it is vital to evaluate the health, social, educational, and quality of life outcomes beyond infancy and early childhood for affected children. However, existing U.S. population-based data are lacking these outcomes among those born with a CHD and the changes that may occur with time and age. Current population-based research relies on existing cross-sectional data from surveys such as the National Survey of Children’s Health. However, this survey does not collect sufficient data to distinguish a CHD from acquired heart conditions, nor does it have detailed information on type of CHD, age at diagnosis, presence of other birth defects, and details at birth (e.g preterm birth). Generating a population-based group of CHD-affected children is difficult. Standard survey methods, such as those of a sample household survey, would not identify sufficient numbers of children living with a CHD. Existing birth defects surveillance systems identify babies born with a birth defect, but do not continue to track identified children. Therefore, the data is limited to their birth defect diagnoses and characteristics at time of birth. For this surveillance project, we intend to use data from U.S. state birth defects surveillance systems to identify a population-based sample of children and adolescents born with a CHD and their caregivers. Objectives The objective of this non-research, surveillance project is to identify a population-based sample of children and adolescents with a CHD identified through U.S. state birth defects surveillance systems and collect information via a parent/caregiver survey regarding the children’s cardiac and other healthcare utilization, barriers to health care, quality of life, social and educational outcomes, and transition of care from childhood to adulthood as well as needs and experiences of the caregivers. The survey would be administered to parents/caregivers of all children and adolescents as well as to adolescents themselves. The information collected from these population-based surveys will be used to inform current knowledge of the healthcare needs of the pediatric population with CHDs.",03/29/2022,05/28/2022,335996,"Dept. of Health and Human Services",93.073
"Teenage Pregnancy Prevention Evaluation and Research Grants","The Office of the Assistant Secretary for Health (OASH), Office of Population Affairs (OPA) announces the anticipated availability of funds for Fiscal Year (FY) 2022 under the authority of Section 241 of the Public Health Service Act (42 U.S.C. § 238j) and Division H, Title II of the Consolidated Appropriations Act, 2022 (Public Law No. 117-103). OASH’s primary focus is leading America to healthier lives, especially for those who are most vulnerable. In support of this vision, OPA promotes health across the reproductive lifespan through innovative, evidence-based adolescent health and family planning programs, services, strategic partnerships, evaluation, and research. Research supporting the TPP Program is designed to give youth the information and skills to prevent sexually transmitted infections (STIs) and teen pregnancy across the United States, especially for the most vulnerable, including those who have suffered historic disparities.",04/06/2022,06/14/2022,339270,"Dept. of Health and Human Services",93.343
"Sober Truth on Preventing Underage Drinking Act Grants","The purpose of this program is to prevent and reduce alcohol use among youth and young adults ages 12-20 in communities throughout the United States. The program aims to: (1) address norms regarding alcohol use by youth, (2) reduce opportunities for underage drinking, (3) create changes in underage drinking enforcement efforts, (4) address penalties for underage use, and/or (5) reduce negative consequences associated with underage drinking (e.g., motor vehicle crashes, sexual assaults). In addition, applicants will build on strategic plans that were developed under a Drug Free Communities (DFC) grant.",04/22/2022,06/21/2022,339745,"Dept. of Health and Human Services",93.243
"Trafficking Victim Assistance Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Trafficking Victim Assistance Program (TVAP). TVAP’s goal is to directly fund time-limited comprehensive case management services to foreign national adult confirmed and potential victims of a severe form of human trafficking, as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, who are seeking or have received Health and Human Services (HHS) certification. TVAP must also establish local regional presence to coordinate project activities and direct services. A foreign national includes individuals who are not United States (U.S.) citizens or lawful permanent residents (LPR). Case management services must be provided to qualified persons directly by the prime recipient and may also be provided through a network of subcontracted providers, that provide direct services and community referrals. Historically, TVAP served both foreign national minor and adult victims of trafficking; however, in this model TVAP has been redesigned to only serve foreign national adult victims of trafficking using the previous per capita model, as well as a newly-developed regional approach to fund regionally located direct service providers. Foreign national minors will be served through a new program, Aspire: Child and Youth Trafficking Assistance Demonstration Program (HHS-2022-ACF-IOAS-OTIP-TV-0099). Under TVAP, the following activities are required: 1) provision of comprehensive, culturally and linguistically responsive case management to foreign national adults who have experienced labor and sex trafficking; 2) development and maintaining of a nationwide network of community-based providers to conduct human trafficking outreach, and provide direct services and community referrals, and; 3) establishment of local presence within each of the 10 ACF geographic regions to coordinate project activities and support the delivery of services through the nationwide network of community-based providers. ACF Region 1 includes: Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, and Vermont. ACF Region 2 includes: New Jersey, New York, Puerto Rico, and the U.S. Virgin Islands. ACF Region 3 includes: Delaware, the District of Columbia, Maryland, Pennsylvania, Virginia, and West Virginia. ACF Region 4 includes: Alabama, Florida, Georgia, Kentucky, Mississippi, North Carolina, South Carolina, and Tennessee. ACF Region 5 includes: Illinois, Indiana, Michigan, Minnesota, Ohio, and Wisconsin. ACF Region 6 includes: Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. ACF Region 7 includes: Iowa, Kansas, Missouri, and Nebraska. ACF Region 8 includes: Colorado, Montana, North Dakota, South Dakota, Utah, and Wyoming. ACF Region 9 includes: Arizona, California, Hawaii, Nevada, American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Republic of Palau, and Commonwealth of the Northern Mariana Islands. ACF Region 10 includes: Alaska, Idaho, Oregon, and Washington. TVAP is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the meaningful engagement of foreign national adult survivors of trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under TVAP.",04/27/2022,06/27/2022,336899,"Dept. of Health and Human Services",93.598
"Refugee Family Child Care Microenterprise Development Program","NOFO has been modified to correct application due date. The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for funding under the Refugee Family Child Care Microenterprise Development Project (RFCCMED). Through the RFCCMED program, ORR will provide funding for applicants which, through internal capacity and partnerships, will provide eligible participants with training and technical assistance in professional child care, microenterprise development, and financial literacy; participants in navigating the child care licensing process; and provide direct financial assistance as needed to enable participants to prepare their homes for child care business operation. The three main objectives of RCCMED are to 1) help Afghan entrants to achieve economic self- sufficiency by establishing licensed family child care (FCC) businesses; 2) help eligible Afghan families gain access to licensed FCC businesses which will meet the early care and developmental needs of refugee children; and 3) assist Afghan entrants in learning how to navigate mainstream child care services. In accordance with the Afghan Supplemental Appropriations Act, 2022, RCP programs funded under this NOFO will serve nationals of Afghanistan for whom refugee and entrant assistance is authorized who entered the United States on or after July 31, 2021. Projects funded under this NOFO will be fully funded for a period of 36 months.",04/26/2022,06/28/2022,337810,"Dept. of Health and Human Services",93.576
"Standing Announcement for Residential (Shelter and/or Transitional Foster Care) Services for Unaccompanied Children-UNLICENSED","The Office of Refugee Resettlement/Division of Unaccompanied Children’s Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to Unaccompanied Children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and end when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by state child placement licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is announcing the availability of funds under this Standing Notice of Funding Opportunity (SNOFO) to seek shelter care providers, including group homes and transitional foster care. At the time of application, care providers do not have to be licensed (state child placement license and facility license) by an appropriate licensing agency to provide residential, group, or foster care services for children. However, care providers must be fully licensed (state child placement license and facility license) prior to accepting children for placement within the timeframes specified in the SNOFO. For more information regarding licensing and required timeframes, please see Additional Information on Eligibility. All entities funded under this SNOFO are subject to the provisions of the Service Contract Act (SCA) and implementing regulations found in title 29 of the CFR Part 4 including SCA labor standard clauses and must abide by applicable wage determinations. For further information on wage determination please visit https://alpha.sam.gov/content/wage-determinations. This award is also subject to Executive Order 14026 – Increasing the Minimum Wage for Federal Contractors, and its implementing regulations at 29 CFR Part 23; and Executive Order 13706, Establishing Paid Sick Leave for Federal Contractors, and its implementing regulations at 29 CFR Part 13. For additional information on the Minimum Wage and Paid Sick Leave requirements, please visit: https://www.dol.gov/agencies/whd/government-contracts/minimum-wage and https://www.dol.gov/agencies/whd/government-contracts/sick-leave. All entities, funded under this SNOFO, must also comply with the Flores Settlement Agreement Case No. CV 85-4544-RJK (C.D. Cal. 1996), pertinent regulations, laws, and ORR policies, instructions, and procedures including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit... as these will be critical to the overall program design. Please refer to the SNOFO when it publishes for more details on application closing dates and project periods.",05/06/2022,07/06/2022,338788,"Dept. of Health and Human Services",93.676
"Addressing Eating Disorders in Adolescent Girls and the COVID-19 Pandemic","The Office of the Assistant Secretary for Health (OASH), Office on Women's Health (OWH) announces the availability of funds for Fiscal Year (FY) 2022 under the authority of section 1703(a) of the PHS Act (42 U.S.C. § 300u-2(a)), and section 229 of the PHS Act (42 U.S.C. § 237a). The primary focus of OASH is leading America to healthier lives, especially for those who are most vulnerable, including those who have suffered historic disparities. In support of this vision, OWH provides national leadership and coordination to improve the health of women and girls through policy, education, and innovative programs. OWH advances and coordinates a comprehensive women’s health agenda across HHS and works to develop and expand innovative approaches to advance the field of women’s and girls’ health.",05/11/2022,07/15/2022,340236,"Dept. of Health and Human Services",93.088
"Refugee Career Pathways Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for the Refugee Career Pathways (RCP) program. In accordance with the Afghan Supplemental Appropriations Act, 2022, RCP programs funded under this NOFO will serve nationals of Afghanistan for whom refugee and entrant assistance is authorized who entered the United States on or after July 31, 2021. Through the RCP program, ORR will provide funding to enable eligible Afghan entrants to obtain self-sufficiency by obtaining the means to secure professional or skilled employment drawing upon previously acquired knowledge, skills, and experience. Under the RCP program, the primary focus is to assist refugees and other eligible populations in learning about career pathways and developing individualized plans to gain employment and advance within their chosen career field. Allowable activities will include case management, training and technical assistance, specialized English language training, and mentoring. In addition, eligible participants may receive financial assistance for costs related to the establishment or reestablishment of credentials, such as obtaining educational credits or enrollment in required certification programs. ORR is interested in programs that advance opportunities for Afghan women and will award bonus points to applications that include these activities.",05/13/2022,07/01/2022,337617,"Dept. of Health and Human Services",93.576
"Cooperative Agreements for School-Based Trauma-Informed Support Services and Mental Health Care for Children and Youth","The purpose of this program is to increase student access to evidence-based and culturally relevant trauma support services and mental health care by developing innovative initiatives, activities, and programs to link local school systems with local trauma-informed support and mental health systems, including those under the Indian Health Service. With this program, SAMHSA aims to further enhance and improve trauma-informed support and mental health services for children and youth.",05/24/2022,07/25/2022,336499,"Dept. of Health and Human Services",93.243
"Center to Support Research and Evaluation Capacity of Child Care and Development Fund Lead Agencies","The Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF) is soliciting applications for a 5-year cooperative agreement that will fund a Center to Support Research and Evaluation Capacity of Child Care Development Fund (CCDF) Lead Agencies (hereafter referred to as “Center”). Specifically, the Center will build research and evaluation capacity in the child care subsidy policy field by facilitating information sharing, learning, and collaboration across ACF-sponsored research partnerships funded by OPRE. The Center will be expected to organize learning communities for at least four different ACF-sponsored research partnerships grant programs. The Center will help to ensure that the research conducted by the sponsored research projects informs CCDF Lead Agencies and the child care and early education policy research field more broadly, and will increase knowledge on child care subsidy policy topics through synthesis and analysis of research and data. This Center will ideally bring together a team that has experience supporting CCDF Lead Agencies research and evaluation capacity building as well as expert level knowledge of the CCDF program and policies, the child care and early education research literature including the effects of early care and education on children’s school readiness and parental employment, an understanding of the needs of low-income families, as well as the policies and practices that support equitable access to child care. The grant recipient will be funded through a cooperative agreement.",05/27/2022,07/26/2022,336293,"Dept. of Health and Human Services",93.575
"Multidisciplinary K12 Urologic Research (KURe) Career Development Program (K12 Clinical Trial Optional)","The purpose of this Funding Opportunity Announcement (FOA) is to invite applications to support institutional career development programs in urological research that will assist individuals with doctorate degrees (either clinical or professional) with an interest in benign urological disease or urological research to develop the skills necessary to initiate and sustain an independent research career in urological research. Research areas supported by this initiative must be related to the mission of the NIDDK (https://www.niddk.nih.gov/research-funding/research-programs#urologic-d...).",06/06/2022,10/27/2022,340950,"Dept. of Health and Human Services",93.847
"SOAR to Health and Wellness Training (SOAR) Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing the availability of funds for the SOAR (Stop, Observe, Ask, Respond) to Health and Wellness Training (SOAR) Demonstration Program. The SOAR Demonstration Program’s goal is to fund the implementation of SOAR trainings and capacity building to identify, treat, and respond to patients or clients who have experienced severe forms of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, among their patient or client population. SOAR is a nationally recognized, accredited training program delivered by OTIP’s National Human Trafficking Training and Technical Assistance Center (NHTTAC) ad designed to help target audiences identify and respond to those who are at risk of, are currently experiencing, or have experienced trafficking and connect them with needed resources. Target audiences for SOAR trainings delivered by NHTTAC include professionals, organizations, and communities that address human trafficking in healthcare, behavioral health, public health, and social services settings. The following activities are required under the SOAR Demonstration Program: Implement SOAR trainings, including SOAR Online and SOAR for Organizations, for staff at relevant levels and divisions, including at a minimum frontline and support staff most likely to encounter an individual who has experienced trafficking; mid-level and senior management who would need to approve changes in policies and protocols, and approve resources to support implementation; and staff who oversee procurement and external partners, across the prime’s organization. Build the capacity of organizational staff to identify patients or clients who are experiencing human trafficking and provide them with coordinated, age-appropriate, culturally responsive, trauma-informed, patient-centered, and evidence-based care and/or services through ongoing training and engagement. Serve patients or clients who are experiencing human trafficking in a coordinated, age-appropriate, culturally responsive, trauma-informed, person-centered, and evidence-based way and establish a continuum of care by entering into memoranda of understanding (MOUs) with local direct service providers and multidisciplinary stakeholders willing to receive referrals and provide aftercare services that are beyond scope of the prime’s capacity or mission to support patients or clients who are experiencing human trafficking. Conduct an organizational audit and develop a strategic action plan that identifies internal resources, performance measures, a strategy for ensuring the organization is meaningfully integrating the expertise of those with lived experience, commitments to strengthen the institutional response to human trafficking, and other related actions. Produce a situational analysis that demonstrates a thorough understanding of the local context, including state anti-trafficking laws, local economies with increased risk for human trafficking, existing service delivery gaps, risks and service needs of priority populations as determined by the prime recipients, and the quality and responsiveness of local partnerships. Develop, implement, and evaluate the effectiveness of the Human Trafficking Response Protocol (HTRP) and corresponding policies and procedures that include best practices for working with law enforcement and making referrals when serving patients or clients in service settings who have experienced human trafficking to further refine and enhance project implementation. HTRP must comply with federal, state, local, and tribal laws, including legal confidentiality requirements for patients and health care providers. Participate in the external evaluation of the SOAR Demonstration Program (if applicable). Under the SOAR Demonstration Program, prime recipients will receive SOAR training and ongoing specialized training and technical assistance support from NHTTAC. During the initial 12-month project implementation period, prime recipients must recruit, hire, and onboard new staff who will support the implementation of this project (if necessary); participate in the SOAR trainings; develop an organizational audit, situational analysis, strategic action plan, and training plan; and establish a continuum of care. Additional deliverables in the subsequent periods of performance include HTRP and corresponding policies and procedures, a continuous quality improvement plan, and a sustainability plan.",06/10/2022,07/25/2022,339910,"Dept. of Health and Human Services",93.598
"Aspire: Child Trafficking Victim Assistance Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Aspire: Child Trafficking Victim Assistance Demonstration Program (Aspire). Aspire’s goal is to provide national coverage of comprehensive case management and other supportive services to foreign national children who have experienced severe forms of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, and who are not currently receiving, or eligible to receive, similar trafficking-specific services from another federally funded program. Aspire must provide comprehensive case management services nationwide, including in the U.S. territories. Under Aspire, comprehensive case management must be provided to qualified persons. There is a two-tiered approach to case management services. Under the first tier, the prime must establish a nationwide network of per capita service providers to provide case management services. Under the second tier, the prime recipient must identify where there is a need for full-time case management services across the regions. The prime recipient must have the internal capacity to establish local presence through the role of regional coordinators within each of the 10 ACF geographic regions in order to coordinate project activities and support delivery of services across the nationwide network of per capita and full-time case managers. Under Aspire, the following activities are required throughout the project period: Provide comprehensive, culturally, and linguistically responsive case management to foreign national children who have experienced labor and/or sex trafficking. Develop and maintain a nationwide network of community service providers (per capita and full-time case managers) to conduct human trafficking to provide direct services and community referrals. Establish regional coordinators within each of the 10 ACF geographic regions to coordinate project activities and support the delivery of services through the nationwide network of providers. Please visit https://www.acf.hhs.gov/oro/regional-offices for a list of ACF regions. For the purposes of this funding opportunity, a child is defined as an individual who is under the age of 18. A foreign national includes individuals who are not United States (U.S.) citizens or lawful permanent residents (LPR). Aspire is informed by a whole family approach, focusing equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP encourages meaningfully engaging with individuals with lived experience and hiring qualified professionals who reflect the communities being served in all Aspire project implementation strategies. Under Aspire, there is a 12-month project implementation period for the prime recipient to facilitate partnerships, on-board new staff, and develop a service protocol specific to serving domestic and foreign national children who have experienced severe forms of sex and labor trafficking. However, clients must receive direct services and assistance through Aspire during the 12-month project implementation period.",06/10/2022,07/25/2022,340513,"Dept. of Health and Human Services",93.598
"Refugee Individual Development Accounts (IDA) Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) announces funding for the Refugee Individual Development Accounts (IDAs) Program, which establishes and manages IDAs for low-income refugee participants. In accordance with the Afghan Supplemental Appropriations Act, 2022, Refugee IDA programs funded under this Notice of Funding Opportunity (NOFO) will serve nationals of Afghanistan for whom refugee and entrant assistance is authorized who entered the United States on or after July 31, 2021. Eligible participants (clients) who enroll in these projects will open and contribute systematically to IDAs for specified Savings Goals, including homeownership, securing rental housing, business capitalization, vehicles for educational or work purposes, professional certification, and education (limited to postsecondary and/or continuing education, college entrance exam fees, Test of English as a Foreign Language (TOEFL) and General Education Development (GED) Diploma preparation and test fees). Recipient organizations must use ORR funds to provide financial literacy training, asset-specific training, and matching the savings in the IDAs. The “match” mentioned in this NOFO does not refer to the applicant finding additional funds to match funds being provided by the federal government; it is the portion of federal funds to be allocated for matching clients' IDA savings. Successful recipients will be expected to coordinate their policies and procedures for developing and administering refugee IDA projects with ORR and with the existing refugee IDA network.",06/10/2022,07/25/2022,339004,"Dept. of Health and Human Services",93.576
"CDC John R. Lewis Undergraduate Public Health Scholars Program and Dr. James A. Ferguson Emerging Infectious Diseases Fellowship: Exposure of Undergraduate, Graduate Students, and Postgraduates to Minority Health, Public Health, and Health Professions","CDC’s mission involves collaborating to create the expertise, information, and tools that people, and communities need to protect their health through health promotion, prevention of disease, injury and disability, and preparedness for new health threats. Each of CDC′s component organizations undertakes these activities in conducting their specific programs. This Notice of Funding Opportunity (NOFO) supports both the long-term investment in a well-trained public health and health care workforce and in the diversity and cultural competence of public health professionals. A diverse public health workforce and greater representation of racial and ethnic minority populations in key public health occupational categories is a cornerstone to the elimination of health disparities but remains one of the most challenging of Healthy People 2030 goals to attain. According to the Association of American Medical Colleges, while African Americans and Hispanics are the largest racial and ethnic minority populations, they are also the most severely underrepresented in medicine. 2020 US Census data indicate that the Hispanic/Latino population (18.7%) and Black/African American population (12.1%) together make up 30.8% of the total US population. However, according to the Association of American Medical Colleges (AAMC), the Hispanic/Latino population (5.8%) and Black/African American population (5.0%) made up 10.8% of all active US-based physicians in 2018 (the most current year for which such data were available). According to 2020 US Census data, the Native American and Alaskan Native population makes up 1.1% of the US population; however, as reported by the AAMC in 2018, they represented 0.3% of all active US based physicians. These diversity shortfalls continue to lessen the capacity and capabilities of the public health workforce to improve health in communities. For more information on the public health workforce, see the NOFO resources guide: https://www.cdc.gov/minorityhealth/programs/resources/index.html. For over 40 years, OMHHE has collaborated with educational institutions, including those serving historically underserved populations, to increase the knowledge, diversity, and skills of students in public health through internship and fellowship programs. The major outcome of this program is the increased awareness of the broad field preparation requirements and career opportunities for public health professionals among undergraduate students, community college and university graduates, Master-level graduate students, and recent postgraduates, particularly, but not limited to, those from historically underserved and socially disadvantaged populations, such as those from racial and ethnic minority groups, persons with a physical disability, low English proficiency, first-generation college students, and members of a sexual and gender minority group, as well as those in geographically underserved areas of the United States and its territories. For more information on CDC’s efforts to support these programs, see the NOFO resources guide: https://www.cdc.gov/minorityhealth/programs/resources/index.html.",07/15/2022,08/15/2022,340366,"Dept. of Health and Human Services",93.456
"Youth Regional Treatment Center Aftercare Program","The goal of the Youth Aftercare cooperative agreement is to help AI/AN youth pursue and sustain safety, sobriety, and employability after release from a Youth Regional Treatment Center (YRTC). While aftercare support services may not exist in a youth’s home community, the YRTC can lead the development of effective aftercare methods. The YRTC Aftercare cooperative agreement awardee (“awardee”) will pursue the above stated goal in each American Indian/Alaska Native (AI/AN) client who separates from their respective YRTCs. In addition to the stated goal, a focus of this funding opportunity is to understand and overcome aftercare management and performance barriers that affect the capacity of YRTCs and the IHS to develop effective and responsive solutions within the scope of the AI/AN Youth Continuum of Care (CoC), given AI/AN youth’s behavioral health treatment requirements.",07/21/2022,09/19/2022,342624,"Dept. of Health and Human Services",93.654
"Prevention and Treatment through a Comprehensive Care Continuum for HIV-affected Adolescents in Resource Constrained Settings Implementation Science Network (PATCH-IN) Clinical Research Centers (UG1 Clinical Trial Optional)","This FOA invites applications to participate in a research program cooperative agreement to support the Prevention and Treatment through a Comprehensive Care Continuum for HIV-affected Adolescents in Resource Constrained Settings Implementation Science Network (PATC3H-IN). The Network will expand successes achieved by PATC3H to new geographic settings with limited implementation science (IS) research capacity and/or risk populations who are poorly represented in international adolescent HIV research (e.g. sexual and gender minorities; commercial sex workers; drug users) and stimulate much needed IS research in a neglected area of public health significance: prevention of new HIV infections among adolescents at risk and the identification of, and linkage and retention to care of and long-term viral suppression among youth living with HIV in low-to-middle income countries (LMICs). These settings must have an HIV epidemic density defined by UNAIDS estimates as either a country 1) in which at least 200,000 people are living with HIV and the number has not decreased by more than 5% over the last 2 consecutive years of available data or 2) has an HIV incidence among youth ages 10 to 24 years of 0.01% or more.",07/22/2022,12/06/2022,342641,"Dept. of Health and Human Services",93.242
"Healthy Tomorrows Partnership for Children Program (HTPCP)","This notice announces the opportunity to apply for funding under the Healthy Tomorrows Partnership for Children Program (HTPCP). The purpose of the program is to support community-based partnerships and collaborations aimed at promoting access to health care for under-resourced and underserved children, youth, and their families nationwide, through the implementation and evaluation of new or enhanced community-based projects and models of care. Recipients will implement community-based projects incorporating evidence-informed or evidence-based strategies or innovations to increase access to health care and preventive health services in rural and other underserved populations. Community-based partnerships and collaborations will support the establishment of these projects and advance innovations. A successful HTPCP project will accomplish the following objectives during the 5-year period of performance: • Implement an innovative project to promote preventive child health services with at least one measurable outcome. • Form new collaborative relationships with at least three community and/or statewide partners. • Develop a sustainability plan that includes at least three community partnerships and at least one funding strategy. • If applicable, assess improvement in health promotion and prevention efforts through the use of materials and/or anticipatory guidance from the Bright Futures for Infants, Children and Adolescents initiative.",07/14/2022,10/12/2022,339205,"Dept. of Health and Human Services",93.110
"Community Economic Development Focus on Energy Communities","The Administration for Children and Families, Office of Community Services will solicit applications to award approximately $3.2 million in Community Economic Development (CED) discretionary grant funds to Community Development Corporations for CED projects that will be located in and serve energy communities – communities that have either experienced employment loss and/or economic dislocation events as a result of declines in the fossil fuel industry and/or are disproportionately reliant on fossil fuel energy production or distribution, including coal, oil, gas, and power plant communities across the country. Projects may include the creation or expansion of business(es) that reduce emissions of toxic substances and greenhouse gases from existing and abandoned infrastructure and that prevent environmental damage that harms communities and poses a risk to public health and safety. Projects may also employ individuals from energy communities but focus on a range of other industries. The overall goal of this effort will be to create good-paying jobs, spur economic revitalization, remediate environmental degradation, and support energy workers.",07/29/2022,08/29/2022,337905,"Dept. of Health and Human Services",93.570
"Diaper Distribution Demonstration and Research Pilot","The Administration for Children and Families, Office of Community Services (OCS) announces the availability of funds for a Diaper Distribution Demonstration and Research Pilot (DDDRP). OCS will make approximately $8 million available through a competitive grant process. OCS expects to make approximately six cooperative agreements to eligible Community Services Block Grant (CSBG) state associations, tribes that were funded directly by CSBG in fiscal year (FY) 2022, and CSBG-funded territories. Recipients will partner with community action agencies (CAAs), local social service agencies, and/or other nonprofit community organizations to operate and expand diaper distribution programs for families with low incomes. The purpose of DDDRP is to evaluate the ability of CAAs, social services agencies, and other non-profit community organizations to provide diapers and diapering supplies on a consistent basis through diaper distribution programs while also offering support services for families with low incomes. As part of the pilot and in cooperation with the recipients, OCS will conduct a robust evaluation to collect pertinent information to assess DDDRP grant recipients’ use of the funding to support low-income families by expanding ongoing diaper distribution programs (i.e., programs where families can receive diapers on a consistent basis) that also offer support services. Recipients will fully participate in a federal evaluation and follow all evaluation protocols established by ACF and/or its designee contractor(s). Fully participating in a federal evaluation may include supporting and complying with special data collection requirements, providing additional administrative data on program participation or service receipt, facilitating on-site meetings and observations, including interviews with program and partner managers and staff as well as participants, among other activities. In addition, the federal evaluation may include an evaluation of DDDRP's implementation, program and participant outcomes associated with DDDRP, an examination of ongoing diaper distributions as an anti-poverty strategy, and an assessment of the effectiveness of DDDRP.",07/29/2022,08/29/2022,341300,"Dept. of Health and Human Services",93.647
"Family Violence Prevention and Services Discretionary Grants: Culturally Specific Sexual Assault Capacity Building Centers (CSSAC)","The Administration for Children and Families (ACF), Family and Youth Services Bureau (FYSB), Family Violence Prevention and Services (FVPSA) Program seeks to award four cooperative agreements under the Family Violence Prevention and Services Act, to establish and maintain four Culturally-Specific Sexual Assault Capacity Building Centers (CSSAC) that will enhance intervention and prevention efforts for victims of sexual assault, domestic violence and family violence for members of racial and ethnic minority groups including African Americans, Asian Americans/Pacific Islanders, and Latinos/Latinas. The CSSAC grantees are part of a network of National, Special Issue, Culturally Specific, and Capacity Building Resource Centers providing leadership, training, technical assistance, resources, and support to programs and systems serving victims of domestic violence, sexual assault, family service and their children. The awards will be cooperative agreements, which is an award instrument used when substantial involvement is anticipated between the awarding office and the grantee during performance of the contemplated project. FYSB will collaborate with the grantee throughout the project period.",08/05/2022,09/04/2022,340529,"Dept. of Health and Human Services",93.592
"Healthy Lifestyles in Youth","The purpose of this program is to support the Indian Health Service (IHS) mission to improve the health of American Indian/Alaska Native (AI/AN youth through health promotion and health education programs. The goal of this IHS cooperative agreement is to address healthy lifestyle development and emphasize nutrition and physical activity for AI/AN children and youth 7 through 11 years of age. To do this, the awardee must meet the following objectives:• Collaborate with selected Native American Boys and Girls Club sites, via a grant application process;• Provide health and physical education programs; • Help youth achieve and maintain healthy lifestyles through participation in fitness programs; • Help youth acquire a range of physical skills; and • Help youth develop a sense of teamwork and cooperation. These early intervention strategies provide evidence based opportunities to reduce and/or halt the increasing trend of obesity and diabetes among youth and young adults. Native Boys and Girls Clubs that develop a health promotion program that includes the ""Together Raising Awareness for Indian Life"" (TRAIL) curriculum may help curtail the effects of unhealthy eating behaviors and lack of physical activity that can lead to obesity, diabetes, and other chronic diseases later in life. The TRAIL curriculum was developed to provide information on good nutrition and to promote physical activity among youth participating in Native American Boys and Girls Clubs. The TRAIL curriculum is a 3-month (12 lessons) program that provides youth with a comprehensive understanding of healthy lifestyles in order to prevent diabetes. Woven throughout the program are self-esteem and prevention activities. Participants draw from Tribal traditions and history to learn about nutrition, healthy food choices, media influences, and the impact of diabetes. The TRAIL curriculum emphasizes the importance of teamwork and community service. Members engage in service projects to improve healthy lifestyles in their communities, including starting community gardens to connect youth to their food source and organizing community-wide physical fitness events.",08/09/2022,09/15/2022,343051,"Dept. of Health and Human Services",93.933
"Fostering Mental, Emotional, and Behavioral (MEB) Health Among Children in School Settings: Opportunities for Multisite Trials of Complementary and Integrative Health Interventions (Clinical Trial Optional)","The purpose of this Funding Opportunity Announcement (FOA) is to support multi-site clinical trials in geographically diverse school settings to test the efficacy or effectiveness of complementary and integrative health approaches with physical and/or psychological therapeutic inputs (often called mind and body interventions) to promote mental, emotional, and behavioral (MEB) health and prevent MEB disorders among youth. The overall goal of this FOA is to provide support for a set of multisite trials to improve the evidence base of complementary and integrative health approaches that can be delivered in a school-based setting or with students to address the youth mental health crisis. Awards made under this FOA will support a milestone-driven planning phase (UG3) for one year with possible transition to a study conduct phase (UH3) of up to an additional four years. Total duration of the award will be a maximum of 5 years. Only UG3 projects that meet the scientific milestones and feasibility requirements will transition to the UH3phase. The UG3/UH3 application must be submitted as a single application describing both phases and instructed in this FOA.",08/17/2022,10/28/2022,343138,"Dept. of Health and Human Services",93.213
"Family Violence Prevention and Services Discretionary Grants: Culturally Specific Sexual Assault Capacity Building Centers (CSSAC)","The Administration for Children and Families (ACF), Family and Youth Services Bureau (FYSB), Family Violence Prevention and Services (FVPSA) Program seeks to award four cooperative agreements under the Family Violence Prevention and Services Act, to establish and maintain four Culturally-Specific Sexual Assault Capacity Building Centers (CSSAC) that will enhance intervention and prevention efforts for victims of sexual assault, domestic violence and family violence for members of racial and ethnic minority groups including African Americans, Asian Americans/Pacific Islanders, and Latinos/Latinas. The CSSAC grantees are part of a network of National, Special Issue, Culturally Specific, and Capacity Building Resource Centers providing leadership, training, technical assistance, resources, and support to programs and systems serving victims of domestic violence, sexual assault, family service and their children. The awards will be cooperative agreements, which is an award instrument used when substantial involvement is anticipated between the awarding office and the grantee during performance of the contemplated project. FYSB will collaborate with the grantee throughout the project period.",08/19/2022,09/06/2022,343179,"Dept. of Health and Human Services",93.496
"Services to Afghan Survivors Impacted by Combat","SAM.gov System Alert Entity Validation Delays: Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... Grants.gov Downtime Grants.gov Going Offline: The Grants.gov system is being migrated to the cloud and will be unavailable to users for an extended period to allow for a successful transition. The Grants.gov Production System will be offline during the following period: Production System will go Offline Friday September 23, 2022 at 12:01 AM ET. Production System will go Online Thursday September 29, 2022 at 11:59 PM ET. If you are interested in this funding opportunity, you are strongly encouraged to download it and all associated attachments from Grants.gov as soon as possible so that they will be available to you during this period. For more information on what to expect, please refer to the following URL at https://grantsgovprod.wordpress.com/2022/08/08/what-to-expect-during-th... for details. The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for the Fiscal Year 2022 new, one-time Services for Afghan Survivors Impacted by Combat (SASIC) Program. The SASIC Program’s goals are to help newly arrived Afghans eligible under the Afghanistan Supplemental Appropriations Act overcome severe, pervasive, and long-lasting combat-related trauma and to facilitate their achievement of sustained physical, social, emotional, and economic well-being. ORR intends to achieve these goals through increasing Afghan combat survivors’ access to and engagement with effective, holistic, strengths-based, and trauma-informed services. In support of this effort, through this grant program, ORR will also fund the establishment of a national network of culturally responsive providers specialized in meeting the needs of Afghan arrivals for such services. Under the SASIC Program, recipients will provide holistic and integrated services, including medical, psychological, and social work services either directly and/or through referrals to partners or affiliates, to Afghans who experienced combat-related trauma and arrived in the United States under Operation Allies Refuge/Operation Allies Welcome.",09/01/2022,10/20/2022,339833,"Dept. of Health and Human Services",93.576
"National Early Care and Education Workforce Center","The Administration for Children and Families (ACF) solicits applications for a National Early Care and Education Workforce Center (the Center). The purpose of the cooperative agreement is to fund a research and technical assistance center that will work to increase recruitment and retainment of a diverse, qualified, and effective workforce across all Early Care and Education (ECE) settings and programs through the provision of technical assistance (TA) at state and local levels and a program of rigorous research that builds the knowledge base and informs TA efforts. The Center will specifically focus on establishing and enhancing career advancement systems and strategies for ECE professionals to pursue credentials and degrees and identifying and encouraging sustainable strategies to increase compensation, provide an adequate compensation, and improve workplace policies (wages, benefits, wellness) in alignment with career advancement. While this funding opportunity is being released through the Office of Child Care (OCC), this opportunity is a collaborative effort between several offices (OCC, Office of Head Start (OHS), Office of Early Childhood Development (ECD), and ACF’s Office of Planning, Research, and Evaluation (OPRE)). ACF is interested in applicants with demonstrated knowledge of and expertise and experience in conducting rigorous research and providing effective technical assistance on supporting and strengthening the ECE workforce across mixed delivery settings (including family child care homes, child care centers, Head Start programs, and schools). SAM.gov System Alert - Entity Validation Delays: Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... Grants.gov Downtime - Grants.gov Going Offline: The Grants.gov system is being migrated to the cloud and will be unavailable to users for an extended period to allow for a successful transition. The Grants.gov Production System will be offline during the following period: Production System will go Offline Friday September 23, 2022 at 12:01 AM ET. Production System will go Online Thursday September 29, 2022 at 11:59 PM ET. If you are interested in this funding opportunity, you are strongly encouraged to download it and all associated attachments from Grants.gov at the time of posting so that they will be available to you during this period. For more information on what to expect, please refer to the following URL at https://grantsgovprod.wordpress.com/2022/08/08/what-to-expect-during-th... for details.",09/12/2022,11/07/2022,341390,"Dept. of Health and Human Services",93.434
"Preschool Development Grant Birth through Five (PDG B-5) Planning Grant","SAM.gov System Alert - Entity Validation Delays: Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here: https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... Grants.gov Downtime - Grants.gov Going Offline: The Grants.gov system is being migrated to the cloud and will be unavailable to users for an extended period to allow for a successful transition. The Grants.gov Production System will be offline during the following period: Production System will go Offline Friday September 23, 2022 at 12:01 AM ET. Production System will go Online Thursday September 29, 2022 at 11:59 PM ET. If you are interested in this funding opportunity, you are strongly encouraged to download it and all associated attachments from Grants.gov at the time of posting so that they will be available to you during this period. For more information on what to expect, please refer to the following URL at https://grantsgovprod.wordpress.com/2022/08/08/what-to-expect-during-th... for details. The Office of Child Care within the Administration for Children and Families at the Department of Health and Human Services jointly with the Department of Education is soliciting applications from eligible states to carry out the activities of the Preschool Development Grant Birth through Five (PDG B-5) Planning Grant (formerly known as the PDG B-5 Initial Grant). This grant seeks to empower state governments to better leverage federal, state, and local early care and education investments. States are not to create another early childhood program, but rather help coordinate early childhood programs and services that already exist in the state according to the identified needs of the state. This Planning Grant seeks to assist states in helping low-income and disadvantaged children enter kindergarten prepared and ready to succeed in school and to help improve the transitions from the early care and education setting to elementary school. The PDG B-5 Planning Grant aims to assist states in the coordination of their existing early childhood services and funding streams for the purpose of improving services to children birth through age five in a mixed delivery system.",09/12/2022,11/07/2022,341428,"Dept. of Health and Human Services",93.434
"Infant, Child, and Adolescent Preventive Services (ICAPS) Program with Additional Funding for Early Hearing Detection and Intervention Activities","The Health Resources and Services Administration (HRSA) is accepting applications for the fiscal year (FY) 2023 Infant, Child, and Adolescent Preventive Services (ICAPS) Program. The purpose of this program is to help care providers1 and care teams provide optimal health promotion and preventive services to infants, children, adolescents, young adults and their families. This Program accomplishes this purpose through two sets of program expectations and requirements: 1) Bright Futures Pediatric Implementation: Reviews evidence to support recommendations for updated evidence-based preventive services guidelines for infants, children, and adolescents, as well as advancement of innovations in health promotion and preventive services for these populations. Included in this activity is evidence review and recommendations to HRSA for evidence-informed preventive care and screening for infants, children, and adolescents for which, upon HRSA’s approval, under § 2713 of the Public Health Service Act, 42 U.S.C. § 300gg-13, certain insurance companies are required to provide insurance coverage without cost-sharing. 2) Advancing Systems/Technical Assistance (TA) for Healthy Tomorrows, Healthy Tomorrows Resource Center: Provides technical assistance to entities receiving HRSA grant funding under the Healthy Tomorrows program (HRSA-17-008, HRSA-19-055, and HRSA-21-031) to assist such entities in carrying out such grant awards. Early Hearing Detection and Intervention (EHDI): Provides training and educates providers caring for infants and children who are deaf or hard of hearing, as well as state/territory Early Hearing Detection and Intervention (EHDI) programs, on evidence-based practice to ensure that these infants, children and their families have timely access to early intervention and comprehensive care. For more details, see Program Requirements and Expectations.",09/14/2022,12/14/2022,340398,"Dept. of Health and Human Services",93.110
"Preschool Development Grant Birth through Five (PDG B-5) Renewal Grant","The Administration for Children and Families (ACF) at the Department of Health and Human Services (HHS) jointly with the Department of Education (ED) will be soliciting applications from eligible States and Territories to carry out the renewal grant activities of the Preschool Development Grant Birth through Five (PDG B-5). The PDG B-5 Renewal Grants seek to empower state governments to lead the way in leveraging federal, state, and local early care and education investments while developing and improving their comprehensive, statewide birth through five early childhood care and education system. These Renewal Grants seek to assist states in helping low-income and disadvantaged children enter kindergarten prepared and ready to succeed. In addition, these grants will help improve the transitions between early care and education settings and elementary schools. The overall responsibility of the PDG B-5 Renewal Grant is to assist states in the coordination of existing early childhood funding streams resulting in services being provided to more children birth through five in a mixed delivery system. States awarded a renewal grant may use a certain portion of grant funds to award subgrants to programs in a mixed delivery system across the state. SAM.gov System Alert - Entity Validation Delays: Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... Grants.gov Downtime - Grants.gov Going Offline: The Grants.gov system is being migrated to the cloud and will be unavailable to users for an extended period to allow for a successful transition. The Grants.gov Production System will be offline during the following period: Production System will go Offline Friday September 23, 2022 at 12:01 AM ET. Production System will go Online Thursday September 29, 2022 at 11:59 PM ET. If you are interested in this funding opportunity, you are strongly encouraged to download it and all associated attachments from Grants.gov as soon as possible so that they will be available to you during this period. For more information on what to expect, please refer to the following URL at https://grantsgovprod.wordpress.com/2022/08/08/what-to-expect-during-th... for details.",09/14/2022,11/07/2022,340965,"Dept. of Health and Human Services",93.434
"Residential (Long Term Foster Care) Services for Unaccompanied Children","SAM.gov System Alert: Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... The Office of Refugee Resettlement/Division of Unaccompanied Children’s Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to unaccompanied children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and end when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by state-licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is announcing the availability of funds under this Standing Notice of Funding Opportunity (SNOFO) to seek long-term foster care (LTFC) providers. For the purposes of this SNOFO, the term ""care provider"" refers to the prime recipient and if applicable, its subrecipient(s). LTFC providers, or care providers, are required to be licensed (child placement license and any other required license according to state regulations) in the state in which they are located to provide foster care services and are required to meet the needs of UC by providing quality care in a community setting. UC who may qualify for placement in LTFC include the following: minors between the ages of 0-17 years of age, sibling groups, pregnant/parenting teens, and/or minors who are especially vulnerable or with other special needs. All entities funded under this SNOFO must also comply with Flores v. Reno, Case No. CV 85- 4544 RJK (C.D. Cal. 1996) (the Flores Settlement Agreement); pertinent federal laws and regulations; and ORR policies and procedures, including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit... as these will be critical to the overall program design. Please refer to this SNOFO when it publishes for more details on application closing dates and project periods. ",09/30/2022,11/29/2022,340671,"Dept. of Health and Human Services",93.676
"Advancing Adolescent Tobacco Cessation Intervention Research (R01 Clinical Trial Required)","The purpose of this Funding Opportunity Announcement (FOA) is to support studies that develop, test, implement, and evaluate behavioral tobacco cessation interventions for adolescents, with a focus on the critical developmental risk period of mid- to late-adolescence (approximately 14-20 years old).",10/03/2022,10/16/2023,343908,"Dept. of Health and Human Services",93.279
"Advancing Adolescent Tobacco Cessation Intervention Research (R34 Clinical Trial Optional)","The purpose of this RFA is to stimulate research on the development and evaluation of tobacco cessation interventions for adolescents, with an emphasis on ages 14-20. We have chosen to focus on this developmental period because it represents the area of greatest need with respect to the existing evidence on use patterns and treatment gaps. It also targets the developmental risk period for which we will see the maximum benefit from early intervention.",10/03/2022,10/16/2023,343909,"Dept. of Health and Human Services",93.279
"Grants to Support New Investigators in Conducting Research Related to Preventing Interpersonal Violence Impacting Children and Youth","The purpose of the Centers for Disease Control and Prevention National Center for Injury Prevention and Control (NCIPC) Mentored Research Scientist Development Award (K01) is to provide support for an intensive, supervised (mentored) career development experience in violence prevention research leading to research independence. NCIPC supports K01 grants to help ensure the availability of an adequate number of trained scientists to address critical public health research questions to prevent violence and injury. Applicants must propose a research project that addresses at least one of the research priorities in the interpersonal violence prevention section of the NCIPC Research Priorities (www.cdc.gov/injury/researchpriorities/index.html) as they relate to violence impacting children or youth (from birth through age 17). These research priorities include: Cross-cutting violence prevention; Adverse Childhood Experiences; Child abuse and neglect; Youth violence; Intimate partner violence (teen dating violence); Sexual violence. Applicants are also encouraged to address the following: Multiple forms of violence impacting children or youth; Firearm-related behavior, crime, injuries and deaths among children and youth; The social or structural conditions that contribute to violence and health inequities across population groups",10/05/2022,01/04/2023,343049,"Dept. of Health and Human Services",93.136
"Children’s Safety Network","This notice announces the opportunity to apply for funding under the Children’s Safety Network (CSN) program. The purpose of this program is to increase the capacity of Title V agencies1 to adopt and implement evidence-based child and adolescent safety programs, practices, and policies, with a specific focus on injury and violence prevention-related Title V performance and outcome measures, such as injury hospitalizations, bullying, safe sleep, and suicide, as well as leading causes of injury-related deaths among children and adolescents (e.g., motor vehicle crashes, firearms, and poisonings). The overarching goal of this program is to reduce infant, child, and adolescent injury hospitalizations and deaths. This program will: • Provide technical assistance (TA) and capacity-building services to state Title V agencies, including implementing learning collaboratives. • Develop and disseminate up-to-date injury prevention resources. • Maintain a coalition of national, state, and local agencies and other key injury prevention stakeholders. • Increase coordination with Maternal and Child Health Bureau (MCHB) programs, resource centers, and partner organizations on injury prevention activities. The Program will collect and report on baseline data in Year 1 (June 1, 2023 – May 31, 2024) and subsequently achieve the following core objectives/targets by May 31, 2028: • Provide individual TA to at least 25 states and jurisdictions on child and adolescent safety. • Develop and disseminate at least 15 written resources, 25 public webinars, 25 state TA Webinars, and publish at least 6 peer-reviewed journal articles on child and adolescent safety. • Document that at least 90% of teams participating in the learning collaboratives report increased knowledge and application of child safety quality improvement strategies. • Document that at least 50% of teams participating in the learning collaborative report implementing evidence-driven practices, programs, and policies. • Increase by at least 50% the number of MCHB programs, resource centers, and partner organizations collaborating and coordinating with CSN. For more details, see Program Requirements and Expectations.",10/03/2022,01/04/2023,340379,"Dept. of Health and Human Services",93.110
"The National Head Start Fellowship Program","This forecast has been amended to adjust the estimated date the NOFO to post in October 2022, and estimated date it will close to December 2022. ACF's OHS announces the availability of $1 million to be competitively awarded for the purpose of operating a NHSFP for OHS. The NHSFP will create a new cadre of leaders in the early childhood field. The Fellowship program brings together experienced and dedicated professionals who support OHS in developing and implementing long-term quality improvement initiatives. OHS is interested in applicants with demonstrated knowledge of the importance of the ongoing professional development of the early care and education workforce, including the significance of culture and language, family and community, health equity and access, mental health, cognitive and social emotional development, and general school readiness, as well as the value of how management and policy influences early care and education field. Additionally, applicants would be expected to describe a detailed applicant recruitment and selection process and selected candidate onboarding process with OHS. OHS is also interested in applicants with the demonstrated capacity to manage travel logistics, meeting management, and the coordination of training and professional development opportunities.",10/13/2022,12/12/2022,337041,"Dept. of Health and Human Services",93.600
"National Center for a System of Services for Children and Youth with Special Health Care Needs","This notice announces the opportunity to apply for funding under the National Center for a System of Services for Children and Youth with Special Health Care Needs (National Center). The purpose of this program is to advance the system of services for children and youth with special health care needs (CYSHCN) by supporting the implementation of the Blueprint for Change: Guiding Principles for a System of Services for Children and Youth With Special Health Care Needs1 (Blueprint for Change), a national agenda to improve health and well-being for CYSHCN and their families. This program will assist Title V programs and other key stakeholders who serve CYSHCN and their families by implementing strategies in four critical areas: health equity, CYSHCN and family well-being and quality of life, access to services, and financing of services.2 The National Center will support implementation of the Blueprint for Change by providing national coordination and leadership in two overarching activities: 3) Developing a Blueprint Implementation Roadmap that identifies actionable steps at the research, policy, and practice level for sectors serving CYSHCN and their families to implement the principles and strategies in the Blueprint for Change. 4) Assisting states, communities, and other stakeholders to implement the Blueprint Implementation Roadmap. These two activities will be accomplished by conducting policy/practice assessment and analysis; supporting partnership building; developing and conducting training; providing technical assistance (TA) and education; developing and disseminating resources and materials to support Blueprint for Change implementation; and conducting a program evaluation. The National Center’s key activities are divided into two phases: • Phase 1- Exploration, Roadmap Development, and Pilot Testing: Phase 1 will take place in years 1 - 2. It will encompass an assessment and analysis of system level gaps and emerging needs to develop and actively test the Blueprint Implementation Roadmap that will help guide the implementation of Blueprint for Change principles and strategies at the community, state, and national levels. • Phase 2 - Implementation: Phase 2 will take place in years 3, 4, and 5. It will focus on assisting states, communities and other key stakeholders in implementing the Blueprint Implementation Roadmap and innovations tested in Phase 1. Specific activities outlined in the phases can be found in the Program Requirements and Expectations section.",10/28/2022,01/26/2023,340376,"Dept. of Health and Human Services",93.110
"Programmatic Interventions to Increase Uptake of Influenza and COVID-19 Vaccination Among Students Attending Institutions of Higher Education","The purpose of this Notice of Funding Opportunity is to support research to investigate programmatic interventions to increase uptake of influenza and COVID-19 vaccination among students attending institutions of higher education (IHEs). The objectives include: 1) assessing knowledge and attitudes about influenza and COVID-19 vaccination coverage and mandates among undergraduate students; 2) identifying barriers and factors associated with likelihood of influenza and COVID-19 vaccine uptake; 3) designing, implementing, and assessing the effectiveness of one or more approaches to increase influenza and COVID-19 vaccination coverage among undergraduate students; and 4) performing a cost-assessment of the intervention(s). The study design will be a include a pre- and post-intervention survey, randomized controlled trial of one or more interventions informed by a pre-intervention survey, and a cost-analysis of each implement intervention.",11/07/2022,01/13/2023,343399,"Dept. of Health and Human Services",93.185
"Head Start/Early Head Start Recipient -- Communities in the state of Alabama","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in three individually defined service areas within Alabama. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information. SAM.gov System Alert - Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",11/10/2022,01/24/2023,343986,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Wisconsin","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within Wisconsin. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information. SAM.gov System Alert - Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",11/10/2022,01/24/2023,343987,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Louisiana","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within Louisiana. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information. SAM.gov System Alert - Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",11/10/2022,01/24/2023,343988,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of Colorado","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within Colorado. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information. SAM.gov System Alert - Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",11/10/2022,01/24/2023,343989,"Dept. of Health and Human Services",93.600
"Early Head Start Expansion and Early Head Start-Child Care Partnership Grants - Burnett, Clark, Rusk, Sawyer, Taylor and Washburn Counties, Wisconsin","The Administration for Children and Families (ACF) announces the availability of approximately $1,605,448 to be competitively awarded for the purpose of expanding access to high-quality, comprehensive services to low-income infants and toddlers and their families through Early Head Start-Child Care (EHS-CC) Partnerships, or through the expansion of Early Head Start services. ACF solicits applications from public entities, including states, or private non-profit organizations, including community-based or faith-based organizations, or for-profit agencies that meet eligibility for applying as stated in section 645A(d) of the Head Start Act, 42 U.S.C. 9840A(d). Interested applicants may email EHS.CCPartnerships@acf.hhs.gov for additional information. OHS encourages interested applicants to visit https://www.acf.hhs.gov/grants/howto#chapter-4. This webpage provides information on applying for grants, registering and applying through Grants.gov, submitting an application, and understanding the grant review process. SAM.gov System Alert - Entity Validation Delays Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",11/10/2022,01/24/2023,343990,"Dept. of Health and Human Services",93.600
"Ryan White HIV/AIDS Program Part D – Women, Infants, Children, and Youth (WICY) Grant Supplemental Funding","This notice announces the opportunity to apply for funding under the Ryan White HIV/AIDS Program (RWHAP) Part D - Women, Infants, Children and Youth (WICY) Grant Supplemental Funding. The purpose of this supplemental funding is to strengthen organizational capacity to respond to the changing health care landscape and increase access to high quality family-centered HIV primary health care services for low income women, infants, children, and youth (WICY) with HIV. HRSA intends funding under this program to support one short-term activity that can be completed by the end of the one-year period of performance. You may propose an expansion of an activity previously supported under the FY2021 or FY2022 RWHAP Part D Supplemental funding (HRSA-21-059; HRSA-22-037; HRSA-22-156) or Part C Capacity Development funding (HRSA-21-058; HRSA-22-019) for either an HIV Care Innovation or Infrastructure Development activity; however, HRSA will not fund the same activity in FY 2023 as HRSA funded previously in FY 2021 or FY 2022. If the proposed project is an expansion of a previously funded activity, you must provide a clear rationale for how the proposed activity builds upon and furthers the objectives of the previously funded activity. You may select only one activity under the selected category",11/14/2022,01/13/2023,340386,"Dept. of Health and Human Services",93.153
"Maternal and Child Health Secondary Data Analysis Research (MCH SDAR)","The purpose of the SDAR program is to support research that analyzes existing national data sets and/or administrative records to answer questions that can improve the health and well-being of MCH populations, including children and teenagers with autism spectrum disorders and other developmental disabilities (ASD/DD). The SDAR program helps researchers use existing data sets to identify new issues, study new research questions, test hypotheses, and determine pathways for intervention. Existing and new public health challenges affecting MCH populations, including children with special health care needs (MCH SDAR) and children and adolescents with ASD/DD (Autism SDAR), require timely, evidence-based responses from programs, policy, and practice. Without sufficient evidence or data, it is hard to develop interventions addressing both existing and new issues. SDAR research projects should help address any of the following HRSA’s Strategic Plan Objectives: • 1.4 Incorporate health equity concepts and measures into programs and policies; • 2.3 Improve the quality, safety, and effectiveness of health services for underserved populations and those in need; and • 2.4 Enhance maternal and child health efforts and reduce disparities in morbidity, mortality, and health outcomes.",11/14/2022,02/13/2023,340394,"Dept. of Health and Human Services",93.110
"Research Grants to Develop and Validate a Prognostic Tool of Mental Health Sequelae After Traumatic Brain Injury for Adolescent Patients (U01)","The Centers for Disease Control and Prevention's National Center for Injury Prevention and Control (NCIPC) is soliciting investigator-initiated research proposals to conduct a well-designed, longitudinal study within a large pediatric healthcare system(s) serving a diverse patient population, to derive and validate a new prognostic tool that identifies adolescents (ages 11-17 years) at increased risk for mental health sequelae or a worsening of an existing mental health condition(s). Of particular interest is research that focuses on adolescent populations shown to have higher rates of traumatic brain injury (TBI) incidence or greater risk of negative post-TBI outcomes (e.g., Black and Hispanic youth, youth living in rural areas, and those without insurance). The primary objectives of this NOFO are: Identification of risk/protective factors in the acute care setting that can predict new or worsening mental health sequelae within the three (3) months following a TBI among adolescents (ages 11-17 years Development of a new prognostic tool, based on empirically derived risk/protective factors, that can aid in predicting which adolescents in a clinical setting are more likely to subsequently develop mental health sequelae or experience a worsening of an existing mental health condition(s). Validation of the new empirically derived tool’s ability to accurately predict the development of mental health sequelae or experience a worsening of an existing mental health condition(s). Secondary Outcomes: Secondary outcomes for this project include publications and presentations describing results; new/modified recommendations for pediatric mTBI guideline(s); recommendations related to improving the feasibility of implementing the tool within a healthcare system; development and promotion of communication products related to the prognostic tool; potential development of a module/application based on the prognostic tool that is compatible and interoperable with multiple EHR vendors.",11/16/2022,01/24/2023,343967,"Dept. of Health and Human Services",93.136
"Social Drivers of Mental Illnesses in Low- and Middle-Income Countries: Mechanisms and Pathways of Interventions for Youth (R01 Clinical Trial Optional)","The purpose of this Request for Applications (RFA) is to solicit research that will help to identify and explain the mechanisms and pathways by which interventions targeting social drivers of mental illnesses affect the mental health and functioning of children and/or adolescents (ages 5-24 years) living in World Bank designated low- and middle-income countries (LMICs) . Studies should use innovative approaches to capture as much real-world complexity as possible in identifying and elucidating mechanisms and pathways that reduce risk for mental illnesses or improve mental health in children and/or adolescents.",11/22/2022,02/17/2023,344625,"Dept. of Health and Human Services",93.242
"School-Based Interventions to Promote Equity and Improve Health, Academic Achievement, and Well-Being of Students","The purpose of this 5-year cooperative agreement is to protect and improve the health and well-being of school-age children in underserved and disproportionately affected communities. CDC’s Healthy Schools will award approximately 16 recipients with up to 50 recipients depending on available funding. Recipients will use the Whole School, Whole Community, Whole Child (WSCC) model to: establish key partnerships to support school health programs; promote dissemination and implementation of CDC school health guidelines, tools, and resources through professional development and technical assistance; and use action planning to implement physical activity, school nutrition, and school health services policies, practices, and programs within state and local education agencies, schools, and out-of-school time settings. Expected outcomes to be achieved include an (1) increase in the numbers of schools with an action plan based on the completion of CDC’s School Health Index; (2) increased implementation of Comprehensive School Health Activity Programs; (3) increased school nutrition and security policies and practices; (4) increased school-based health services that support students with chronic health conditions; and (5) increased physical activity, healthy dietary behaviors, and self-management of chronic conditions among students.",12/13/2022,02/11/2023,342776,"Dept. of Health and Human Services",93.981
"Substance Use Prevention Effectiveness Research Among Youth and Families in the Child Welfare System (R61/R33 Clinical Trial Required)","The purpose of this FOA is to support effectiveness research to test interventions or services that prevent opioid misuse or opioid use disorder specifically among youth, caregivers (including foster parents), and families served by the child welfare system. The goal of this research is to grow the body of evidence-based prevention programs effective for use within or through referrals from the child welfare system, ultimately reducing immediate and multigenerational risk for substance misuse among families. In this initiative, involvement with the child welfare system is defined broadly to include populations with risk for entering, currently receiving services from, or having exited from the child welfare system.",12/16/2022,03/15/2023,344968,"Dept. of Health and Human Services",93.279
"Substance Use Prevention Effectiveness Research Among Youth and Families in the Child Welfare System (R01 Clinical Trial Required)","The purpose of this FOA is to support effectiveness research to test interventions or services that prevent opioid misuse or opioid use disorder specifically among youth, caregivers (including foster parents), and families served by the child welfare system. The goal of this research is to grow the body of evidence-based prevention programs effective for use within or through referrals from the child welfare system, ultimately reducing immediate and multigenerational risk for substance misuse among families. In this initiative, involvement with the child welfare system is defined broadly to include populations with risk for entering, currently receiving services from, or having exited from the child welfare system.",12/16/2022,03/15/2023,344970,"Dept. of Health and Human Services",93.279
"University Centers for Excellence in Developmental Disabilities, Education and Service","Administration for Community Living Description: AoD's Office of Intellectual and Developmental Disabilities (OIDD) within the Administration for Community Living (ACL), U.S. Department of Health and Human Services (HHS) forecasts the possible availability of Fiscal Year (FY) 2023 funds to make five-year grants to up to 17 entities designated as University Centers for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD). These grantees carry out four core functions: (1) interdisciplinary pre-service preparation and continuing education of students; (2) community services, including training, technical assistance, and/or demonstration and model activities; (3) research; and (4) dissemination of information. UCEDDs are interdisciplinary education, research and public service units of universities, or public or not-for-profit entities associated with universities that implement the four core functions addressing, directly or indirectly, one or more of the areas of emphasis (e.g., quality assurance, education and early intervention, child care, health, employment, housing, transportation, recreation and other services available or offered to individuals in a community, including formal and informal community supports, that affect their quality of life). Funds made available under this proposed funding opportunity will be used to pay for the Federal share of the cost of the administration and operation of programs. Link to Additional Information: https://acl.gov/grants/open-opportunities",12/19/2022,02/17/2023,342835,"Dept. of Health and Human Services",93.632
"Sober Truth on Preventing Underage Drinking Act Grants","The purpose of this program is to prevent and reduce alcohol use among youth and young adults ages 12-20 in communities throughout the United States. The program aims to: (1) address norms regarding alcohol use by youth, (2) reduce opportunities for underage drinking, (3) create changes in underage drinking enforcement efforts, (4) address penalties for underage use, and/or (5) reduce negative consequences associated with underage drinking (e.g., motor vehicle crashes, sexual assaults). In addition, applicants will build on strategic plans that were developed under a Drug Free Communities (DFC) award utilizing the strategic prevention framework model which aims to address underage drinking behaviors.",12/19/2022,02/17/2023,342860,"Dept. of Health and Human Services",93.243
"Bidirectional Influences Between Adolescent Social Media Use and Mental Health (R21 Clinical Trial Optional)","This funding opportunity announcement (FOA) focuses on understanding bidirectional relationships between social media use and adolescent mental health, psychiatric symptoms, and risk or resilience for psychopathology. For the purposes of this FOA, social media are defined as internet-based communication platforms and applications that enable interactions between users by sharing or consuming information. The FOA focuses on adolescents (broadly defined here as 10-20 years of age), who have increasing access to social media and greater autonomy in their use of digital platforms. No effectiveness/efficacy trials will be accepted.",12/29/2022,03/24/2023,345154,"Dept. of Health and Human Services",93.242
"Bidirectional Influences Between Adolescent Social Media Use and Mental Health (R01 Clinical Trial Optional)","This funding opportunity announcement (FOA) focuses on understanding bidirectional relationships between social media use and adolescent mental health, psychiatric symptoms, and risk or resilience for psychopathology. For the purposes of this FOA, social media are defined as internet-based communication platforms and applications that enable interactions between users by sharing or consuming information. The FOA focuses on adolescents (broadly defined here as 10-20 years of age), who have increasing access to social media and greater autonomy in their use of digital platforms. No effectiveness/efficacy trials will be accepted.",12/29/2022,03/24/2023,345153,"Dept. of Health and Human Services",93.242
"Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R01 Clinical Trial Required)","The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes. This FOA is published in parallel to a companion R34",01/06/2023,07/05/2024,345279,"Dept. of Health and Human Services",93.242
"Victims of Human Trafficking in Native Communities Demonstration (VHT-NC) Program","MODIFICATION: OTIP has modified this forecast from its original version to reflect a change in project objectives. The originally proposed third objective (training) was replaced with public awareness. This is the only modification to the forecast. The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Victims of Human Trafficking in Native Communities (VHT-NC) Demonstration Program. The VHT-NC Demonstration Program’s goal is to directly fund organizations that will build, expand, and sustain organizational and community capacity to deliver services to Native American (i.e., American Indians, Alaska Natives, Native Hawaiians, and/or Pacific Islanders) adults and minors who have experienced a severe form of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended, through the provision of direct services, assistance, and referrals. Under the VHT-NC Demonstration Program the following activities are required: 1) provision of comprehensive, culturally and linguistically responsive, case management to Native Americans who have experienced sex and labor trafficking; 2) increase identification of Native Americans who have experienced sex and labor trafficking through outreach; and 3) public awareness activities for the local community and organizations that may encounter individuals who have experienced sex and labor trafficking. The VHT-NC Demonstration Program is informed by a whole family approach that focuses equally and intentionally on services and opportunities for clients and their immediate family members living within their households. OTIP is encouraging the establishment of community partnerships, meaningful engagement of Native American individuals who have experienced trafficking, and the hiring of qualified professionals that reflect the communities being served in all project implementation strategies under the VHT-NC Demonstration Program. Under the VHT-NC Demonstration Program, there is a 12-month project implementation period for the prime recipient to facilitate optional partnerships, on-board new staff, and develop service protocols specific to Native Americans who have experienced human trafficking. However, clients must be served during the 12-month project implementation period. Under the VHT-NC Demonstration Program, the prime recipient must provide a statutorily mandated 25 percent match (cash or in-kind).",01/06/2023,06/30/2023,344144,"Dept. of Health and Human Services",93.327
"Comprehensive Systems Integration for Adolescent and Young Adult Health","This notice announces the opportunity to apply for funding under the Comprehensive Systems Integration for Adolescent and Young Adult Health (CSI-AYAH) program. The purpose of this program is to increase the capacity of states, territories and tribal organizations to integrate systems of care, including health,1 school,2 and community3 systems, to promote adolescent and young adult (youth) health and well-being. This program will: 1) Establish a cross-sector alliance comprised of nationally recognized partners in health, school, and community systems that will collectively provide national leadership; 2) Support the alliance to develop and disseminate a national blueprint to improve adolescent health and well-being through systems integration in states, territories, and tribal organizations; 3) Provide targeted technical assistance (TA) to learning collaboratives comprised of leadership teams in states, territories, and/or tribal organizations working to implement cross-sector systems integration models; 4) Deliver TA to support Title V agencies that have selected performance measures related to improving adolescent health and/or behavioral health; and 5) Increase the number of state, territory, and tribal organizations accessing and implementing systems integration models to improve youth health and well-being. For more details, see Program Requirements and Expectations.",01/11/2023,04/11/2023,340378,"Dept. of Health and Human Services",93.110
"Best Practices to Strengthen Family Support in Child Maltreatment Reporting and Prevention","This Notice of Funding Opportunity will support the development and national dissemination of best practices to strengthen the capacity of child abuse hotline staff to distinguish between poverty and willful neglect. More than 60 percent of maltreatment determinations are for neglect without abuse (Children’s Bureau , 2021). Further, poverty, bias, and systemic inequality continues to fuel disproportionate child abuse reporting and child welfare system involvement among families of color and other marginalized communities across the country. As a result, there has been a growing national interest to encourage mandated reporters to become “mandated supporters,” whereby equal importance is placed on supporting families who would benefit from economic and concrete supports to avoid unnecessary contact with the child welfare system. This funding will support building a national messaging campaign on how individuals can become a source of support to families in their community by acknowledging the impact of racial inequities and seeking solutions that can help mitigate child safety concerns before they rise to the level of crisis. Funding will also focus on the development of best practices for training and equipping child abuse hotline staff to navigate complex and wide-reaching needs such as understanding the distinction between poverty and willful neglect, implicit bias, addressing social and behavioral health needs, how and when to report child abuse, and providing warm hand offs to local resources whenever possible. Applicants will need to describe plans for continuous quality improvement, evaluating the effectiveness of proposed strategies in a hotline environment, and disseminating findings widely to relevant audiences. Applicants must also demonstrate the capacity and plan to coordinate with the National Center for Community-Based Child Abuse Prevention (CBCAP), Child Welfare Information Gateway, and other hotlines administered by the Administration for Children and Families.",01/12/2023,03/13/2023,343854,"Dept. of Health and Human Services",93.670
"Building Early Childhood-Child Welfare Partnerships to Support the Well-Being of Young Children, Families, and Caregivers","In every State and community, early care and education (ECE) and child welfare systems are natural partners in meeting the social, emotional, developmental, mental health, and educational needs of young children and supporting families. Research has demonstrated that participation in Early Head Start, one such high-quality ECE program, improves key factors known to prevent child maltreatment. Despite this natural alignment, strategic and effective coordination between child welfare and ECE has proven difficult to achieve in many states and local jurisdictions due to a variety of long-standing challenges, many of which have been exacerbated during the COVID-19 pandemic. Additionally, despite the fact that children in foster care are categorically eligible for enrollment in Head Start/Early Head Start, and the benefits of engagement in such high-quality ECE programs for children and their families are well-documented, enrollment numbers for this population remain low. Support provided through this opportunity will allow for the development and/or enhancement of this strategic multi-system and multi-level collaboration between child welfare, ECE, and other relevant partners to effectively prevent child abuse and neglect and provide comprehensive supports to children and families. The benefits of participation in high-quality ECE programs extend well-beyond the enrolled child and often provide resources for parents and caregivers, siblings, and other family members through a whole-family approach that strengthens and supports their individual and collective well-being. Grant funding will support the development of policy, quality practice, and other strategies across systems that work to support children and families at-risk or engaged with the child welfare system. Grant recipients will implement strategies to ensure that coordination and communication between relevant partners becomes institutionalized. Such strategies may include, but are not limited to: establishing formalized mechanisms of coordination between partner agencies; increasing cross-training and partnership opportunities for child welfare and ECE at both the staff and leadership levels; developing and enhancing strategies to facilitate referral and coordination processes between agencies; and ensuring that child welfare agencies have ready and accurate information about ECE. Potential applicants will be required to demonstrate commitment of the appropriate State, local, or tribal child welfare agency and an appropriate ECE partner to implement their work.",01/12/2023,03/13/2023,343855,"Dept. of Health and Human Services",93.670
"Residential (Secure) Services for Unaccompanied Children","The Office of Refugee Resettlement/Division of Unaccompanied Children Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to unaccompanied children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and end when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by state-licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is announcing the availability of funds under this Standing Notice of Funding Opportunity (SNOFO) to seek secure residential care providers. A secure care provider facility is the most restrictive placement option for UC who pose a danger to self or others or has been charged with a criminal offense. Residential care providers operating a secure program must be licensed as a juvenile detention center to provide residential care services for UC who require a heightened level of care and supervision. All entities funded under this SNOFO must also comply with Flores v. Reno, Case No. CV 85- 4544 RJK (C.D. Cal. 1996) (the Flores Settlement Agreement); pertinent federal laws and regulations; and ORR policies and procedures, including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: www.acf.hhs.gov/orr/policy-guidance/children-entering-united-states-una... as it provides critical information on the overall program design. Please refer to this SNOFO when it publishes for more details on application closing dates and project periods. ",01/12/2023,03/13/2023,344685,"Dept. of Health and Human Services",93.676
"Using Just-in-Time Adaptive Interventions to Optimize Established Adolescent Mental Health Treatments (R61/R33 Clinical Trial Required)","The proposed FOA would solicit applications focused on enhancing the potency of established adolescent mental health treatments through the use of developmentally informed and theoretically grounded JITAIs. While JITAIs could be applied to established interventions across the lifespan, we propose focusing specifically on adolescence - a developmental period characterized by heightened risk for new onset or worsening mental illness, poor engagement with face-to-face interventions, and peak engagement with technology. JITAIs have the potential to capitalize on adolescents near ubiquitous use of technology to facilitate symptom reduction and behavior change by providing content via an intrinsically motivating platform, facilitating skills practice in ecologically-valid contexts, tailoring the intervention to match the adolescents needs and preferences, providing in-the-moment feedback and reinforcement, and scaffolding adolescents in real time to mitigate impairments. Recent technological advancements have greatly improved the feasibility of delivering JITAIs, and these interventions have shown promise in a variety of health and addiction domains. Yet, no studies of JITAIs for adolescent mental disorders have been published to date, highlighting the need for research in this emerging area of intervention science.",01/12/2023,02/22/2023,345386,"Dept. of Health and Human Services",93.242
"Pilot Studies to Test the Initiation of a Mental Health Family Navigator Model to Promote Early Access, Engagement and Coordination of Needed Mental Health Services for Children and Adolescents (R34 Clinical Trial Required)","The purpose of this Funding Opportunity Announcement (FOA) is to encourage research applications to develop and pilot test the effectiveness and implementation of family navigator models designed to promote early access, engagement and coordination of mental health treatment and services for children and adolescents who are experiencing early symptoms of mental health problems. For the purposes of this FOA, NIMH defines a family navigator model as a health care professional or paraprofessional whose role is to deploy a set of strategies designed to rapidly engage youth and families in needed treatment and services, work closely with the family and other involved treatment and service providers to optimize care and monitor the trajectory of mental health symptoms and outcomes over time. Applicants are encouraged to develop and pilot test the navigator models ability to promote early access, engagement and coordination of mental health treatment and services for children and adolescents as soon as symptoms are detected. Of interest are navigator models that coordinate needed care strategies, determine the personalized match to the level of needed service amount, frequency and intensity, and harness novel technologies to track and monitor the trajectory of clinical, functional and behavioral progress toward achieving intended services outcomes.This FOA is published in parallel to a companion R01 (Currently Temp-11229)",01/13/2023,09/07/2024,345395,"Dept. of Health and Human Services",93.242
"Strengthening an Integrated Comprehensive Approach for HIV Services for Adolescents and Young People through Determined, Resilient, AIDS-Free Mentored and Safe (DREAMS) Program in Zimbabwe under the President's Emergency Plan for AIDS Relief (PEPFAR)","The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $10,000,000 for Year 1, subject to the availability of funds. The Determined, Resilient, Empowered, AIDS-Free, Mentored and Safe (DREAMS) initiative aims at reducing new HIV infections among adolescent girls and young women (AGYW). The DREAMS program uses evidence-based combination HIV prevention interventions and multiple stakeholder engagement to address the biological, socioeconomic, cultural, and structural drivers for HIV infection among AGYW to contribute to HIV epidemic control. The recipient(s) will consolidate the implementation in four districts where the program is underway and expand the program to new districts based on PEPFAR’s guidance, current epidemiological data, survey findings, contextual considerations, and other routine indicators. Beyond geographic prioritization, the DREAMS program targets AGYW most vulnerable to HIV. The recipient(s) will identify, recruit, and enroll AGYW most vulnerable to HIV and retain them in the DREAMS program, implement evidence-based HIV and violence prevention interventions for AGYW to reduce HIV risk, deliver evidence-based HIV prevention, violence prevention, and economic strengthening interventions for parents and families of vulnerable AGYW, address structural barriers and harmful social norms at community level and refine and strengthen mentorship and coaching approaches to sustain the DREAMS achievements.",01/12/2023,03/13/2023,344339,"Dept. of Health and Human Services",93.067
"Community Programs for Outreach and Intervention with Youth and Young Adults at Clinical High Risk for Psychosis","The purpose of this program is to provide trauma-informed, evidence-based interventions to youth and young adults (not more than 25 years of age) who are at clinical high risk for psychosis. Award recipients are expected to use evidence-based intervention to: 1) improve symptomatic and behavioral functioning; (2) enable youth and young adults to resume age-appropriate social, academic, and/or vocational activities; (3) delay or prevent the onset of psychosis; and (4) minimize the duration of untreated psychosis for those who develop psychotic symptoms.",01/13/2023,03/14/2023,342914,"Dept. of Health and Human Services",93.243
"Human Trafficking Youth Prevention Education (HTYPE) Demonstration Program","The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funds for the Human Trafficking Youth Prevention Education (HTYPE) Demonstration Program. The goal of the HTYPE Demonstration Program is to fund local educational agencies (LEA) to develop and implement programs to prevent human trafficking victimization through the provision of skills-based human trafficking training and education for school staff and students as specified in the Frederick Douglass Trafficking Victims Prevention and Protection Reauthorization Act of 2018. The following activities are required under the HTYPE Demonstration Program: 1) provide human trafficking education that equips educators and other staff to identify and respond to signs that students are at high risk of or are currently experiencing human trafficking; 2) deliver student human trafficking prevention education that is designed to build student resilience to labor trafficking and sex trafficking by strengthening student knowledge and skills; 3) train qualified individuals to implement and replicate project activities throughout the school district or identified target area(s); and 4) establish and implement a Human Trafficking School Safety Protocol (HTSSP). The LEA will also have the option to implement skills-based human trafficking prevention education for caregivers. The LEA must work in partnership with a nonprofit or nongovernmental organization (NGO) to provide all aspects of human trafficking prevention education to students and school staff. The LEA will consult with local law enforcement in the development of the HTSSP, specifically to address the safety, security, and well-being of staff and students and to define the proper and effective role of school staff in responding to potential and confirmed cases of human trafficking, including notifying and engaging parents, guardians, or caregivers, as appropriate.",01/27/2023,04/27/2023,343847,"Dept. of Health and Human Services",93.327
"Tribal Maternal, Infant, and Early Childhood Home Visiting Program: Development and Implementation Grants","The Office of Early Childhood Development (ECD) within the Administration for Children and Families (ACF) announces the availability of funds for the Fiscal Year (FY) 2023 Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Grant Program: Development and Implementation Grants. Funds will support 63-month cooperative agreements between ACF and federally-recognized Indian tribes (or a consortium of Indian tribes), tribal organizations, or urban Indian organizations to support the following: conduct community needs and readiness assessments; develop the infrastructure needed for planning and implementation of evidence-based maternal, infant, and early childhood home visiting programs; provide high-quality, evidence-based home visiting services to pregnant women and families with young children aged birth to kindergarten entry; implement performance measurement and continuous quality improvement (CQI) activities; and engage in activities to strengthen early childhood systems of support for families with young children.Home visiting programs are intended to promote outcomes such as improved maternal and prenatal health, infant health, and child health and development; reduced child maltreatment; improved parenting practices related to child development outcomes; improved school readiness; improved family socio-economic status; improved coordination of referrals to community resources and supports; and reduced incidence of injuries, crime, and domestic violence. The goals of the Tribal Home Visiting program are to support healthy, happy, successful American Indian and Alaska Native (AI/AN) children and families through a coordinated, high-quality, evidence-based home visiting strategy, and to continue to build the evidence base for home visiting in tribal communities. ACF and the Health Resources and Services Administration (HRSA), the agencies collaborating to implement the Tribal Home Visiting program within the Department of Health and Human Services (HHS), also intend for the program to result in a coordinated system of early childhood home visiting in tribal communities that has the capacity to provide infrastructure and supports to assure high-quality, evidence-based practice.This funding is intended for tribal entities that do not have prior experience with implementing evidence based home visiting models, performance measurement systems, and CQI activities.This funding is intended for tribal entities that do not have prior experience with implementing evidence-based home visiting programs and are not currently implementing a program. A separate NOFO (Tribal MIECHV Grant Program: Implementation and Expansion Grants, HHS-2023-ACF-ECD-TH-0241) will be available for entities with such prior experience.",02/10/2023,05/01/2023,345994,"Dept. of Health and Human Services",93.872
"Advancing Equity in Adolescent Health through Evidence-Based Teen Pregnancy Prevention Programs and Services","The primary focus of OASH is leading America to healthier lives, especially for those who have suffered historic disparities. In support of this vision, OPA promotes health across the reproductive lifespan through innovative, evidence-based sexual and reproductive health and family planning programs, services, strategic partnerships, evaluation, and research. The Teen Pregnancy Prevention (TPP) Program is a national, evidence-based program that funds diverse organizations working to reach adolescents to improve sexual and reproductive health outcomes and promote positive youth development. The Office of Population Affairs (OPA) anticipates FY2023 funds being available to support cooperative agreements for organizations to advance health equity for adolescents, their family, and communities through the replication and scaling of medically accurate and age appropriate evidence-based teen pregnancy prevention programs that have been proven effective through rigorous evaluation to reduce teenage pregnancy, behavioral risk factors underlying teenage pregnancy, or other associated risk factors. Evidence-based program are programs that have been proven effective through rigorous evaluation to reduce teenage pregnancy, behavioral risk factors underlying teenage pregnancy, or other associated risk factors. OPA aims to equitably bolster adolescent health outcomes and mitigate disparities through evidence-based teen pregnancy prevention programs and services. Anticipated funds will be used to serve communities and populations with the greatest needs and facing significant disparities to advance equity in adolescent health through the replication of evidence-based teen pregnancy prevention programs and services.",02/14/2023,04/18/2023,342710,"Dept. of Health and Human Services",93.297
"Domestic Victims of Human Trafficking Services and Outreach (DVHT-SO) Program","MODIFICATION: This forecast has been updated to reflect a revised fiscal year and project period. This NOFO will be funded using FY 24 funds, with a 10/01/2023-09/30/2028 project period. These are the only changes to this forecast. The Office on Trafficking in Persons (OTIP) within the Administration for Children and Families (ACF) is announcing funding for the Domestic Victims of Human Trafficking Services and Outreach (DVHT- SO) Program. The goal of the DVHT-SO Program is to fund organizations that will build, expand, and sustain organizational and local capacity to deliver services to domestic victims of severe forms of human trafficking as defined by the Trafficking Victims Protection Act (TVPA) of 2000, as amended through victim outreach, identification, case management, direct services, assistance, and referrals.Under the DVHT-SO Program, the following activities are required: 1) comprehensive case management and services to adults and children who have experienced human trafficking; and 2) outreach to increase identification of adults and children who have experienced sex and labor trafficking. The DVHT-SO Program is informed by a whole-family approach that focuses equally and intentionally on services and opportunities for individuals who have experienced human trafficking and their immediate family members living within their households. OTIP encourages community partnerships, meaningful engagement of individuals who have experienced human trafficking, and hiring qualified professionals from the communities being served under the DVHT-SO Program.Recipients will undergo a 12-month project implementation period to establish partnerships, on-board new staff, and develop a victim service protocol and a sustainability plan. Clients must receive direct services and assistance through the DVHT-SO Program during the 12-month project implementation period.In addition, there is a statutorily mandated 25 percent match (cash or in-kind) requirement for each budget period.",02/17/2023,05/18/2023,346127,"Dept. of Health and Human Services",93.327
"Residential (Staff Secure) Services for Unaccompanied Children","The Office of Refugee Resettlement/Division of Unaccompanied Children Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to unaccompanied children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and end when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by state-licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is announcing the availability of funds under this Standing Notice of Funding Opportunity (SNOFO) to seek staff secure residential care providers. A staff secure care provider facility maintains stricter security measures, such as higher staff to UC ratio for supervision, to control disruptive behavior and to prevent escape. Residential care providers operating a staff secure facility must be licensed (state child placement license and facility license) to provide residential care services for UC that require a heightened level of supervision. All entities funded under this SNOFO must also comply with Flores v. Reno, Case No. CV 85- 4544 RJK (C.D. Cal. 1996) (the Flores Settlement Agreement); pertinent federal laws and regulations; and ORR policies and procedures, including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at https://www.acf.hhs.gov/orr/policy-guidance/unaccompanied-children-prog... as these will be critical to the overall program design. Please refer to this SNOFO when it publishes for more details on application closing dates and project periods.",02/23/2023,04/24/2023,345053,"Dept. of Health and Human Services",93.676
"Historically Black Colleges and Universities Center for Excellence","The purpose of this program is to provide training, recruit, and prepare students for obtaining advanced degrees in the behavioral health field to address mental and substance use disorders. The recipient will be expected to emphasize education, awareness, and preparation for careers in mental and substance use disorder treatment. With this program, SAMHSA aims to increase the number of students prepared to enter the behavioral health field and provide culturally competent services; increase student awareness of careers in behavioral health; assist students with continuing their education in behavioral health; and establish partnerships among HBCUs and other organizations to share resources and strategies to strengthen their capacity to recruit and train students for careers in substance use, mental and co-occurring disorder treatment.",02/27/2023,04/28/2023,346437,"Dept. of Health and Human Services",93.243
"Tribal Maternal, Infant, and Early Childhood Home Visiting Program: Implementation and Expansion Grants","The Office of Early Childhood Development within the Administration for Children and Families (ACF) will be soliciting applications for the Fiscal Year 2023 Tribal Maternal, Infant, and Early Childhood Home Visiting (MIECHV) Grant Program: Implementation and Expansion Grants. Funds will support five (5)-year grants (cooperative agreements) between ACF and federally recognized Indian tribes (or a consortium of Indian tribes), tribal organizations, or urban Indian organizations that are currently operating an evidence-based home visiting program serving expectant families and families with young children aged birth to kindergarten entry, and propose to sustain or expand their established infrastructure for home visiting services in tribal communities. Grants will support implementation of high-quality, culturally grounded, evidence-based home visiting services to American Indian and Alaska Native (AI/AN) families and children; implementation of performance measurement and continuous quality improvement systems; development of early childhood systems; and participation in research and evaluation activities to build evidence around home visiting, particularly in tribal communities.Home visiting programs are intended to promote outcomes such as improved maternal and prenatal health, infant health, and child health and development; reduced child maltreatment; improved parenting practices related to child development outcomes; improved school readiness; improved family socio-economic status; improved coordination of referrals to community resources and supports; and reduced incidence of injuries, crime, and domestic violence. The goals of the Tribal MIECHV program are to support healthy, happy, successful AI/AN children and families through a coordinated, high-quality, culturally grounded, evidence-based home visiting strategy; to continue to build the evidence base for home visiting in tribal communities; and to support coordination among early childhood programs serving AI/AN families and development of early childhood systems.This funding is intended for tribal entities that have an established history of implementation of high-quality, culturally grounded, evidence-based home visiting services to AI/AN families and children and are currently operating these services. Applicants may include existing grant recipients under the Tribal MIECHV program that are proposing to sustain or expand services, as well as other tribal entities that can demonstrate past and current experience with conducting such activities and are proposing to expand services.",02/28/2023,05/29/2023,346126,"Dept. of Health and Human Services",93.872
"Secondary Analyses of Head Start Data","The Administration for Children and Families (ACF) intends to solicit applications for Secondary Analyses of Head Start Data awards. These awards aim to support researchers conducting secondary analyses of data of relevance to Head Start (HS) programs and policies. This includes research of relevance to HS programs serving families with children 3 to 5 years old, Early HS programs serving pregnant women and families with infants and toddlers, American Indian Alaska Native (AI/AN) HS programs serving families in tribal communities, and Migrant and Seasonal HS programs serving families engaged in migrant and seasonal farm work. The goals of the awards are to:Address topics of current relevance to the goals and outcomes of HS programs;Encourage active communication, networking, and collaboration among prominent HS researchers and policymakers; andIncrease the capacity of HS researchers to analyze existing data sets and disseminate their findings to multiple audiences.Topics and data set of particular interest will be identified in the Notice of Funding Opportunity. Findings from these awards are intended to inform policy, program administration, and future research.If you are interested in this funding opportunity, please register at Grants.gov and subscribe to this forecast to receive update notifications.SAM.gov System Alert-Entity Validation Delays:All applicants must be registered at SAM.gov and establish a Unique Entity Identifier. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",02/28/2023,05/12/2023,344098,"Dept. of Health and Human Services",93.600
"Planning and Developing Infrastructure to Promote the Mental Health of Children, Youth and Families in American Indian/Alaska Native (AI/AN) Communities","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.",03/06/2023,05/05/2023,346626,"Dept. of Health and Human Services",93.243
"Quality Improvement Center on Workforce Analytics","In recognition of the significant impact of workforce issues on agencies, staff, and children and families, the Children’s Bureau identified addressing the needs of the child welfare workforce as one of its strategic plan goals. The Quality Improvement Center on Workforce Analytics (QIC) will emphasize development and analysis of workforce analytics to inform worker recruitment, performance and well-being strategies that support workforce innovation and retention; while also undertaking an array of activities to increase recruitment and decrease the turnover of child welfare staff from the frontline workers to top leadership. It will build knowledge in evidence-based workforce decision making practices and contribute to research on evidence based/informed workforce strategies that can support agencies’ effective recruitment and retention strategies, appropriate employee selection protocols, exploring new and innovative non-traditional pathways to expand agency recruitment pools, and ability to organize their staff to effectively get their work done. The QIC will partner with selected states, tribes and/or territories interested in the development of workforce analytics to help address the current workforce crisis. Through a data driven systematic approach, the QIC will provide leadership to identify and assess workforce needs and develop strategic plans to engage and support a child welfare workforce that is responsive to the continuum of child welfare needs from prevention to permanency. The QIC will examine existing data and reporting structures to identify and establish core workforce metrics that guide worker recruitment, promote worker well-being and performance, and guide workforce innovation. Core components will include contributing to a national understanding of workforce metrics; collecting, developing, and disseminating evidence-based or evidence-informed strategies related to workforce development; supporting jurisdictions to pilot identified interventions to better support child welfare leaders; providing technical assistance support for implementation of best practices; evaluating the effectiveness of these interventions. Success will be measured by increased data informed decision-making capacity; improvements in recruitment capacity, retention rates, worker satisfaction, and intention to stay; and improved agency culture and climate that supports worker recruitment and retention. The anticipated funding level for this award is $1,270,000 for the first year and $2,100,000 for years 2 - 5.",03/06/2023,05/05/2023,343849,"Dept. of Health and Human Services",93.648
"Healthy Transitions: Improving Life Trajectories for Youth and Young Adults with Serious Mental Disorders Program","The purpose of this program is to improve and expand access to developmentally, culturally, and linguistically appropriate services and supports for transition-aged youth and young adults (ages 16-25) who either have, or are at risk for developing, serious mental health conditions. Award recipients will be expected to identify and provide appropriate behavioral health interventions to transition-aged youth and young adults who are at risk for a serious emotional disturbance or serious mental illness. With this program, SAMHSA aims to improve emotional and behavioral health functioning so that this population of youth and young adults can maximize their potential to assume adult roles and responsibilities and lead full and productive lives.",03/07/2023,05/08/2023,342904,"Dept. of Health and Human Services",93.243
"Cooperative Agreements for School-Based Trauma-Informed Support Services and Mental Health Care for Children and Youth","The purpose of this program is to increase student access to evidence-based and culturally relevant trauma support services and mental health care by developing innovative initiatives, activities, and programs to link local school systems with local trauma-informed support and mental health systems, including those under the Indian Health Service. With this program, SAMHSA aims to further enhance and improve trauma-informed support and mental health services for children and youth.",03/08/2023,05/08/2023,346708,"Dept. of Health and Human Services",93.243
"Employer Engagement Program","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications for the ORR Employer Engagement Program. Through the Employer Engagement Program, ORR will provide funding to strengthen employer engagement in the integration and self-sufficiency of refugees within the community. Program recipients will enter into formal partnerships with employees to develop training curricula, provide career counseling, and strengthen opportunities for workplace-based training, apprenticeships, and internships for refugee participants. Program recipients will provide support in identifying and funding workplace instructors and will supply liaisons to design work-oriented language and training curricula, schedule and announce services, and coordinate with employment case managers for referral and enrollment to support career advancement. Employer partnerships will also include longer-term individual investment opportunities by sponsoring and covering the costs of vocational certification, recertification, and/or longer-term educational degrees.",03/08/2023,05/08/2023,343711,"Dept. of Health and Human Services",93.576
"Teen Pregnancy Prevention Tier 2 Rigorous Evaluation Cooperative Agreements","The Office of Population Affairs (OPA), in the Office of the Assistant Secretary for Health, administers the Title X family planning, Teen Pregnancy Prevention (TPP), and Embryo Adoption Awareness and Services programs. OPA advises the Secretary and the Assistant Secretary for Health on a wide range of reproductive and adolescent health topics. The TPP program was established in 2010 with a Congressional mandate to fund medically accurate and age-appropriate programs to reduce teen pregnancy and associated risk behaviors. The purpose of the TPP Tier 2 Rigorous Evaluation Cooperative Agreements is to fund rigorous impact and implementation evaluation of promising approaches for preventing teen pregnancy and related risk behaviors. Through the awards, OPA aims to address the changing needs of youth and communities by increasing the number of programs available that are proven to reduce teen pregnancy, sexually transmitted infections (STIs), and behavioral risk factors underlying teen pregnancy, and to disseminate those interventions that demonstrate effectiveness. OPA is especially interested in funding rigorous evaluations of promising interventions in populations and settings with great need and those that demonstrate significant health disparities, such as, but not limited to, interventions in juvenile justice or foster care/child welfare settings, with expectant and parenting youth, youth with disabilities, with homeless youth, or for caregivers. A wide range of adolescent health innovations may be proposed for study under this funding opportunity, such as, but not limited to, programs, curricula, clinical interventions, and technological interventions. Promising interventions to be evaluated under the funding opportunity are expected to have compelling, positive preliminary evidence from previous research, a well-described theory of change, and intervention materials that are already developed. The promising intervention should also have demonstrated support from participants and be a good fit for the intended population and setting proposed for the evaluation. Funded recipients are expected to conduct a rigorous impact evaluation of the promising intervention with the most robust possible design that is feasible for the intervention and setting. All funded recipients will be expected to participate in OPA evaluation technical assistance. Recipients will be expected to conduct high-quality implementation of the intervention by maintaining fidelity, quality assurance, high dosage, intervention saturation, appropriate materials, staff coordination and management, qualified facilitators, participant engagement and satisfaction, and stakeholder support. Promising interventions proposed for evaluation under this funding are expected to have the potential to scale and be replicated by others in the adolescent health field. Funded recipients will be expected to disseminate their evaluation findings and lessons learned through publications in peer-reviewed journals and presentations at professional conferences.",03/10/2023,05/17/2023,342732,"Dept. of Health and Human Services",93.297
"Head Start/Early Head Start Recipient -- Communities in the state of Texas","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within Texas. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",03/14/2023,05/15/2023,346584,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of North Dakota","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within North Dakota. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",03/14/2023,05/15/2023,346586,"Dept. of Health and Human Services",93.600
"Head Start/Early Head Start Recipient -- Communities in the state of New Jersey","The Administration for Children and Families, Office of Head Start will solicit applications from public or private non-profit organizations, including community-based and faith-based organizations, or for-profit organizations that wish to compete for funds to provide Head Start and/or Early Head Start services to eligible children and families. Funding is available in one individually defined service area within New Jersey. Interested applicants should visit the website noted in the “Link to Additional Information” to view the list of available service areas and their corresponding funding levels in this state. Applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",03/14/2023,05/15/2023,346585,"Dept. of Health and Human Services",93.600
"Early Care and Education Research Scholars: Child Care Dissertation Grants","The Office of Planning, Research, and Evaluation (OPRE) of the Administration for Children and Families (ACF) plans to solicit applications for Early Care and Education Research Scholars: Child Care Dissertation Grants. Funds support dissertation research by advanced graduate students working on child care policy issues in partnership with a Child Care and Development Fund (CCDF) agency or administrator and with faculty mentors. These grants focus on building capacity in the research field by: addressing questions relevant to child care policy decision-making and program administration, supporting applied research experiences through collaboration with CCDF agencies, fostering mentoring relationships between faculty members and doctoral students. OPRE is interested in research that addresses issues of significance related to CCDF; aims to inform policy decisions and solutions, particularly for populations that are underserved/understudied; and utilizes the most rigorous research methodology for the selected research question. Applicants must consult with a CCDF agency or administrator in the conceptualization of the research plan, from development and refinement of the research questions, through the proposed data collection or secondary analyses of data, interpretation, and dissemination of findings. Eligible Tribally Controlled Land Grant Colleges and Universities, Historically Black Colleges and Universities, Hispanic Serving Institutions, and faith-based institutions of higher education are encouraged to apply. The applicant organization must have a history of research and federal funding oversight and must have appropriate research support resources to support the student. The faculty mentor who will serve as principal investigator must have a Ph.D. or equivalent in the respective field and conduct research as a primary professional responsibility. Faculty mentors with doctoral training and research expertise must be able to provide proper supervision and quality control over the project and interactions with participating agencies to help ensure successful completion of sound dissertation research that addresses critical policy questions of interest to local CCDF partner(s) and ACF. To be eligible for award, the graduate student must provide evidence of an approved dissertation proposal with their application. This is a change from previous years when applicants were given additional time to submit evidence of an approved dissertation proposal after the application due date. The 2023 application due date and the due date for the evidence of an approved dissertation proposal are the same and will be specified in the Notice of Funding Opportunity (NOFO). For further information about prior awards made to Child Care Research Scholars, please refer to http://www.acf.hhs.gov/opre/research/project/child-care-research-schola.... For more information about OPRE, see http://www.acf.hhs.gov/opre. For information about the Office of Child Care and CCDF, see https://www.acf.hhs.gov/occ. Please subscribe to this forecast at grants.gov to receive notifications of any updates. SAM.gov System Alert - Entity Validation Delays: All applicants must be registered at SAM.gov and establish a Unique Entity Identifier. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",03/16/2023,05/19/2023,344227,"Dept. of Health and Human Services",93.575
"Early Care and Education Research Scholars: Head Start Dissertation Grants","The Office of Planning, Research, and Evaluation (OPRE) of the Administration for Children and Families (ACF) plans to solicit applications for Early Care and Education Research Scholars: Head Start Dissertation Grants. Funds support dissertation research by advanced graduate students working in partnership with Head Start programs and with faculty mentors. These grants focus on building capacity in the research field by: (1) addressing questions relevant to early childhood programs that serve children and families with low-income, (2) supporting applied experience with collaboration with participating program partners, and (3) fostering mentoring relationships between faculty members and doctoral students. OPRE is interested in research that directly informs local, state, or federal policies and is relevant to multiple early care and education settings. Applicants must demonstrate an established partnership with their Head Start program partner(s) (and other early care and education program partners if applicable) that should be apparent throughout the research plan, from development and refinement of the research questions through the proposed data collection or secondary analyses of data, interpretation, and dissemination of findings. Eligible Tribally Controlled Land Grant Colleges and Universities, Historically Black Colleges and Universities, Hispanic Serving Institutions, and faith-based institutions of higher education are encouraged to apply. The applicant organization must have a history of research and federal funding oversight and must have appropriate research support resources to support the student. The faculty mentor who will serve as principal investigator must have a Ph.D. or equivalent in the respective field and conduct research as a primary professional responsibility. Faculty mentors with doctoral training and research expertise must be able to provide proper supervision and quality control over the project and interactions with participating programs to help ensure successful completion of sound dissertation research that addresses critical questions of interest to program(s) and ACF. To be eligible for award, the graduate student must provide evidence of an approved dissertation proposal with their application. This is a change from previous years when applicants were given additional time to submit evidence of an approved dissertation proposal after the application due date. The 2023 application due date and the due date for the evidence of an approved dissertation proposal are the same and will be specified in the Notice of Funding Opportunity (NOFO). For further information about previous Head Start Graduate Student Research Grant recipients, please refer to http://www.acf.hhs.gov/opre/research/project/head-start-graduate-studen.... For more information about OPRE, see http://www.acf.hhs.gov/opre. For information about the Office of Head Start and Head Start programs, see https://www.acf.hhs.gov/ohs . Please subscribe to this forecast at grants.gov to receive notifications of any updates. SAM.gov System Alert - Entity Validation Delays: All applicants must be registered at SAM.gov and establish a Unique Entity Identifier. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",03/16/2023,05/18/2023,344228,"Dept. of Health and Human Services",93.600
"Home Study and Post-Release Services for Unaccompanied Children","This SNOFO has been modified to correct the application due date. All other content has remained the same. The Office of Refugee Resettlement/Division of Unaccompanied Children Operations (ORR/DUCO), within the Administration for Children and Families, is announcing the availability of funds for Home Study (HS) and Post-Release Services (PRS) for unaccompanied children. ORR's Unaccompanied Children (UC) Program conducts Home Studies for certain unaccompanied children, prior to their release from ORR custody, and provides PRS for unaccompanied children after they are released in accordance with the requirements of the William Wilberforce Trafficking Victims Protection Reauthorization Act (TVPRA) of 2008.A HS assesses a potential sponsor’s ability to meet an unaccompanied child’s needs upon release from ORR custody. Certain unaccompanied children must receive a HS according to statute, and ORR may, as a matter of its policies, require HS for other unaccompanied children, or fund discretionary home studies, but not all unaccompanied children in ORR custody receive a HS. PRS are available for all released unaccompanied children. PRS providers will be charged with a scope of services that includes three levels - virtual check-ins, case management services, and intensive in-home engagements. ORR provides Home Studies and PRS nationwide and needs HS/PRS providers to serve both high-need and remote locations where sponsors of unaccompanied children reside. ORR encourages providers located in or near geographic areas where unaccompanied children are commonly unified with sponsors to apply and will award bonus points to applicant providers with nationwide service delivery models. All entities funded under this SNOFO must comply with ORR HS/PRS policies and procedures, Flores v. Reno, Case No. CV 85-4544RJK (C.D. Cal. 1996) (the Flores Settlement Agreement) as applicable, and pertinent regulations and laws. ORR encourages applicants to review ORR's UC Program policies and procedures in the ORR UC Program Policy Guide and the UC Program Field Guidance.Please refer to the SNOFO when it publishes for more details on application closing dates and project periods.",03/16/2023,05/16/2023,346130,"Dept. of Health and Human Services",93.676
"Tribal Court Improvement Program","The Administration for Children and Families, Children's Bureau announces the availability of awards to provide tribes and tribal consortia the opportunity to compete for grants to enable tribal courts to design and implement projects and/or activities to assess, expand, or enhance the effectiveness of tribal courts and/or legal representation in cases related to child welfare, family preservation, family reunification, guardianship, and adoption. In doing this work, grantees are required to engage in and demonstrate ""meaningful, ongoing collaboration"" with the tribal social service agencies. The funding is intended for tribal courts to: (1) Conduct assessments of how courts handle child welfare proceedings; (2) Implement changes to address the results of court assessments; (3) Ensure that the safety, permanency, and well-being needs of children are met in a timely and complete manner; and (4) Continuously improve the quality of court hearings and legal representation, including engagement of parties.",03/17/2023,06/15/2023,343850,"Dept. of Health and Human Services",93.586
"Rural Communities Opioid Response Program – Child and Adolescent Behavioral Health","The Rural Communities Opioid Response Program (RCORP) is a multi-year Health Resources and Services Administration (HRSA) initiative aimed at reducing the morbidity and mortality of substance use disorder (SUD), including opioid use disorder (OUD), in high-risk rural communities. This notice announces the opportunity to apply for funding under the RCORP-Child and Adolescent Behavioral Health (RCORP-CABH) program. The purpose of RCORP-CABH is to establish and expand sustainable behavioral health care services for children and adolescents aged 5-17 years who live in rural communities, and to prevent substance misuse. For the purposes of RCORP-CABH, “behavioral health” encompasses services to address both mental health and substance use disorders. Over the four-year period of performance, award recipients will use RCORP-CABH funding to achieve the following three program goals through a consortium-based approach1: Goal 1: Service Delivery. Establish new behavioral health prevention, treatment, and recovery services for children and adolescents aged 5-17 years in the target rural service area. Goal 2: Training and Peer Mentorship. Improve the capacity of rural health care providers, paraprofessionals, non-clinical staff, and community members to care for and support children and adolescents aged 5-17 with behavioral health needs, through providing training and peer mentorship opportunities. Goal 3: Community Partnerships. Build community partnerships to ensure that children and adolescents, and their families, have access to community resources and human services that support prevention of, treatment of, and recovery from behavioral health disorders. As a result of these goals, HRSA expects that an increased number of children and adolescents aged 5-17 will receive evidence-based, coordinated behavioral health care and supportive services. Additionally, HRSA expects that all activities implemented under RCORP-CABH will be sustainable by the end of the four-year period of performance. The target population for RCORP-CABH is: • Children and adolescents ages 5-17 in HRSA-designated rural counties and rural census tracts who are at risk for, have, or are recovering from a behavioral health disorder; • The families and caretakers of children and adolescents ages 5-17 in HRSA-designated rural counties and rural census tracts who are at risk for, have, or are recovering from a behavioral health disorder. HRSA encourages you to include populations that have historically suffered from poorer health outcomes, health disparities, and other inequities as compared to the rest of the population. Examples of these populations include, but are not limited to racial and ethnic minorities, LGBTQ+ individuals, socioeconomically disadvantaged populations, new immigrants, people who are homeless, and individuals with disabilities. Additionally, HRSA expects applicants to ensure that all activities supported by RCORP-CABH are culturally and linguistically appropriate for the target rural population that will be served.",03/22/2023,05/12/2023,342793,"Dept. of Health and Human Services",93.912
"Disaster Assistance for University Centers for Excellence in Developmental Disabilities Education, Research and Service Disability Programs in Puerto Rico and Florida","The Administration for Community Living (ACL) announces a new funding opportunity to address the needs of people with disabilities impacted by Hurricanes Fiona and Ian. People with disabilities often have unique needs during a crisis. For example, they may have a wider variety of functional limitations, sometimes requiring more supports, many of which are often in short supply during and after a crisis event. It is critical that individuals, service providers, and communities actively engage in emergency planning and response that is inclusive of people with disabilities to ensure they continue to be supported in their communities and not in institutions. Effective emergency and disaster response and recovery promotes and protects the health of people and the communities where they live, learn, work, and play. The disability networks funded by the Administration for Community Living (ACL) play essential roles in that work. As the nation’s visible and trusted network of programs, these organizations provide a variety of services, including those related to assisting with emergency and disaster recovery efforts, such as offering case management support, relocating impacted individuals to safe housing in the community, and ensuring state and local services provided are accessible to people with disabilities. Understanding the resources available and the needs of people with disabilities in their areas, these networks have over 50 years of community experience and possess intimate knowledge of how to address emergencies and disasters.  Puerto Rico and Florida were directly impacted by major category 4 hurricanes which significantly affected the vital services and programs that support older adults, people with disabilities, and their family caregivers to live as independently as possible in their own communities. The Aging and Disability Network has been attempting to meet an increased need for services in impacted communities with current Older Americans Act (OAA) funding, Rehabilitation Act funding, and Developmental Disabilities Act funding. None of these authorities include direct funding for disaster related activities and programs are redirecting funds intended for other activities to address immediate needs caused by the Hurricanes. This funding is intended for the ACL Aging and Disability Network in Florida and Puerto Rico to help advance recovery and response efforts that are inclusive of people with disabilities and provide gap-filling services for older adults, people with disabilities, and their family caregivers for immediate and long-term disaster response and recovery. Examples of activities consistent with the purpose of this directed announcement funding are the following:Program a staffing costs to support response and recovery efforts, including case management.Program materials and supplies costs to support response efforts.General outreach to people with disabilities and information and referral.Monitoring shelters / temporary dwellings for health, wellness, and safety.Coordination with emergency response partners and other local and state agencies to ensure the needs of people with disabilities are being addressed.Providing case management and managing transitions to home / community placement for those placed in skills nursing facilities.Assisting with replacing supplies, durable medical equipment, and medication.Providing food assistance and home delivered groceries / meals.Obtaining needed personal hygiene items.Providing or assisting with access to personal care assistance and transportation assistance. Assisting with finding new accessible housing and assisting with home modifications.Advocating on behalf of people with disabilities at the state and local level.Awards authorized under Subtitle D of the DD Act, University Centers for Excellence in Developmental Disabilities (UCEDDs), shall be provided funding under this opportunity. Award recipients will be required to submit annual progress reports on the activities conducted, challenges, successes, and lessons learned and provide a written summary. In addition, to show impact of the grant awards, the grantee will include the number of people served or impacted by the services provided against each of the activities chosen to be implemented. To be eligible to receive this grant, the grantee must submit a Letter of Assurance to ACL containing all the assurances required, UCEDDs who do not complete assurance requirements below or otherwise indicate no desire to receive funds will be excluded from receiving funds. Other RequirementsA. Letter of AssuranceA Letter of Assurance is required to be submitted by the eligible entity in order to receive an award. The Letter of Assurance must include the following:1. Assurance that the award recipient is the agency or entity designated as UCEDD in the state or territory.2. Assurance that funds will supplement and not supplant existing UCEDD funding.3. Assurance that funds will be spent in ways consistent with the purpose of the funding in carrying out one or more of the following activities: Program a staffing costs to support response and recovery efforts, including case management.Program materials and supplies costs to support response efforts.General outreach to people with disabilities and information and referral.Monitoring shelters / temporary dwellings for health, wellness, and safety.Coordination with emergency response partners and other local and state agencies to ensure the needs of people with disabilities are being addressed.Providing case management and managing transitions to home / community placement for those placed in skills nursing facilities.Assisting with replacing supplies, durable medical equipment, and medication. Assisting with replacing supplies, durable medical equipment, and medication.Providing food assistance and home delivered groceries / meals. Obtaining needed personal hygiene items. Providing or assisting with access to personal care assistance and transportation assistance. Assisting with finding new accessible housing and assisting with home modificationsAdvocating on behalf of people with disabilities at the state and local level. 4. Assurance that the award recipient will do outreach to Aging and Disability Resource Centers, Centers for Independent Living, State Councils on Developmental Disabilities, and other University Centers for Excellence in Developmental Disabilities in the state as appropriate to maximize state coordination wherever possible.5. Assurance to provide semi-annual federal financial reports and annual program reports that describes activities conducted, challenges, successes, and lessons learned. The written summary will also include number of people served or impacted by the services provided. I understand that ACL will provide further guidance on how to submit these reports. 6. I furthermore certify that I am the Authorized Organizational Representative (AOR) identified above and have the authority to submit this request on behalf of the above identified agency.B. Action PlanTo be eligible to receive this grant, the eligible entity must submit a plan detailing the need(s) they plan to address of people with disabilities impacted by Hurricanes Ian or Fiona and how they intend to implement authorized activities to address these needs. The plan must include a budget request with a justification for how the funds would be used to support disaster recovery efforts.",03/24/2023,04/24/2023,346838,"Dept. of Health and Human Services",93.632
"National Center for Adoption Competent Mental Health Services","The purpose of this funding opportunity will be to provide one grant to a recipient to create a National Center for Adoption Competent Mental Health Services (the Center) with the capacity to work with state child welfare systems to build the bridges with the mental health community for the further development and training of the mental health practitioners in issues related to separation, loss, grief and trauma and to develop strategies for making trauma-based competent mental health services consistently and comprehensively available throughout each state. All work of this entity will be accomplished utilizing a race equity lens.States struggle with providing comprehensive and adoption competent mental health services for children in foster care and adoptive/guardianship homes. Availability of mental health practitioners trained about the trauma-base experienced by these children is limited, yet these services are critical to the well-being and stability of children while in care and in adoptive/guardianship homes. Building bridges between the child welfare system and the state mental health systems is key to bringing about systemic change to increase and improve on the services provided to children/youth and their families.The development of a national center is expected to raise the level of utilization of existing evidence-informed, state-of-the-art adoption-competent training for mental health practitioners that will increase the access and availability of professionals with trauma informed competence. The Center will provide individual technical assistance to the child welfare systems of states, tribes, and territories in building alliances with the mental health community to build access to competent mental health services for children in care and in adoptive/guardianship homes.",03/29/2023,05/30/2023,343851,"Dept. of Health and Human Services",93.652
"National Center for Enhanced Post-Adoption Support","The purpose of this funding is to create, through cooperative agreement, a National Center for Enhanced Post-Adoption Support (Center). The Center will serve as the focal point for national post-adoption expertise and evidence-informed training and technical assistance services to support States in developing and implementing comprehensive and intensive post-permanency support programs. Support programs will provide long-term, continuous support (up to 2 years) to the entire adoptive family and may include crisis intervention services, adoption competent counseling and mental health services, educational advocacy, and respite support. These supports and services will help to ensure the well-being and stability of children and youth after achieving permanency through adoption or guardianship.",03/28/2023,05/30/2023,343852,"Dept. of Health and Human Services",93.652
"Strategic Prevention Framework – Partnerships for Success for Communities, Local Governments, Universities, Colleges, and Tribes/Tribal Organizations","The purpose of this program is to help reduce the onset and progression of substance misuse and its related problems by supporting the development and delivery of community-based substance misuse prevention and mental health promotion services. The program is intended to expand and strengthen the capacity of local community prevention providers to implement evidence-based prevention programs.This NOFO will remain open for three fiscal years.The following are the due dates for each FY:FY 2023: Applications are due by June 5, 2023FY 2024: Applications are due by June 5, 2024FY 2025: Applications are due by June 5, 2025Applications submitted by the due date will be reviewed and funding decisions will be made by the end of the FY.Applicants that do not receive funding are eligible to apply for the following fiscal year.",04/03/2023,06/05/2025,347282,"Dept. of Health and Human Services",93.243
"Career Pathways Secondary Data Analysis Grants","The Administration for Children and Families (ACF) will fund Career Pathways Secondary Data Analysis Grants to support secondary analysis of data collected to rigorously evaluate a collection of career pathways programs. The purpose of these awards is to better understand the effectiveness of services funded by Temporary Assistance for Needy Families (TANF) programs that aim to address the employment and self-sufficiency needs of TANF recipients and those eligible for or at risk of TANF receipt. Career pathways programs are one such service. Career pathways programs provide post-secondary education and training organized as a series of manageable steps leading to successively higher credentials and employment opportunities in growing occupations. Programs also provide financial, academic, and non-academic support to help primarily non-traditional students with low incomes enroll and persist in education. Career pathways can offer an efficient and client-centered approach to career and technical education and training by connecting adult basic education, occupational training, postsecondary education, and supportive services.OPRE oversees a robust portfolio of research to evaluate the implementation and effectiveness of career pathways programs including the Pathways for Advancing Careers and Education (PACE) project and the evaluation of two rounds of the Health Profession Opportunity Grants (HPOG) Program (more information is available at https://www.acf.hhs.gov/opre/project/career-pathways-research-portfolio). Data from these studies are available for secondary analysis through the Child and Family Data Archive (https://www.childandfamilydataarchive.org). These awards are intended to support rigorous, policy-relevant secondary analysis of career pathways data sets. The goals are to:Deepen the understanding of the implementation and effectiveness of career pathways programs;Examine career pathways programs’ effectiveness in meeting the goals and objectives in TANF’s second statutory purpose—to end the dependence of needy parents on government benefits by promoting job preparation and employment;Support research to inform and improve the design, implementation, delivery, and performance of related TANF-funded services related to career pathways, including career and technical education, occupational training, adult basic skills education, and supportive services;Augment OPRE's multi-pronged evaluation of career pathways programs by focusing on questions relevant to TANF agencies and other providers of career pathways programs for individuals with low incomes; andAddress issues of current relevance to inform policy decisions at the local, state, and national levels related to career pathways programs for TANF recipients and individuals with low incomes.Award funding depends on the availability and continued interest of the government.Interested in this funding opportunity? Create an account at Grants.gov and subscribe to this forecast to receive notifications of updates and publication.SAM.gov System Alert - Entity Validation Delays:All applicants must be registered at SAM.gov and establish a Unique Entity Identifier. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",04/04/2023,06/29/2023,344009,"Dept. of Health and Human Services",93.595
"Coordinated Evaluations of Child Care and Development Fund (CCDF) Policies and Initiatives: Implementation Grants","SAM.gov System Alert - Entity Validation Delays:Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... In September 2021, the Office of Planning, Research, and Evaluation (OPRE), within the U.S. Department of Health and Human Services' (HHS) Administration for Children and Families (ACF), funded ten cooperative agreements under HHS-2021-ACF-OPRE-YE-1901 (Coordinated Evaluations of Child Care and Development Fund (CCDF) Policies and Initiatives; Phase I). Those grants provided funding to support partnerships between CCDF lead agencies and researchers to develop rigorous, policy-relevant evaluation plans that examine the impact of child care subsidy payment policies (i.e., family co-payments and/or provider payment rates) on access to high quality child care for families with low incomes. This Notice of Funding Opportunity (NOFO) will fund Phase II grants to implement the evaluation plans developed under the planning grants. Because much of the work conducted under the planning grants was foundational, only institutions awarded planning grants under HHS-2021-ACF-OPRE-YE-1901 will be eligible to apply for funds under this NOFO.This NOFO will fund grants for a 48-month project period and four 12-month budget periods. Grants will support research partnerships between CCDF lead agencies and researchers to implement evaluations of child care subsidy payment policies and to collectively, as part of coordinated evaluations, build knowledge about the effectiveness of different payment policies to increase access to high-quality child care and early education services for families with low incomes. In addition, grants are designed to continue strengthening the evaluation capacity of CCDF lead agencies.The research supported by this NOFO should be collaborative from start to finish. Specifically, the CCDF lead agency and their research partners must work together to refine and implement the evaluation plan developed under the planning grant. Grant recipients will be expected to articulate plans for strengthening the evaluation capacity of CCDF Lead Agencies throughout the grant period.Projects will be expected to inform the field at large through participation in a consortium of grant recipients and coordinated evaluation activities. The consortium of Phase II grant recipients will meet and communicate regularly to share lessons learned, develop common measures and data collection protocols, identify opportunities for pooled analyses, and develop collective expertise and resources for the field. Grant recipients will also be expected to participate in the documentation of local subsidy policies and policy contexts and project-specific data protocols to inform coordinated evaluation activities across projects.For more information about OPRE or past Child Care Policy Research grants programs, please go to https://www.acf.hhs.gov/opre/project.",04/05/2023,06/15/2023,343844,"Dept. of Health and Human Services",93.575
"Behavioral Interventions Scholars","The Administration for Children and Families (ACF), Office of Planning, Research, and Evaluation (OPRE) is soliciting applications for Behavioral Interventions Scholars grants to support dissertation research by advanced graduate students who are using approaches grounded in behavioral science or behavioral economics to examine research questions of relevance to social services programs and policies. These grants are meant to build capacity in the research field to apply a behavioral science or behavioral economics lens to issues facing families in the United States with low incomes, and to foster faculty mentorship of high-quality doctoral students. Applicants are required to demonstrate how their research is grounded in behavioral economics/behavioral science and the applicability of their research to practices or policies serving children, adults, and families with low incomes, especially those that seek to improve their well-being. For information about OPRE, please go to https://www.acf.hhs.gov/opre. For information about related work ongoing within OPRE, please go to https://www.acf.hhs.gov/opre/behavioral-interventions-to-advance-self-s.... SAM .gov System Alert - Entity Validation Delays: All applicants must be registered at SAM.gov and establish a Unique Entity Identifier. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058.... Interested in this announcement? Create an account at Grants.gov and subscribe to this forecast to receive notifications of updates and publication.",04/05/2023,06/05/2023,344226,"Dept. of Health and Human Services",93.647
"Center for Research on Hispanic Children and Families","This 5-year cooperative agreement will fund a research center to lead and support investigation of the needs of Hispanic populations served by ACF and promising approaches to promote social and economic well-being among Hispanic children and families with low-incomes. This research center (hereafter referred to as ""Center"") will bring together a diverse, interdisciplinary team of academic, organizational, and community-based partners to provide leadership in culturally competent research that can inform policies concerning Hispanic families with low-incomes and to foster significant scholarship regarding the needs and experiences of the diverse Hispanic populations throughout the nation. Through a combination of research, research capacity building, and communication activities, this Center will address a range of relevant issues including, but not limited to: a) definition and measurement of significant characteristics and experiences of Hispanic individuals, families, and communities; b) identification of barriers and facilitators of service utilization by Hispanic populations; c) examination of strategies to promote the social and economic well-being of Hispanic children and families and to strengthen Hispanic families; d) evaluation of promising approaches to serving Hispanic populations.The Center will be expected to develop research and data products, resources, and execute a comprehensive communication plan that aims to build research capacity in the field and to improve understanding of Hispanic populations in order to inform policy development and programmatic responses. The Center will focus broadly on child care and early education, services to support self-sufficiency and economic mobility of low-income families, and related issues such as family stability and children's healthy development and learning. The Center will also focus on the use and accessibility of data to inform human services policy and enable data-driven service delivery and program administration.ACF is particularly interested in research examining how Hispanic populations access, experience, and benefit from ACF programs, systematic differences in those experiences, and factors associated with any differences. Furthermore, the Center’s research should inform ACF efforts to assess policies, program implementation, and practices that may (1) contribute to disparities in access to services or in outcomes, or (2) reduce disparities. Topics of particular interest to ACF will be identified in the Notice of Funding Opportunity.Applicants that have a history of research as a primary organizational activity are encouraged to apply.The Center will be expected to build on the work of the previous cooperative agreements awarded under this funding opportunity (for more information, please visit https://www.acf.hhs.gov/opre/research/project/center-for-research-on-hi...). If you are interested in this funding opportunity, please register at Grants.gov and subscribe to this forecast to receive update notifications.SAM.gov System Alert–Entity Validation Delays:All applicants must be registered at SAM.gov and establish a UE. Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here: https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",04/07/2023,06/07/2023,344097,"Dept. of Health and Human Services",93.575
"National Communication System for Runaway and Homeless Youth Program","The Administration for Children and Families (ACF), Administration on Children, Youth and Families (ACYF), Family and Youth Services Bureau (FYSB) will award one cooperative agreement on a competitive basis for a period of three years to operate the National Communication System (NCS) for Runaway and Homeless Youth Program. The NCS Program is a dedicated toll-free, U.S. national communication system that provides information, referral services, crisis intervention, prevention approaches, and other supportive services to vulnerable, at-risk, and runaway and homeless youth and their families or legal guardians. The purpose of the NCS is to a) prevent youth from running away and becoming homeless, and b) link youth with a family member or guardian, and/or an available resource that can provide and/or assist the youth in acquiring needed services, and c) increase prevention education to reduce runaway incidents and youth homelessness. To fulfill the objectives of the legislation, the NCS must provide, among other services, a neutral and confidential channel of communication (online and off lines services) that is available on a 24-hours per day, seven days per week, basis throughout the United States to ensure a youth contemplating running away, youth who are on the run, and those experiencing homelessness can receive crisis services interventions and referrals or re- establish communication with their parents or legal guardians if possible. The NCS Program is also expected to work closely and collaboratively with FYSB to fulfill its mission as the federally funded Communication System Program for Runaway and Homeless Youth. A full description of services and requirements for the NCS Program recipient will be provided in the published announcement.",04/10/2023,06/09/2023,344082,"Dept. of Health and Human Services",93.623
"Ethnic Community Self-Help Program","The Administration for Children and Families, Office of Refugee Resettlement (ORR) announces funding under the Ethnic Community Self-Help (ECSH) Program. The goal of this program is to support Ethnic Community-Based Organizations (ECBOs) in providing refugee populations with critical integration services. Under the ECSH Program, the following three main objectives must be implemented: 1) to strengthen ECBOs’ provision of culturally and linguistically appropriate services to refugees within five years after their initial resettlement; 2) to support ECBOs' organizational development and engagement in capacity building by encouraging their collaboration with established refugee service providers and mainstream organizations; and 3) to support ECBOs in promoting community building and civic engagement.",04/10/2023,06/09/2023,344694,"Dept. of Health and Human Services",93.576
"Pediatric Mental Health Care Access Program","This notice announces the opportunity to apply for funding under the Pediatric Mental Health Care Access (PMHCA) program. The purpose of this program is to promote behavioral health integration into pediatric primary care by supporting the planning and development of statewide, regional or tribal pediatric mental health care tele-consult access programs. These networks of pediatric mental health care teams will provide tele-consultation, training, technical assistance, and care coordination support for pediatric primary care providers (PCPs) to diagnose, treat, and refer children with behavioral health conditions. This funding opportunity is available for (1) continuation of current awardees whose project began in FY 2018 and 2019 whose project period is ending and (2) new awards to expand the program into new geographic areas. • Competing Continuations: Applicants with an existing HRSA funded PMHCA program (that began in FY 2018 and FY 2019) Applicants seeking a competing continuation would be able to access a 3-year period of performance at $700,000 per year to focus on continued implementation and expansion of the existing program (with no planning period). Programs will expand access to, coordinate, and improve the quality of behavioral health services that PCPs and other providers can provide to children, adolescents, and their families, including in sites such as emergency departments and schools. • New Programs: For interested entities not currently funded, this funding opportunity will support the development of statewide, regional or tribal pediatric mental health care tele-consult access program. Funding will support new award recipients at $500,000 per year. Planning includes developing the needed infrastructure, including establishment of reliable, high-speed broadband technology, personnel, establishing or expanding partnerships, resources, and processes to provide behavioral health (tele-consult and in-person) consultation to pediatricians and other primary care providers, training, technical assistance (TA), and care coordination support services. In addition, planning should include identification of the pediatric mental health care access team (described below) and development of processes, protocols, and procedures needed to execute hiring contracts and implement operations. Applications should detail planning year and two implementation years. To increase capacity to provide behavioral health supports to children, award recipients should use this planning period to bring together key partners, including schools, emergency departments, local and state government, health and social service agencies, Tribal organizations, insurance, family and self-advocacy organizations, PCPs, behavioral health, medical and professional organizations, and academic institutions. Once implemented, these programs will expand access to, coordinate, and improve the quality of behavioral health services that PCPs can provide to children and adolescents. All successful recipients will focus on addressing disparities in access to care, especially in rural and other underserved areas. Successful applicants will establish methods to achieve health equity goals and objectives in pediatric behavioral health. This program will serve as a resource for pediatric primary care providers serving children and adolescents, including, but not limited to, pediatricians, family physicians, nurse practitioners, and physician assistants. The programs are encouraged to broaden the reach to additional providers such as physician specialists (e.g., developmental-behavioral pediatricians, obstetrician-gynecologists, endocrinologists, and gastroenterologists), pharmacists, occupational therapists, behavioral health clinicians, care coordinators, mental health counselors such as addiction specialists, and social workers. Programs are strongly encouraged to reach school-based and emergency department providers. Program Goals The program’s long-term goal is to: increase routine diagnosis, treatment, and referral of child and adolescent behavioral health conditions in primary care including by reducing disparities in access to behavioral health care, especially in rural and other underserved areas. The program objectives to be accomplished during the period of performance to support program goals are: • Increase the number of providers using the program for real-time behavioral consultations and/or care coordination support services (including referrals). • Increase the number of providers trained on child and adolescent behavioral disorders, including screening, diagnosis, and treatment. • Increase the number of provider trainings that incorporate equity and respectful or culturally and linguistically responsive care. • Increase the number of children and adolescents for whom a provider contacted the program for consultation and/or care coordination support services, especially those living in rural and other underserved areas. For more details, see Program Requirements and Expectations.",04/11/2023,06/12/2023,340380,"Dept. of Health and Human Services",93.110
"State-Tribal Partnerships to Implement Best Practices in Indian Child Welfare","American Indian and Alaska Native (AI/AN) children are nearly 3 times more likely to enter foster care, compared to non-Native children. These five year grants are intended to generate evidence for how best to effectively implement child welfare practices and ongoing active efforts to maintain AI/AN families by funding state and tribal partnerships to jointly design and operate Indian child welfare best practice implementation demonstration sites. The evidence generated and lessons learned through this effort are intended to contribute to implementation efforts nationally to help maintain and preserve AI/AN families and allow their children to remain connected to their communities and cultures. The purpose of this notice of funding opportunity is to create and implement intergovernmental partnership models to improve implementation of child welfare best practices that are culturally appropriate for federally recognized AI/AN children to prevent maltreatment, removal from families and communities, and improve safety, permanency, and well-being. Recipients will serve as demonstration sites to design and implement projects to effectively implement culturally appropriate best practices in Indian child welfare, including research and evaluation of improvements in child welfare practice, Indian child welfare codes, legal and judicial processes, case monitoring, case planning, data collection, in-home family preservation services, infrastructure, and systems change. Partnerships must include the state Court Improvement Program, the state child welfare agency, and one or more tribal governments or tribal consortia including corresponding tribal court(s). The ""Tribal government"" partner(s) may be tribal child welfare agencies where appropriate under tribal law or custom. Effective culturally appropriate best practices for implementation require a high degree of collaboration between state and tribal courts and Indian child welfare agencies. Thus, both states and tribes must identify, build, and enhance necessary capacities. State/tribal collaborations will work together to craft solutions for longstanding challenges to providing effective best practices in Indian child welfare in ways that work best for their communities. This notice of funding opportunity is intended to encourage state and tribal governments to work together to find creative, common-sense ways to meet the needs of AI/AN families with culturally appropriate best practices in Indian child welfare, with active efforts to retain or reunite Indian children with family as the “gold standard” for best Indian child welfare practice. The grant also provides an important opportunity for states and tribes to build or strengthen relationships of trust by working together toward common family preservation goals. As part of the project, recipients may also consider the role of civil legal services in implementation efforts. Assessment of the effectiveness and/or need for legal representation to parties in Indian child welfare cases may be included in project work, as may provision of direct civil legal services, to the extent that such legal services are an identified part of a pilot or practice model to be tested. For purposes of this notice of funding opportunity, ""Tribal courts"" are defined consistent with the Bureau of Indian Affairs regulations as ""a court with jurisdiction over child custody proceedings and which is either a Court of Indian Offenses, a court established and operated under the code or custom of an Indian tribe, or any other administrative body of a tribe which is vested with authority over child custody proceedings.",04/11/2023,06/13/2023,344177,"Dept. of Health and Human Services",93.556
"Teen Pregnancy Prevention Tier 2 Adolescent Sexual Health Innovation Hubs","The primary focus of the Office of the Assistant Secretary for Health (OASH) is leading America to healthier lives, especially for those who have suffered historic disparities. In support of this vision, OPA promotes health across the reproductive lifespan through innovative, evidence-based sexual and reproductive health and family planning programs, services, strategic partnerships, evaluation, and research. This notice solicits applications for Teen Pregnancy Prevention (TPP) Program Tier 2 Adolescent Sexual Health Innovation Hubs, or “Innovation Hubs”. The Office of Population Affairs (OPA) anticipates making $11.475 million available each year for a project period of up to five years (five 12-month budget periods). The amount of funding an applicant may request ranges from $1 to $2 million per year.",04/06/2023,06/13/2023,342733,"Dept. of Health and Human Services",93.297
"Behavioral Health Partnership for Early Diversion of Adults and Youth","The purpose of this program is to establish or expand programs that divert adults and youth with a mental illness or a co-occurring disorder (COD) from the criminal or juvenile justice system to community-based mental health and substance use disorder services (SUD) and other supports prior to arrest and booking.",04/10/2023,06/09/2023,342912,"Dept. of Health and Human Services",93.243
"FY 2023 Basic Center Program","The Basic Center Program (BCP) provides temporary shelter and counseling services to youth who have left home without permission of their parents or guardians, have been forced to leave home, or other homeless youth who might otherwise end up in the law enforcement or in the child welfare, mental health, or juvenile justice systems. BCPs work to establish or strengthen community-based programs that meet the immediate needs of runaway and homeless youth and their families. BCP grant recipients provide youth under 18 years of age with emergency shelter, food, clothing, counseling and referrals for health care. BCP grant recipients can provide up to 21 days of shelter for youth and seeks to reunite young people with their families, whenever possible, or to locate appropriate alternative placements. Additional services may include: street-based services; home-based services for families with youth at risk of separation from the family; drug abuse education and prevention services; and at the request of runaway and homeless youth, testing for sexually transmitted diseases.",04/10/2023,06/09/2023,343707,"Dept. of Health and Human Services",93.623
"Essentials for Childhood (EfC): Preventing Adverse Childhood Experiences through Data to Action","Essentials for Childhood (EfC): Preventing Adversity through Data to Action, a cooperative agreement designed to support states in the prevention of adverse childhood experiences (ACEs) and promotion of positive childhood experiences (PCEs). ACEs are preventable, potentially traumatic events that occur in childhood (0-17 years) such as experiencing or witnessing violence, experiencing neglect; witnessing violence in the home. Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding such as growing up in a household with substance use problems, mental health problems, or instability due to parental separation or incarceration of a parent, sibling or other member of the household. ACEs can have significant consequences, including associations with poor health outcomes (e.g., asthma, cancer, heart disease), health risk behaviors (e.g., current smoking and heavy drinking), mental health challenges (depression, anxiety), and socioeconomic challenges (e.g., unemployment and no health insurance). The three primary goals of this NOFO are to 1) enhance a state-level surveillance infrastructure that ensures the capacity to collect, analyze, and use ACE and PCE data to inform ACE prevention strategies and approaches; 2) support the implementation of data-driven, comprehensive, evidence-based ACE primary prevention strategies and approaches, particularly with a focus on health equity; and 3) conduct data to action activities on an ongoing basis to inform changes or adaptations to existing strategies or selection and implementation of additional strategies. Health equity is the attainment of the highest level of health for all people. Achieving health equity requires valuing everyone equally with focused and ongoing societal efforts to address avoidable inequalities, historical and contemporary injustices, and the elimination of health and healthcare disparities.Health inequities are health differences or disparities that are systematic, unfair, and avoidable. Social determinants of health (SDOH) are the conditions in which people are born, grow, live, learn, work, and age. The goal is for everyone to attain equitable access to life circumstances such as education, occupation, and income to achieve optimal health, well-being, and safety. To support these goals, recipients are expected to leverage multi-sector partnerships and resources to improve ACE and PCE surveillance infrastructures and the coordination and implementation of ACE prevention strategies across the state and, for some recipients, communities within the state. As a result, there will be increased state capacity to develop and sustain a surveillance system that collects, uses, and disseminates data on ACEs and PCEs, including data used to identify health inequities; and increased implementation and reach of ACE prevention strategies that help to promote safe, stable, nurturing relationships and environments where children live, learn and play.",04/12/2023,06/12/2023,342828,"Dept. of Health and Human Services",93.136
"Advancing Equity in Child Support","The Office of Child Support Enforcement (OCSE) forecast provides information for eligible candidates interested in submitting applications to the Advancing Equity in Child Support demonstration program. The recipient of this grant award will examine child support guidelines, policies, and procedures to address the disproportional access to child support services. Specifically, the recipient will:  Conduct an equity assessment to gather data on inequities in existing child support policies, programs, and practices. Determine the best methods for addressing and mitigating inequities (e.g., equity analysis tool or other methods). Provide recommendations and model resources for ensuring equity in current and future child support programs, policies, and practices. State and tribal child support agencies applying for this funding will be expected to engage with other state, tribal, and territorial agencies and related entities (public assistance agencies, courts, employment programs, domestic violence organizations, fatherhood organizations, military and veterans’ associations, etc.), as well as equity experts and people with lived experience, to assess current inequities in a sample of jurisdictions. The recipient must ensure the work plans and deliverables follow a comprehensive approach to advancing equity for all. This includes people of color and others who have been historically underserved, marginalized, and adversely affected by persistent poverty and inequality. This award will have a 24-month project period with one budget period. The total budget for the 24-month project period is estimated to be $3,949,911",04/17/2023,07/16/2023,343843,"Dept. of Health and Human Services",93.564
"Renewal-Native American Tribes Outreach, Education, and Training to Enhance Food Safety and FSMA Compliance (U01) Clinical Trial Not Allowed","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.",04/20/2023,06/20/2023,347586,"Dept. of Health and Human Services",93.103
"FY 2023 Street Outreach Program","The SOP provides street-based services to runaway, homeless, and street youth who have been subjected to or are at risk of being subjected to sexual abuse, prostitution, sexual exploitation, and severe forms of human trafficking in persons. These services, targeted in areas where street youth congregate, are designed to assist such youth in making healthy choices and providing them access to shelter as well as basic needs, including food, hygiene packages and information on a range of available services.",04/21/2023,06/20/2023,343709,"Dept. of Health and Human Services",93.557
"FY2023 Runaway Homeless Youth Training, Technical Assistance, and Capacity Building Center (RHYTTAC)","The Family and Youth Services Bureau (FYSB), Runaway Homeless Youth (RHY) Training, Technical Assistance, and Capacity Building Center (RHYTTAC) provides direct training and technical assistance to existing RHY grant recipients and subrecipients to enhance their efforts to successfully implement projects supported by FYSB grant funds.FYSB expects to award one cooperative agreement to strengthen and build the capacity of runaway and homeless youth and other youth-serving professionals and service providers across the nation by:Developing relevant and interactive training products for in-person and virtual adaptation.Disseminating evidenced-based, evidence-informed, and best practices related to issues impacting youth who have runaway from home, youth and young adults experiencing homelessness, and youth and young adults at risk of becoming homeless.Providing targeted technical assistance to RHY recipients and youth-serving organizations to address current and potential needs.Leading coordination activities among RHY recipients and other RHY funded partner organizations.The recipient must serve all ten ACF Federal Regions and may include subcontractors or subrecipients, at its option, to provide services that will cover the regional multi-State areas.",04/21/2023,06/20/2023,343708,"Dept. of Health and Human Services",93.623
"Refugee Technical Assistance Program","The Office of Refugee Resettlement (ORR), within the Administration for Children and Families (ACF), announces that it will award one cooperative agreement for the continuation of a national one-stop source or hub for refugee technical assistance (TA), under the Refugee Technical Assistance Program. This national hub will provide coordinated, innovative TA and training to ORR-funded state refugee programs, ORR-funded refugee service providers, and ethnic and community-based organizations serving refugees, filling gaps where no other such TA exists. The TA provider is expected to foster and engage with a network of subject-matter experts in the field and promote cross-sector social innovation through staffing, consultancy or sub-contractual relationships.The overall goal is to equip ORR-funded state refugee programs, ORR-funded refugee service providers, ethnic and community-based organizations serving refugees, and refugee resettlement community partners with the specialized TA, resources and training needed to appropriately address barriers to refugee self-sufficiency, health and wellness, and integration, and to advance equity in service provision. The TA provider will respond to refugees' unique challenges and needs, and leverage the strengths, talents and capabilities of refugees and their resettlement communities through a strengths-based approach to TA. The TA provider is also intended to help refugee service providers measure the effectiveness of their programs and services, develop communication strategies that reflect the impact of the program, and consult with community service agencies and state and local government agencies to coordinate appropriate services for refugees. The TA provider will conduct regular needs assessments of the field to determine the areas of TA focus, which may include refugee self-sufficiency through employment, case management, trauma-informed refugee health and mental health, refugee child and family well-being and family preservation, naturalization and citizenship, digital literacy, advancing equity, community consultation and engagement, private sponsorship, and program evaluation.",04/25/2023,06/24/2023,343710,"Dept. of Health and Human Services",93.576
"Advancing Aging Network Capacity to Recognize and Support Family, Kinship and Tribal Caregivers","Using the 2022 National Strategy to Support Family Caregivers (the Strategy) as a road map, ACL will fund up to five (5) new cooperative agreements to eligible entities to work on a national level to further advance the development of state, community and tribal family caregiver support programs funded under the National Family Caregiver Support Program (NFCSP), Title III-E and VI-C of the Older Americans Act of 1965, as amended. This new initiative is intended to advance NFCSP/NACSP development to more closely align it with the principles and concepts contained in the Strategy, thus better positioning the program to more effectively recognize, assist, includes, support and engage family caregivers and better meet the challenges and opportunities associated with supporting them.Five (5), four-year cooperative agreements, to eligible entities and their partners to develop, test, and disseminate new approaches for technical assistance, capacity building and other best practices in family caregiver support will be awarded. One (1) grant will be awarded in each of the five Priority/Goals in the Strategy: (1) 1ncreasing awareness and outreach; (2) advancing partnerships and engagement with care teams; (3) advancing services and supports; (4) strengthening financial and workplace security; and (5) solidifying a family caregiver national research and data collection agenda. No entity will receive more than one grant under this new initiative. Applicants to each priority area should be those well-positioned and with the requisite experience and capacity to address the respective issues and foster national advancements in those areas.The grantees will be expected to closely collaborate all activities and to align approaches with the concepts contained in the Strategy and its companion document First Principles: Cross-Cutting Considerations for Family Caregiver Support. Under these cooperative agreements, grantees will be working in very close coordination with the ACL Program Officer and a new Technical Assistance and Coordinating Center for Family Caregiver Support & Best Practices that is being established concurrently. Grantees will also be expected to work with other ACL-funded technical assistance centers as appropriate, and other collaborative initiatives as funding permits.",04/26/2023,06/25/2023,346925,"Dept. of Health and Human Services",93.052
"Community Economic Development Planning Grants","The Administration for Children and Families (ACF), Office of Community Services (OCS) will solicit applications to award approximately $1.5 million in Community Economic Development (CED) discretionary funds to Community Development Corporations (CDCs) to stimulate new CED project development through administrative capacity building.OCS aims to align this funding opportunity with the following priority areas: (1) Executive Order 14008: Tackling the Climate Crisis at Home and Abroad and the Justice40 Initiative, which underscore funding support for energy communities, (2) increased equity in geographic distribution of CED funds, in accordance with the CED statute, and (3) breaking down service silos and leveraging existing partnerships across OCS programs to reduce poverty through a wraparound services model for communities with low incomes. The objective of the CED Planning Grants is to stimulate new projects in underserved and under resourced communities. OCS intends to center equity in this funding opportunity, focusing these resources in persistent high-poverty areas with struggling economies that have been unable to put forth a viable CED project in the past. The goal of this funding opportunity is to provide CDCs with financial assistance for administrative capacity building. The awards will be a crucial step in connecting CDCs with CED resources for social and revenue reinvestment in local communities to help spark economic growth. OCS is encouraging applications from CDCs that target urban and rural areas.OCS will provide bonus points for the following types of projects (1) projects located in states or trust territories without active CED grants, (2) projects located in energy communities that have experienced employment loss and/or economic dislocation events as a result of divestment in the fossil fuel industry, and/or have economies that are disproportionately reliant on fossil fuel energy production or distribution, (3) in communities that have current or recent partnerships with OCS program award recipients, (4) projects supporting Native American communities, and/or (5) projects aligned with the Justice40 initiative.",04/28/2023,07/12/2023,344792,"Dept. of Health and Human Services",93.570
"Preventing Youth Overdose: Treatment, Recovery, Education, Awareness and Training","The purpose of this program is to improve local awareness among youth of risks associated with fentanyl, increase access to medications for opioid use disorder (MOUD) for adolescents and young adults screened for and diagnosed with opioid use disorder (OUD), and train healthcare providers, families, and school personnel on best practices for supporting children, adolescents, and young adults with OUD and those taking MOUD.",04/28/2023,06/27/2023,347845,"Dept. of Health and Human Services",93.243
"Tribal Colleges and Universities Head Start Partnership Program Grants","The Administration for Children and Families, the Office of Head Start (OHS) announces the availability of $2,000,000 to be competitively awarded to tribal colleges and universities for the purpose of establishing or enhancing partnerships with Head Start programs that effectively increase the number of qualified education staff working in American Indian Alaska Native Head Start and Early Head Start programs. Interested applicants may email the OHS Operations Center at OHSgrants@koniag-gs.com for additional information.",05/03/2023,07/10/2023,347554,"Dept. of Health and Human Services",93.600
"Refugee Individual Development Accounts Program","ORR within the Administration for Children and Families (ACF) announces funding for the IDAs Program, which establishes and manages IDAs for low-income refugee participants.Eligible refugee participants who enroll in these projects will open and contribute systematically to IDAs for specified Asset Goals, including homeownership, business capitalization, vehicles for educational or work purposes, professional certification, and education (limited to postsecondary and/or continuing education, college entrance exam fees, TOEFL and GED Diploma preparation and test fees). Recipient organizations may use ORR funds to provide matches for the savings in the IDAs of up to $3,000 per individual refugee and $6,000 per refugee household.The “match” mentioned in this announcement does not refer to the award recipient finding additional funds to match funds being provided by the federal government; it is the portion of federal funds to be allocated for matching clients' IDA savings.Recipients will be expected to coordinate their policies and procedures for developing and administering refugee IDA projects with ORR and with the existing refugee IDA network.",05/05/2023,07/07/2023,344161,"Dept. of Health and Human Services",93.576
"Rehabilitation Research and Training Center (RRTC) on Community Living and Participation Among Transition Age Youth with Serious Mental Health Conditions From Disadvantaged, Vulnerable, or Marginalized Backgrounds","The purpose of the RRTCs is to achieve the goals of, and improve the effectiveness of, services authorized under the Rehabilitation Act through well-designed research, training, technical assistance, and dissemination activities in important topical areas as specified by NIDILRR. These activities are designed to benefit people with disabilities, family members or caregivers, rehabilitation service providers, policymakers and other research stakeholders. The purpose of this particular RRTC is to generate new research-based knowledge toward improved community living and participation outcomes among transition age youth with serious mental health conditions (SMHC). This RRTC must focus specifically on the experiences and outcomes of transition age youth with SMHC who are from disadvantaged or marginalized backgrounds. NIDILRR plans to make one grant under this opportunity in FY 2023. The grant will have a 60-month project period, with five 12-month budget periods.",05/10/2023,07/10/2023,346785,"Dept. of Health and Human Services",93.433
"Providing Support Through a National Hotline for Child Safety and Family Well-Being Concerns","The Administration for Children and Families (ACF), Administration on Children, Youth and Families (ACYF), Children’s Bureau (CB) will award one grant for up to 5 years to support a national hotline that provides essential information, referrals, and support through call, text, and chat-based technology to youth and adults who are concerned about child safety and/or family well-being.To achieve this goal, the project funded under this opportunity will focus on the following core objectives:Utilize all available best practices and existing research in training hotline staff, communication technology, and preventing and responding to child safety and/or family well-being concerns in a hotline environment.Maintain an up-to-date referral database of relevant national, state, and local information, resources, and concrete supports relevant for ensuring the safety and well-being of children, youth, and families.Advance ACF’s Strategic Plan through whole-family, community-based approaches to supporting families and facilitating recovery from safety concerns whenever possible.Ensure awareness and equitable access for underserved and marginalized communities as defined by Executive Order 13985, including non-English speakers and those with speech and hearing impairments.Plan for continuous quality improvement and evaluation of effectiveness in a hotline environment.",05/11/2023,07/11/2023,347251,"Dept. of Health and Human Services",93.670
"Prevention Services Evaluation Partnerships: Building Evidence for Mental Health, Substance Use, In-home Parent Skill-based, and Kinship Navigator Programs and Services","The Administration for Children and Families (ACF), Office of Planning, Research and Evaluation (OPRE) plans to solicit applications for Prevention Services Evaluation Partnerships. These 3-year grants aim to support summative (i.e., impact) randomized control trial or quasi-experimental evaluations of a mental health, substance abuse prevention and/or treatment, in-home parent skill-based, or kinship navigator program or service. The grants will support collaborations among evaluators and partnering Title IV-E agencies, community entities, and/or other researchers to conduct well-designed and rigorous summative evaluations of programs and services intended to provide enhanced support to children and families, including pregnant and parenting youth in foster care, as well as prevent child abuse and neglect and foster care placements. Grant recipients will be expected to conduct a randomized control trial or quasi-experimental evaluation design that aligns with Title IV-E Prevention Services Clearinghouse (the Clearinghouse) Design and Execution Standards for Moderate or High Support of Causal Evidence and may contribute to the research systematically reviewed by the Clearinghouse. Grant recipients may collect and analyze primary data or leverage existing data for the proposed evaluation. ACF is particularly interested in evaluations of programs or services that are eligible for review by the Clearinghouse, but which are not yet rated; programs and services with a rating of “does not currently meet criteria” by the Clearinghouse; and programs and services that have been designed for or adapted for specific cultural, ethnic, or racial groups, or programs and services that aim to serve other populations that have been historically marginalized and/or have historic or ongoing disproportionate representation in the child welfare system in order to support the goals and requirements of the Executive Order on Advancing Racial Equity and Support for Underserved Communities. In addition, ACF is particularly interested in evaluations that leverage existing administrative data. Applicants must demonstrate that programs and services proposed for evaluation are ready for rigorous summative evaluations, for example by describing formative evaluations that have already been completed. Finally, grant recipients will be expected to collaborate with federal staff and with each other as they conduct their evaluations.The project period will be 36 months, with one budget period of 36 months. For further information about OPRE, see https://www.acf.hhs.gov/opre.",05/11/2023,07/11/2023,344096,"Dept. of Health and Human Services",93.556
"Community Services Block Grant (CSBG) Collaborative on Economic Mobility","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for one three-year cooperative agreement for the Community Services Block Grant (CSBG) Collaborative on Economic Mobility.The purpose of this cooperative agreement is to highlight emerging and promising practices for upward economic mobility, or the ability for a child or individual to move from a lower-income level to a higher-income level, and to expand the capacity of CSBG-eligible entities to implement economic mobility practices. These practices will increase the opportunities individuals and families with low-income have to access pathways out of poverty, address barriers to economic mobility strategies, and support continued investments in the upward mobility of future generations.The recipient of this award will work closely with OCS to implement training and technical (T/TA) consistent with the purposes of CSBG. The CSBG Collaborative on Economic Mobility will support innovative approaches to economic mobility, with a focus on service areas such as: workforce development, high-quality education, community-asset building, and two-generational and whole family approaches for increasing economic self-sufficiency. A primary focus will include strategies for effectively addressing inequity in access to services and opportunities for economic mobility.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in increasing economic mobility. The grant recipient will utilize this information to identify, develop, and disseminate high-quality T/TA resources for implementing and piloting effective practices and strategies for CSBG-eligible entities. T/TA will include the development and dissemination of resources and materials such as: webinars, training modules, presentations, manuals, and other learning activities on economic mobility strategies. The T/TA will include opportunities for peer-to-peer learning and one-on-one support. The deliverables from this work must be aligned closely with and promote promising practices in poverty reduction and the self-sufficiency of families and individuals with low-income. The grant recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the recipient to implement training and technical assistance (T/TA) consistent with the purposes of CSBG. The technical assistance provider will communicate information about the implementation and progress of the initiatives throughout its duration.",05/16/2023,07/17/2023,344558,"Dept. of Health and Human Services",93.569
"Ethnic Community Self-Help Program-Ukraine","The Administration for Children and Families, Office of Refugee Resettlement (ORR) announces funding under the Ethnic Community Self-Help (ECSH) Program-Ukraine. The goal of the program is to support Ethnic Community-Based Organizations (ECBOs) in providing eligible populations with critical integration services. Under the ECSH Program, the following three main objectives must be implemented: 1) strengthen ECBOs’ provision of culturally and linguistically appropriate services; 2) support ECBOs' organizational development and engagement in capacity building by encouraging their collaboration with established refugee service providers and mainstream organizations; and 3) support ECBOs in promoting community building and civic participation.Funding for this Notice of Funding Opportunity (NOFO) is provided through the ""Additional Ukraine Supplemental Appropriations Act, 2022"" Public Law 117-128, Title IV, Department of Health and Human Services (HHS), Administration for Children and Families (ACF), Refugee Entrant Assistance, which authorizes ORR to carry out refugee and entrant assistance activities in support of citizens or nationals of Ukraine, or persons who last habitually resided in Ukraine, and provides eligibility for Ukrainian humanitarian parolees (or persons who last habitually resided in Ukraine who receive humanitarian parole) to receive services and benefits, including mainstream public benefits, to the same extent as refugees. For this reason, ORR is only authorized to fund projects that propose to serve eligible arrivals/parolees from Ukraine under this NOFO.",05/17/2023,07/17/2023,344387,"Dept. of Health and Human Services",93.576
"Sexual Risk Avoidance Education Program","The Administration for Children and Families, Administration on Children, Youth and Families, Family and Youth Services Bureau announces the availability of funds under the Sexual Risk Avoidance Education (SRAE) Program. The purpose of the SRAE Program is to fund projects to implement sexual risk avoidance education that teach participants how to voluntarily refrain from non-marital sexual activity. The services are targeted to participants that reside in areas with high rates of teen births and/or are at greatest risk of contracting sexually transmitted infections (STIs). The goals of SRAE are to empower participants to make healthy decisions, and provide tools and resources to prevent pregnancy, STIs, and youth engagement in other risky behaviors. Successful applicants are expected to submit program plans that agree to 1) use medically accurate information referenced to peer-reviewed publications by education, scientific, governmental or health organizations; 2) implement sexual risk avoidance curricula and/or strategies with an evidence-based approach to integrate research findings with practical implementation that aligns with the needs and desired outcomes for the intended audience; and 3) teach the benefits associated with self-regulation, success sequencing for poverty prevention, healthy relationships, goal setting, resisting sexual coercion, dating violence, and other youth risk behaviors such as underage drinking or illicit drug use without normalizing teen sexual activity.",05/19/2023,07/18/2023,343845,"Dept. of Health and Human Services",93.060
"Family Counseling and Support for Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex+ Youth and their Families","The purpose of this program is to prevent health and behavioral health risks (e.g., suicide, depression, homelessness, drug use, HIV) and to promote well-being for LGBTQI+ youth in the context of their families/caregivers, cultures, and communities by establishing LGBTQI+ family counseling and support programs and training providers on family counseling and support interventions.",05/19/2023,07/03/2023,348238,"Dept. of Health and Human Services",93.243
"Title V Competitive Sexual Risk Avoidance Education","This Forecast is modified to correct the Estimated Total Funding from $9,000,000 to $4,719,633. The Estimated Post Date and Estimated Application Due Date have remained the same.The purpose of the Competitive SRAE Program is to fund projects to implement sexual risk avoidance education that teach participants how to voluntarily refrain from non-marital sexual activity. Successful applicants are expected to submit plans for the implementation of sexual risk avoidance education that normalizes the optimal health behavior of avoiding non-marital sexual activity, with a focus on the future health, psychological wellbeing, and economic success of youth. Applicants must agree to: 1) use medically accurate information referenced to peer-reviewed publications by educational, scientific, governmental, or health organizations; implement an evidence-based approach integrating research findings with practical implementation that aligns with the needs and desired outcomes for the intended audience; and 2) teach the benefits associated with self-regulation, success sequencing for poverty prevention, healthy relationships, goal setting, resisting sexual coercion, dating violence, and other youth risk behaviors such as underage drinking or illicit drug use without normalizing teen sexual activity. The Title V SRAE legislation requires unambiguous and primary emphasis and context for each of the A-F topics listed in the NOFO to be addressed in program implementation. Additionally, there is a requirement that messages to youth normalize the optimal health behavior of avoiding non-marital sexual activity.",05/19/2023,07/18/2023,343693,"Dept. of Health and Human Services",93.787
"Residential (Therapeutic Group Home) Services for Unaccompanied Children","The Office of Refugee Resettlement/Division of Unaccompanied Children’s Operations (ORR/DUCO), within the Administration for Children and Families, provides temporary shelter care and other child welfare-related services to Unaccompanied Children (UC) in ORR custody. Residential care services begin once ORR accepts a UC for placement and end when the minor is released from ORR custody, turns 18 years of age, or the minor’s immigration case results in a final disposition of removal from the United States. Residential care and other child welfare-related services are provided by state child placement licensed residential care programs in the least restrictive setting appropriate for the UC’s age and special needs. ORR is announcing the availability of funds under this Standing Notice of Funding Opportunity (SNOFO) to seek Therapeutic Group Home (TGH) residential care providers. TGH residential facilities are required to provide services to UC with various mental health and/or behavioral needs in a highly structured clinical program. Residential providers operating TGHs are required to be licensed as a therapeutic treatment facility in the state in which they are located and be accredited by the Council on Accredidation (COA), or an equivalent accrediting agency if providing psychiatric treatment services. All entities funded under this SNOFO must also comply with Flores v. Reno, Case No. CV 85- 4544 RJK (C.D. Cal. 1996) (the Flores Settlement Agreement); pertinent federal laws and regulations; and ORR policies and procedures, including, but not limited to, the ORR Policy Guide and Manual of Procedures. ORR encourages applicants to review ORR's policies, instructions, and procedures at: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit... as these will be critical to the overall program design.  SAM.gov System Alert - Entity Validation Delays:Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",05/24/2023,07/24/2023,348364,"Dept. of Health and Human Services",93.676
"Diaper Distribution Demonstration and Research Pilot","The Administration for Children and Families (ACF), Office of Community Services (OCS) announces the availability of funds for a Diaper Distribution Demonstration and Research Pilot (DDDRP). OCS will make approximately $8.4 million available through a competitive grant process. OCS expects to award approximately seven cooperative agreements to eligible Community Services Block Grant (CSBG) state associations, tribes that were funded directly by CSBG in fiscal year (FY) 2023, and CSBG-funded territories. Recipients will partner with community action agencies (CAAs), local social service agencies, and/or other non-profit community organizations to operate and expand diaper distribution programs for families with low incomes.The purpose of the DDDRP is to evaluate the ability of CAAs, social services agencies, and other non-profit community organizations to provide diapers and diapering supplies on a consistent basis through diaper distribution programs while also providing wraparound support services for families with low incomes.As part of the pilot and in cooperation with the recipients, OCS will conduct a robust evaluation to collect pertinent information to assess DDDRP grant recipients’ use of the funding to support low-income families by expanding ongoing diaper distribution programs (i.e., programs where families can receive diapers on a consistent basis) that also offer wraparound support services.Recipients will participate fully in a federal evaluation and follow all evaluation protocols established by ACF and/or its designee contractor(s). Fully participating in a federal evaluation may include supporting and complying with special data collection requirements; providing additional administrative data on program participation or service receipt; facilitating on-site meetings and observations, including interviews with program and partner managers and staff as well as participants and other activities. In addition, the federal evaluation may include an evaluation of the DDDRP's implementation, program and participant outcomes associated with DDDRP, an examination of ongoing diaper distributions as an anti-poverty strategy, and an assessment of the effectiveness of DDDRP.",05/25/2023,08/08/2023,348190,"Dept. of Health and Human Services",93.647
"Trauma-Interventions for Children and Youth in Foster Care with Complex Mental, Behavioral, and Physical Health Needs","The Children’s Bureau seeks trauma-informed interventions to address trauma in children and youth with complex mental, behavioral, and health conditions. This Notice of Funding Opportunity (NOFO) supports projects to implement interventions that are culturally and developmentally responsive, achieve demonstrable improvements in well-being for children and youth, and share lessons learned. CB will make two awards for up to 36 months each. These demonstration projects will implement and evaluate innovative trauma-informed programming. The focus is on services for children and youth with complex needs who are in foster care. Services include: Evidence-based clinical services, foster parent training and curricula, volunteer support services for foster parents, positive biological and birth family engagement, enrichment activities for children and youth, and trauma-informed systems work. Please note: This NOFO may look different than you’re used to...We’re testing a new design for this funding opportunity and we’d love your feedback! Email us at: CB@grantreview.com.",05/26/2023,07/31/2023,348402,"Dept. of Health and Human Services",93.670
"Residential Treatment Center Services for Unaccompanied Children","The Office of Refugee Resettlement (ORR) will publish a Standing Notice of Funding Opportunity (SNOFO) seeking applicants for the fiscal year (FY) 2023 Residential Treatment Center for Unaccompanied Children. The purpose of this project is to fund organizations that demonstrate an ability to provide high-quality and child-centered residential care that ensures children’s safety and well-being.Residential Treatment Center (RTC) providers specialize in the care of children with conduct and behavioral issues. RTC providers are required to be licensed to provide Residential Treatment Services, in the state, in which, they are located and accredited by The Joint Commission on Accreditation of Healthcare Organization (JCAHO) or an equivalent accrediting agency. RTCs are required to provide services in a highly structured clinical program and have the ability to provide services to children with various mental health needs. All entities funded under this SNOFO must also comply with the Flores settlement agreement, pertinent regulations, laws, and ORR’s Requirements. ORR encourages applicants to review ORR's policies and learn more about the program by visiting: http://www.acf.hhs.gov/programs/orr/resource/children-entering-the-unit.... SAM.gov System Alert - Entity Validation Delays:Due to high demand, SAM.gov is experiencing a considerable delay in processing entity legal business name and address validation tickets. As needed, please start the process early to avoid interruptions in application submissions. You can find SAM resources related to this process here - https://www.fsd.gov/gsafsd_sp?id=kb_article_view&sysparm_article=KB0058....",05/31/2023,07/31/2023,348434,"Dept. of Health and Human Services",93.676
"FY 2023 Runaway and Homeless Youth-Prevention Demonstration Program (RHY-PDP)","The Runaway and Homeless Youth Prevention Demonstration Program (RHY-PDP) program supports the design and delivery of community-based demonstration initiatives to prevent youth and young adults from experiencing homelessness. Through development and coordination of partnerships with youth and young adult services providers, community organizations and private and public agencies the RHY-PDP will: 1) Identify young people at risk of experiencing homelessness; 2) Design and develop a comprehensive community prevention plan to prevent youth homeless; 3) Implement the robust, holistic services plan to respond to the diverse needs of youth who may be at risk of homelessness and their families.",05/30/2023,07/31/2023,345856,"Dept. of Health and Human Services",93.623
"Field-Initiated Approach to Addressing Racial Bias and Inequity in Child Welfare","Child and family well-being for all families, including families most impacted by racial disparities, is the responsibility of equitable, diverse, and culturally competent systems and the community. The purpose of this NOFO is to fund grants that support the development, implementation, and evaluation of field-initiated approaches to addressing racial bias and inequity in child welfare; and improving the safety, stability, and well-being of families in traditionally underserved communities.As a field-based initiative, this funding opportunity will enable communities to design and lead targeted solutions to local issues of systemic disproportionality and inequitable access to services experienced by traditionally underserved communities at varying points across the child welfare continuum.Grant recipients will utilize supporting data, and any pre-analysis if available, from their respective states or communities that describes the problem of inequity and racial bias as it exists in their community. The Children’s Bureau (CB) is open to the type of data submitted and encourages applicants to use the best information or evidence available. Recipients are encouraged to either establish partnerships to access needed data or to consider other publicly available data sources (i.e., Census, community organization data dashboards, etc.). Upon award, grant recipients will complete a thorough exploration or assessment that, at a minimum, involves a review of current practices, policies, and service delivery to the target population with input from community members and families with lived child welfare experience. Ultimately, applicants will demonstrate readiness and a commitment to inclusive, co-designed solutions to address issues of racial bias and inequity in child welfare and reflect what communities say they need to thrive.",06/01/2023,07/31/2023,343853,"Dept. of Health and Human Services",93.670
"Community Services Block Grant (CSBG) Performance Management Alignment Training and Technical Assistance (PMATTA)","The Office of Community Services (OCS), within the Administration for Children and Families (ACF), issued a funding opportunity for a cooperative agreement for the Community Services Block Grant (CSBG) Performance Management Alignment Training and Technical Assistance (PMATTA).This 3-year cooperative agreement will support the continuous improvement and alignment of the CSBG Performance Management Framework. Recent enhancements and revisions to the Performance Management Framework required revisions to reporting forms and changes in current reporting systems and/or the development of new reporting systems for states and CSBG-eligible entities. The recipient will support OCS in analyzing and aggregating data as well as identifying and prioritizing data collection, analysis, and messaging training needs of the CSBG Network, states, territories, tribes and tribal organizations, and CSBG-eligible entities. The recipient under this cooperative agreement will work with OCS, other CSBG T/TA providers, and subject matter experts to provide T/TA across the CSBG Network that enhances CSBG data quality, data validity, and data messaging.The T/TA provided through this cooperative agreement must be primarily based on a needs assessment of the CSBG Network as conducted by OCS. Types of T/TA may include direct one-on-one virtual or in-person T/TA, mass virtual or in-person training (recorded demos, webinars, etc.), and training materials (i.e., handouts, manuals, mapping charts). Examples of T/TA topics may include setting annual outcome targets, preparing timelines for required annual reporting, verifying, and submitting annual reports including the CSBG State Plan and CSBG Annual Report, creating national and state fact sheets using the data submitted via the CSBG State Plan and CSBG Annual Report, identifying T/TA needs, and setting goals for the administration of CSBG. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement. In support to OCS, the recipient will draft the CSBG Report to Congress that encompasses data collected from states and CSBG-eligible entities.The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the grant recipient to implement T/TA consistent with the purposes of CSBG and the goals and mission of OCS. The technical assistance provider will communicate information about the implementation and progress of the initiatives throughout its duration.",06/01/2023,07/31/2023,344693,"Dept. of Health and Human Services",93.569
"The National Child Welfare Workforce Institute","This NOFO will establish, by awarding one cooperative agreement, a National Child Welfare Workforce Institute (NCWWI) to advance federal priorities to improve safety, permanency, and well-being outcomes. The NCWWI will work with jurisdictions (states, territories, tribes) to diversify the child welfare workforce at all levels and to improve performance, well-being, and recruitment practices. The NCWWI will work closely with jurisdictions in the development and complete a broad range of technical assistance and training activities that promote innovative, promising, and evidence-informed child welfare workforce practices; support workforce and leadership development; improve agency culture and climate and increase retention, and increase culturally responsive practice. To specifically address the workforce crisis, the NCWWI will play a national leadership role in child welfare workforce development and recruitment to include support of university-agency partnerships and launch of a national awareness campaign to address both recruitment and retention challenges in child welfare that will change public perception.CB intends to continue a multi-pronged approach to building the capacity of the child welfare workforce, building upon the lessons learned through previous CB workforce initiatives, using workforce metrics and best practices to inform and develop optimal technical assistance/training, and implementing evidence-informed or evidence-based strategies to improve overall practice.",05/26/2023,07/31/2023,343848,"Dept. of Health and Human Services",93.648
"Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA)","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) issued for fiscal year (FY) 2023, a notice of funding opportunity for one 3-year cooperative agreement for Community Services Block Grant (CSBG) Legal Training and Technical Assistance (T/TA).This cooperative agreement will contribute to the long-term capacity of CSBG-eligible entities, tribes and tribal organizations, state associations, and states to collectively increase organizational performance through legal T/TA. The cooperative agreement will include a focus on organizational, fiscal, governance, and legal challenges in the following areas: community engagement, community assessment, monitoring, tripartite board governance, strategic planning, mergers, designations/de-designations, workforce management, financial management, oversight, and operations, CSBG statutory, regulatory, and reporting requirements, and other identified challenging areas. The recipient of this cooperative agreement will implement strategies designed to build and strengthen the capacity of agencies to implement effective CSBG activities by: promoting practices and policies that respond to organizational and fiscal oversight, governance, equity, and general operational challenges; providing T/TA (ad hoc and planned) that is responsive to the needs of the CSBG Network and innovative for program improvement purposes. T/TA may include written/digital training materials, webinars, presentations, and videos. The recipient will provide training and education relevant to staff at all levels of the CSBG Network, including states, territories, eligible entities, and tribes and tribal organizations; providing T/TA that supports the value and benefits of using the CSBG Organizational Standards on increasing accountability and organizational performance by assisting states (hereinafter referred to as State CSBG Lead Agencies) and local CSBG-eligible entities in setting and meeting high-performance standards; and engaging, collaborating, and partnering with CSBG T/TA partners to support the CSBG T/TA network-wide approach and implementation of a comprehensive CSBG T/TA learning agenda.The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement. The cooperative agreement will require OCS to have substantial involvement and a close working partnership with the recipient to implement T/TA consistent with the purposes of CSBG.",06/02/2023,07/31/2023,345030,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region II","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the 3-year cooperative agreement, OCS will fund one (1) RPIC in Region II to serve as the regional leader for T/TA for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344560,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region III","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region III to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344561,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region IV-A","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region IV-A to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344562,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region V","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region V to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344564,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region VI","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region VI to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344565,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region VII","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the 3-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region VII to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344566,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region VIII","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region VIII to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344567,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region IX","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region IX to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344568,"Dept. of Health and Human Services",93.569
"Personal Responsibility Education Program (PREP) Competitive Grants: New Hampshire","The Administration for Children and Families (ACF), Administration on Children, Youth and Families' (ACYF) Family and Youth Services Bureau (FYSB) will be accepting applications from eligible local organizations and entities located in New Hampshire, for the development and implementation of the Personal Responsibility Education Program (PREP) in states that do not accept FY2023 allocations for State PREP. The purpose of this program is to support projects that educate youth, between the ages of 10 and 19 years, and pregnant and parenting youth under age 21, on abstinence and contraception for the prevention of pregnancy, sexually transmitted infections, and HIV/AIDS. Projects are also required to implement at least three of six adulthood preparation subjects.",06/02/2023,08/02/2023,345675,"Dept. of Health and Human Services",93.092
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region X","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces funding availability for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the three-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region X to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344569,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region I","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the 3-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region I to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,08/04/2023,344559,"Dept. of Health and Human Services",93.569
"Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI) - Region IV-B","The Office of Community Services (OCS) within the Administration for Children and Families (ACF) announces the availability of funds for a cooperative agreement for the Community Services Block Grant (CSBG) Regional Performance and Innovation Consortium (RPIC) Capacity Building and Quality Improvement (CBQI).Under the 3-year cooperative agreement, OCS will fund one (1) Regional Performance and Innovation Consortia (RPIC) in Region IV-B to serve as the regional leader for training and technical assistance (T/TA) for building the capacity of state and territory CSBG lead agencies, the CSBG State Association, and CSBG-eligible entities. The increased capacity will ensure high-quality, far-reaching services and supports outcomes for individuals, families, and communities towards improving and sustaining economic self-sufficiency. The T/TA will improve the performance of and enhance the efforts of the CSBG Network to ensure better outcomes.As part of this cooperative agreement, the recipient will be expected to identify and align the training needs of the region on capacity building and quality improvement. T/TA should be focused on but not limited to the following areas: organizational self-assessment, strategic planning in service delivery, fostering strategic partnerships, leveraging existing resources, worker training models, standardization of processes and procedures, and Community Needs Assessment.The T/TA provided through this cooperative agreement will be driven by a collection and analysis of emerging and promising practices in capacity building. T/TA provided may include regional or in-person or virtual convenings, direct one-on-one T/TA, webinars, training modules, podcasts, presentations, and other learning and capacity building activities. The recipient will assess the effectiveness of the T/TA provided through this cooperative agreement.The cooperative agreement will require a close working partnership with OCS to ensure deliverables and outcomes align with the purpose of CSBG and the priorities of OCS. The recipient will communicate information about the implementation and progress of the initiatives throughout their duration.",06/05/2023,07/31/2023,344563,"Dept. of Health and Human Services",93.569
"Medical Student Education Program","This notice announces the opportunity to apply for funding under the Medical Student Education (MSE) Program. The purpose of the MSE program is to provide support to public medical schools in the top quintile of states with a projected primary care provider shortage in 20252 to expand or support education for medical students preparing to become physicians. This expansion can include funding for pre-entry programs and direct student support which help students be successful in medical school, as well as for infrastructure development, maintenance, equipment, and minor renovations or alterations. The program is designed to prepare and encourage medical students in these schools to choose residencies and careers in primary care and serve tribal, rural, and/or medically underserved communities in those states after they graduate from residency. This will be accomplished by supporting the development of premedical school programs and medical school curricula, clinical training site partnerships, and faculty training programs that encourage students to choose further study in medicine and educate medical students who are likely to choose career paths in primary care, especially for tribal, rural, and/or medically underserved communities. The goal of the program is to increase the number of primary care physicians practicing in the top quintile of states with a projected primary care provider shortage in 2025. Program Objectives 1. Recruit, retain, and graduate medical students from tribal, rural, and/or medically underserved communities who are interested in practicing in these areas following residency training. 2. Increase the number of medical school graduates who select residency programs in family medicine, general internal medicine, general pediatrics, or combination of internal medicine and general pediatrics to increase the primary care physician workforce in tribal, rural, and medically underserved communities. 3. Develop or enhance strategic partnerships, including one or more rotations in primary care such as at a Teaching Health Center or community-based setting, to collaborate on educational and training activities for the medical students. For more details, see Program Requirements and Expectations.",06/09/2023,07/14/2023,346095,"Dept. of Health and Human Services",93.680
"Behavioral Health Workforce Education and Training- Children, Adolescents, and Young Adults (BHWET-CAY) Program for Professionals","This notice announces the opportunity to apply for funding under the Behavioral Health Workforce Education and Training - Children, Adolescents, and Young Adult (BHWET-CAY) Program for Professionals. The purpose of the BHWET-CAY Program is to increase the supply and distribution of behavioral health providers in rural and underserved communities to address the behavioral health needs of children, adolescents, and young adults (ages 16-25). The BHWET-CAY Program aims to address specific bottlenecks in recruiting and training behavioral health professionals including by providing stipends to support trainees during their clinical/experiential training and by increasing the supply of and training for clinical supervisors overseeing trainees. Program Goals: 1. Establishing training opportunities (i.e., field placements, internships, etc.) for trainees in community-based settings serving children, adolescents, and young adults, prioritizing settings in underserved and rural communities. 2. Increasing the number of clinical supervisors for behavioral health professional trainees working with children, adolescents, and young adults and enhancing training opportunities for new and existing faculty and clinical supervisors focused on the behavioral health needs of children, adolescents, and young adults. 3. Providing assistance and supports to connect graduates with employment opportunities.",06/12/2023,07/14/2023,346098,"Dept. of Health and Human Services",93.732
"Family Violence Prevention and Services Culturally Specific Domestic Violence and Sexual Assault Discretionary Grants","This new funding opportunity will award thirty cooperative agreements to implement culturally relevant sexual assault and domestic violence services for individuals and families impacted by domestic violence, sexual assault, dating violence and family violence. The intent of the FVPSA Culturally Specific Domestic Violence and Sexual Assault discretionary grant program is to build and sustain organizational capacity in delivering trauma-informed, developmentally sensitive, culturally relevant services for children, individuals, and families affected by sexual assault, domestic violence and other traumas. This discretionary grant program will build upon the progress of culturally specific and community-based sexual assault and domestic violence programs in reducing the pervasive and harmful impact of violence and trauma by implementing culturally relevant, trauma-informed, and evidence-informed interventions for individuals and families who are from diverse, underserved, and historically marginalized communities.For the purposes of this program instruction, “underserved population,” “underserved communities,” or “people who have been historically underserved” should be read to be consistent with FVPSA statutory and regulatory definitions (at 42 U.S. Code § 10402 (14) and 45 CFR part 1370.2).",06/12/2023,08/11/2023,345095,"Dept. of Health and Human Services",93.496
"NEI Institutional Mentored Physician Scientist Award (K12 Clinical Trial Optional)","The purpose of this Notice of Funding Opportunity (NOFO) is to encourage institutions to propose creative and innovative institutional research career development programs which will prepare clinically trained vision scientists for independent research careers. This NOFO is intended to expand and strengthen the community of clinician investigators engaged in vision research. This Notice of Funding Opportunity (NOFO) allows the appointment of Scholars proposing to serve as the lead investigator of an independent clinical trial; or proposing a separate ancillary clinical trial; or proposing to gain research experience in a clinical trial led by another investigator as part of their research and career development program. For this career development program scholars are limited to clinical trials that are minimal risk. The existing clinical trial must be a NIH-defined clinical trial that fulfills the NIH requirement for minimal risk trial. A minimal risk trial is one in which the probability and magnitude of harm or discomfort anticipated in the research are not greater in and of themselves than those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests. Applicants are strongly advised to consult with NEI program staff prior to submitting an application with human subjects to determine the appropriate funding opportunity. For the purposes of this announcement, institutions are highly encouraged to recruit prospective PIs/PDs, mentors, and scholars from underrepresented racial and ethnic groups as well as individuals with disabilities as described in the NOT-OD-22-019 in all of its programs.",06/12/2023,06/09/2026,348702,"Dept. of Health and Human Services",93.867
"Family Violence Prevention and Services Culturally Specific Sexual Assault Capacity Building Center for the African American Community","The Administration for Children and Families (ACF), Family and Youth Services Bureau (FYSB), Family Violence Prevention and Services (FVPSA) Program seeks to award one cooperative agreement under the Family Violence Prevention and Services Act, to establish and maintain one Culturally Specific Sexual Assault Capacity Building Center (CSSAC) for the African American Community that will enhance intervention and prevention efforts for victims of sexual assault, domestic violence and family violence for members of racial and ethnic minority groups including African Americans. The CSSAC grant recipients are part of a network of National, Special Issue, Culturally Specific, and Capacity Building Resource Centers providing leadership, training, technical assistance, resources, and support to programs and systems serving victims of domestic violence, sexual assault, and their children. The awards will be cooperative agreements, which is an award instrument used when substantial involvement is anticipated between the awarding office and the grant recipient during performance of the contemplated project. FYSB will collaborate with the grant recipient throughout the project period.",06/12/2023,07/27/2023,345096,"Dept. of Health and Human Services",93.496
"Interactive Digital Media (IDM) Biomedical Science Resources for Pre-College Students and Teachers (SBIR) (R43/R44 Clinical Trial Not Allowed)","The purpose of this Notice of Funding Opportunity (NOFO) is to provide opportunities for eligible small business concerns (SBCs) to develop interactive digital media (IDM) biomedical science resources for pre-college students and teachers.",06/15/2023,09/05/2025,348737,"Dept. of Health and Human Services",93.859
"Advanced Laboratories for Accelerating the Reach and Impact of Treatments for Youth and Adults with Mental Illness (ALACRITY) Research Centers (P50 Clinical Trial Optional)","This Funding Opportunity Announcement (FOA) invites applications for centers to support transdisciplinary teams of clinical and mental health services researchers, behavioral scientists, social scientists, health information and communications technologists, health systems engineers, decision scientists, and mental health stakeholders (e.g., service users, family members, clinicians, payers) to engage in high-impact studies that will significantly advance clinical practice and generate knowledge that will fuel transformation of mental health care in the United States. Advanced Laboratories for Accelerating the Reach and Impact of Treatments for Youth and Adults with Mental Illness (ALACRITY) Research Centers will support the rapid development, testing, and refinement of novel and integrative approaches for (1) optimizing the effectiveness of therapeutic or preventive interventions for mental disorders within well-defined target populations; (2) organizing and delivering optimized mental health services within real world treatment settings; and (3) continuously improving the quality, impact, and durability of optimized interventions and service delivery within diverse care systems. The ALACRITY Centers program is intended to support research that maximizes synergies across various components of the mental health research ecosystem, including new discoveries in clinical research, transformative health care technologies, advances in information science, and new federal and state mechanisms for organizing mental health care.",06/20/2023,05/18/2026,348813,"Dept. of Health and Human Services",93.242
"Youth Violence Prevention Interventions (R01 - Clinical Trial Required)","NIMHD invites applications to support research to develop and test multilevel youth violence prevention interventions for populations that experience health disparities, which include strategies that address structural discrimination and other social determinants of health.",06/29/2023,10/02/2023,348998,"Dept. of Health and Human Services",93.307
"Affordable Housing and Supportive Services Demonstration","The Administration for Children and Families (ACF), Office of Community Services (OCS) announces the availability of approximately $2,000,000 to Community Action Agencies (CAAs) and tribes that were funded directly by the Community Services Block Grant (CSBG) in FY 2023 that own affordable housing units and provide wraparound supportive services to residents of the affordable units, including educational opportunities for youths and adults; afterschool and/or summer programs for children and teens; early childcare, Head Start, Early Head Start, or other early childhood education programs/opportunities for young children ages 0 to 5; older adult care services; mental health, alcohol, and addiction services; services for individuals with disabilities; self-sufficiency resources; resources on future homeownership; financial literacy training; transportation services for residents; referrals and connections to resources to help meet concrete needs; and health care services.Through this funding opportunity, recipients will be able to leverage their expertise and partnerships to provide wraparound supportive services to residents of affordable housing, with the goal of improving housing stability and economic mobility. Applicants will need to demonstrate a long-standing ability to: 1. promote safety, stability, and economic mobility for residents through strengthened wraparound supportive services 2. advance equity through their affordable housing and supportive service efforts; and3. collect data related to residential services and evaluate efforts.Recipients will participate fully in a federal evaluation and follow all evaluation protocols established by ACF and/or its designee contractor(s). Fully participating in a federal evaluation may include supporting and complying with data collection requirements, providing administrative data on program participation, and other activities. In addition, the federal evaluation may include an evaluation of the implementation of this demonstration.",07/14/2023,08/18/2023,348636,"Dept. of Health and Human Services",93.647
"Medical-Legal Partnerships Plus (+)","The Administration for Children and Families (ACF), Office of Community Services (OCS) announces the availability of funds for Medical-Legal Partnerships Plus (MLP+). OCS will make approximately $1.6 million available through a competitive award process to a limited pool of applicants. The purpose of this funding opportunity is to provide support for MLPs to build, expand, and strengthen their capacity to provide comprehensive legal services and wraparound social services to families with low incomes to address health harming legal needs and improve their overall health. MLPs will use this funding to increase their capacity to serve vulnerable families, including enhancing and/or increasing legal services and building and/or strengthening partnerships with social service providers to fully address health harming legal and social needs. Recipients will participate fully in a federal evaluation and follow all evaluation protocols established by ACF and/or its designee contractor(s). Fully participating in a federal evaluation may include supporting and complying with data collection requirements, providing administrative data on program participation, and other activities. In addition, the federal evaluation may include an evaluation of the implementation of MLP+.",07/27/2023,08/28/2023,348889,"Dept. of Health and Human Services",93.647
"Prevention and Treatment through a Comprehensive Care Continuum for HIV-affected Adolescents in Resource Constrained Settings Implementation Science Network (PATCH-IN) Implementation Science Coordinating Center (UM2 Clinical Trial Optional)","This NOFO invites applications to participate in a research program cooperative agreement to support the Prevention and Treatment through a Comprehensive Care Continuum for HIV-affected Adolescents in Resource Constrained Settings Implementation Science Network (PATC3H-IN). The Network will expand and/or improve successes achieved by PATC3H to new geographic settings with limited implementation science (IS) research capacity and/or risk populations who are poorly represented in international adolescent HIV research (e.g. sexual and gender minorities; commercial sex workers; drug users) and stimulate much needed IS research in a neglected area of public health significance: prevention of new HIV infections among adolescents at risk and the identification of, and linkage and retention to care of and long-term viral suppression among youth living with HIV in low-to-middle income countries (LMICs).",07/31/2023,12/06/2023,349637,"Dept. of Health and Human Services",93.865
"Support for Trauma-Affected Refugees (STAR)","The Office of Refugee Resettlement (ORR) within the Administration for Children and Families (ACF) invites eligible entities to submit competitive grant applications under the new Support for Trauma-Affected Refugees (STAR) Program for Fiscal Year 2023. The goals of the STAR Program are the integration and successful achievement of sustained physical, social, emotional, and economic well-being of those underserved refugees and other newcomers eligible for ORR services (hereafter referred to as “newcomers” for simplicity) whose experience of trauma is impeding their ability to function effectively at home, school, work or in social settings. For further details including newcomer eligibility criteria, please see Section I. Program Requirements, Enrollment Criteria.ORR intends to achieve these goals through the following two objectives:To increase underserved newcomers’ access to appropriate and effective trauma assistance services at both the individual and family level.To fund and foster the development of a network of culturally responsive providers (recipients) that can deliver holistic services to address the psychosocial needs of trauma-affected newcomers and to facilitate their successful integration and well-being.In support of the two objectives above, the STAR Program requires recipients to encompass a comprehensive approach to serve newcomers displaying symptoms of trauma that impede their ability to function effectively at home, school, work or in social settings. Using STAR funds, recipients will provide eligible newcomers with holistic and integrated case management services, including health, psychological, and social adjustment services directly. Through project-related activities, recipients will simultaneously enhance their capacity to serve such populations.",08/01/2023,10/02/2023,346233,"Dept. of Health and Human Services",93.576
"Grants to Support New Investigators in Conducting Research Related to Preventing Interpersonal Violence Impacting Children and Youth","The purpose of the Centers for Disease Control and Prevention National Center for Injury Prevention and Control (NCIPC) Mentored Research Scientist Development Award (K01) is to provide support for an intensive, supervised (mentored) career development experience in violence prevention research leading to research independence. NCIPC supports K01 grants to help ensure the availability of an adequate number of trained scientists to address critical public health research questions to prevent violence and injury. Applicants must propose a research project that addresses at least one of the research priorities in the interpersonal violence prevention section of the NCIPC Research Priorities (www.cdc.gov/injury/researchpriorities/index.html) as they relate to violence impacting children or youth (from birth through age 17). These research priorities include: Cross-cutting violence prevention, Adverse Childhood Experiences, Child abuse and neglect, Youth violence, Intimate partner violence (teen dating violence), and Sexual violence.Applicants are also encouraged to address the following: Multiple forms of violence impacting children or youth, Firearm-related behavior, crime, injuries, and deaths among children and youth, and The social or structural conditions that contribute to violence and health inequities across population groups. Applicants should explicitly state the research priorities their application intends to address.",08/30/2023,12/01/2023,348439,"Dept. of Health and Human Services",93.136
"Systems-Level Risk Detection and Interventions to Reduce Suicide, Ideation, and Behaviors in Youth from Underserved Populations (R34 Clinical Trial Optional)","The purpose of this R34 NOFO is to provide resources for evaluating the feasibility, acceptability, and safety of novel approaches that are uniquely tailored to the risk profiles of these populations, that will improve outcomes and modify health risk behavior. Resources may also be used for obtaining the preliminary data needed as a prerequisite to a larger-scale (efficacy or effectiveness) services study. The goal is to support research that develops and tests broadly implementable service system interventions to rapidly identify and effectively respond to reduce suicide and suicidal behavior in various groups of at-risk youth. Specifically, the goals of this NOFO are to: 1) develop a multi-level service system intervention that coordinates suicide risk identification, evaluation, and linkage to needed treatment and services for a specifically identified at-risk youth group; 2) test the feasibility and effectiveness of the intervention in detecting and reducing suicide risk and suicidal behavior in the at-risk youth group; and 3) demonstrate the intervention's implementation and potential for future uptake in underserved, under-resourced community settings where additional at-risk youth are most likely to receive care. The ultimate goal of this NOFO is to develop and test the effectiveness of evidence-based strategies for detecting and preventing suicide and suicidal behavior among at-risk youth. It focuses on systems interventions to improve outcomes for youth and is not intended to support the development of new screening tools or assessment instruments.",09/01/2023,02/20/2024,350073,"Dept. of Health and Human Services",93.242
"Systems-Level Risk Detection and Interventions to Reduce Suicide, Ideation, and Behaviors in Youth from Underserved Populations (R01 Clinical Trial Optional)","The purpose of this R01 NOFO is to provide resources for evaluating the feasibility, acceptability, and safety of novel approaches that are uniquely tailored to the risk profiles of these populations, that will improve outcomes and modify health risk behavior. Resources may also be used for obtaining the preliminary data needed as a prerequisite to a larger-scale (efficacy or effectiveness) services study. The goal of the R01 NOFO is to support research that develops and tests broadly implementable service system interventions to rapidly identify and effectively respond to reduce suicide and suicidal behavior in various groups of at-risk youth. Specifically, the goals of this NOFO are to: 1) develop a multi-level service system intervention that coordinates suicide risk identification, evaluation, and linkage to needed treatment and services for a specifically identified at-risk youth group; 2) test the feasibility and effectiveness of the intervention in detecting and reducing suicide risk and suicidal behavior in the at-risk youth group; and 3) demonstrate the intervention's implementation and potential for future uptake in underserved, under-resourced community settings where additional at-risk youth are most likely to receive care. The ultimate goal of this NOFO is to develop and test the effectiveness of evidence-based strategies for detecting and preventing suicide and suicidal behavior among at-risk youth. It focuses on systems interventions to improve outcomes for youth and is not intended to support the development of new screening tools or assessment instruments.",09/01/2023,02/20/2024,350072,"Dept. of Health and Human Services",93.242
"Continuation of the Childhood Liver Disease Research Network (ChiLDReN) Scientific and Data Coordinating Center (U24 Clinical Trial Optional)","The purpose of this funding opportunity announcement (FOA) is to continue the support the Childhood Liver Disease Research Network (ChiLDReN) to conduct clinical and translational research on rare pediatric liver diseases. ChiLDReN will be composed of a Scientific and Data Coordination Center (DCC), Clinical Centers (CC) , and the NIDDK/NIH as the sponsor of the Network. ChiLDReN will continue clinical and translational research on pediatric liver diseases that include: Biliary Atresia; Alagille syndrome; alpha-1-antitrypsin deficiency; Progressive Familial Intrahepatic Cholestasis syndromes; Bile acid synthesis defects; Mitochondrial hepatopathies; Idiopathic Neonatal Hepatitis; Cystic Fibrosis Liver Disease; and primary sclerosing cholangitis.",09/07/2023,11/08/2023,350128,"Dept. of Health and Human Services",93.847
"Continuation of the Childhood Liver Disease Research Network (ChiLDReN) Clinical Centers (U01 Clinical Trial Required)","The purpose of this funding opportunity announcement (FOA) is to continue the support the Childhood Liver Disease Research Network (ChiLDReN) to conduct clinical and translational research on rare pediatric liver diseases. ChiLDReN is composed of a Scientific and Data Coordination Center (SDCC) and Clinical Centers (CC). ChiLDReN will continue clinical and translational research on pediatric liver diseases that include: Biliary Atresia; Alagille syndrome; alpha-1-antitrypsin deficiency; Progressive Familial Intrahepatic Cholestasis syndromes; Bile acid synthesis defects; Mitochondrial hepatopathies; Idiopathic Neonatal Hepatitis; Cystic Fibrosis Liver Disease; and primary sclerosing cholangitis.",09/07/2023,11/08/2023,350139,"Dept. of Health and Human Services",93.847
"Approaches to Identifying Preteen Suicide Risk and Protective Factors (R01 Clinical Trial Not Allowed)","The goal of this initiative is to support research designed to develop models of pre-teen suicide that a.) explain risk states that transition to risk behaviors, including self-harm and suicide attempts; b.) identify protective factors that could be developed/enhanced to change the risk trajectory, both proximal and distal; and c.) identify intervention targets and timing, as well as scalable assessment approaches that have clinical utility for characterizing both risk/protective factors and suicide risk status and outcomes.",09/08/2023,11/09/2023,350143,"Dept. of Health and Human Services",93.242
"Data Coordinating Center for Approaches to Identifying Preteen Suicide Risk and Protective Factors (U24 Clinical Trial Not Allowed)","The goal of this initiative is to support research designed to develop models of pre-teen suicide that a.) explain risk states that transition to risk behaviors, including self-harm and suicide attempts; b.) identify protective factors that could be developed/enhanced to change the risk trajectory, both proximal and distal; and c.) identify intervention targets and timing, as well as scalable assessment approaches that have clinical utility for characterizing both risk/protective factors and suicide risk status and outcomes.",09/08/2023,11/09/2023,350144,"Dept. of Health and Human Services",93.242
"Cybersecurity Education and Training Assistance Program (CETAP): Expansion of a Portable Cybersecurity Education Teacher-Focused Model","The Department of Homeland Security (DHS), leads the federal government’s efforts in securing civilian government computer systems, and works with industry and state, local, tribal and territorial governments to secure critical infrastructure and information systems by: • analyzing and reducing cyber threats and vulnerabilities • distributing threat warnings • coordinating the response to cyber incidents to ensure that computers, networks, and cyber systems remain safe Furthermore, Presidential Policy Directive 21 requires DHS to serve as the focal point for the security of cyberspace. Within DHS, the Cybersecurity and Infrastructure Security Agency (CISA) works to enhance the security, resiliency, and reliability of the Nation’s cyber and communications infrastructure. The CISA Cyber Defense Education and Training (CDET) Branch manages programs to assist in developing cybersecurity professionals needed to secure the nation’s cyber infrastructure and information systems. CDET makes investments in resources to educate the Nation to address current and future cybersecurity challenges by building and sustaining an adaptive cybersecurity workforce as a national asset. Increasing the awareness and number of graduates pursuing post-education in cybersecurity related disciplines is key to the success of our Nation. Furthermore, the recruitment and retention of individuals with these skills is an important element in the development of our Nation’s cybersecurity workforce. DHS/CISA, through CETAP, seeks to implement a Cyber-Integrated Curricular Model (CICM), which will accomplish the following goals: Goal 1: Expand awareness of national cybersecurity education and workforce issues. Goal 2: Encourage entry into cybersecurity academic programs and careers through hands-on, engaging cybersecurity-integrated ready-to-use tools. Goal 3: Provide a portable curricular model to aid in replication to all State, Local, Tribal, and Territorial educators. Goal 4: Offer the means to measure the long-term effects of teacher training in the use of the proposed curricular solution and its impact on students, including the number of teachers who are trained, the number of students they instruct, the number of students that choose to pursue cybersecurity-related Science, Technology, Engineering, and Mathematics (STEM) disciplines and cybersecurity professions, and define and track other key metrics. Goal 5: Develop and implement a comprehensive engagement strategy that enables DHS/CISA to reach an increasing number of K-12 stakeholders. 1. Expand the awareness of national cybersecurity education and workforce issues by: i. exposing students from across all State, Local, Tribal, and Territorial to cyber-integrated curricula and increasing awareness of the cybersecurity profession; and, ii. exposing Elementary, Middle, and High School educators to the scope and depth of the program to provide tools and techniques to advance their teaching capabilities. 2. Encourage entry into cybersecurity academic programs and careers by: i. exposing students to descriptions of cybersecurity careers aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework, sample job roles and responsibilities and what a typical job entails; ii. exposing students to real-world cybersecurity professionals as examples of the career field, conveying to students how they can enter the cybersecurity career through academic and non-academic paths; and, iii. training teachers on the cybersecurity career fields and providing them with the tools and materials to instruct their students. 3. Provide a portable curricular model by providing a template of materials such that the cyber-integrated curricula program elements can be adopted and taught elsewhere (to include recruitment and logistics details); 4. Offer the means to measure the long-term effects of teacher training and its impact on students by: i. establishing metrics that track the impact to students over a 5-year time period; and, ii. providing the materials and means by which the teachers can provide feedback to DHS on how they are teaching subsequent students in the classroom. 5. Optimize and expand cybersecurity education programs by developing and implementing a comprehensive engagement strategy to reach K-12 educators by: i. drafting for DHS/CISA approval Elementary, Middle, and High School cybersecurity education engagement strategies including target audience(s), messaging and themes, metrics (including projected measurable increases in students pursuing cybersecurity) and a detailed implementation schedule; and upon DHS/CISA acceptance, executing the engagement strategy. ii. building a state strategy for implementing cybersecurity standards, curriculum, and professional development statewide. Goal 6: Develop a K-12 academic feeder program for Historically Black Colleges and Universities (HBCUs) to include Hispanic Serving Institutions (HSI) and Minority Serving Institutions (MSI) across the country. Goal 7: Develop pilot programs for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by supporting a series of extracurricular opportunities. Objectives DHS/CISA, through CETAP, seeks to implement a Cyber-Integrated Curricular Model (CICM), which will accomplish the following goals: Goal 1: Expand awareness of national cybersecurity education and workforce issues. Goal 2: Encourage entry into cybersecurity academic programs and careers through hands-on, engaging cybersecurity-integrated ready-to-use tools. Goal 3: Provide a portable curricular model to aid in replication to all State, Local, Tribal, and Territorial. Goal 4: Offer the means to measure the long-term effects of teacher training in the use of the proposed curricular solution and its impact on students, including the number of teachers who are trained, the number of students they instruct, the number of students that choose to pursue cybersecurity-related STEM disciplines and cybersecurity professions, and define and track other key metrics. Goal 5: Develop and implement a comprehensive engagement strategy that enables DHS/CISA to reach an increasing number of K-12 stakeholders. Goal 6: Develop a K-12 academic feeder program for Historically Black Colleges and Universities (HBCUs) to include HSI and MSI across the country. Goal 7: Develop a pilot program for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by supporting a series of extracurricular opportunities. Priorities 1. Expand the awareness of national cybersecurity education and workforce issues by: i. exposing students from across all 50 States, Washington D.C., and the US Territories to cyber-integrated curricula and increasing awareness of the cybersecurity profession; and, ii. exposing Elementary, Middle, and High School educators to the scope and depth of the program to aid them in gaining tools and techniques to advance their teaching capabilities. 2. Encourage entry into cybersecurity academic programs and careers by: i. exposing students to descriptions of cybersecurity careers aligned to the National Initiative for Cybersecurity Education (NICE) Cybersecurity Workforce Framework, sample job roles and responsibilities and what a typical job entails; ii. exposing students to real-world cybersecurity professionals as examples of the career field, conveying to students how they can enter the cybersecurity career through academic and non-academic paths; and, iii. training teachers on the cybersecurity career fields and providing them with the tools and materials to instruct their students. 3. Provide a portable curricular model by: i. providing a template of materials such that the cyber-integrated curricula program elements can be adopted and taught elsewhere (to include the recruitment and logistics details); and, 4. Offer the means to measure the long-term effects of teacher training and its impact on students by: i. establishing metrics that track the impact to students over a 5-year time period; and, ii. providing the materials and means by which the teachers can provide feedback to DHS on how they are teaching subsequent students in the classroom. 5. Optimize and expand cybersecurity education programs by developing and implementing a comprehensive engagement strategy to reach K-12 educators by: i. drafting for DHS/CISA approval elementary, middle, and high school cybersecurity education engagement strategies including target audience(s), messaging and themes, metrics (including projected measurable increases in students pursuing cybersecurity) and a detailed implementation schedule; and upon DHS/CISA acceptance, executing the engagement strategy. ii. building a state strategy for implementing cybersecurity standards, curriculum, and professional development statewide. Develop a K-12 academic feeder program to eight Historically Black Colleges and Universities (HBCUs) to include HSI and MSI across the country by: i. developing a K-12 model that could be embedded into identified high schools that are considered feeders into each HBCU cybersecurity degree program. Develop a pilot program for students with disabilities including but not limited to blind and visual impairments and/or those who are neurodiverse by: i. supporting a series of extracurricular activities opportunities for partners and summer camps. 1. Performance Measures Through achieving the priorities listed above, DHS/CISA, through CETAP, seeks to: · Identify the requirements as outlined in the Programmatic Performance Reporting Requirements. DHS/CISA program and administrative staff will collect and track the measures through quarterly performance reports. Reports are provided to the DHS Grants Office and reviewed as a condition for receiving further annual funding increments. · Measure and project the increase level in pursuing cybersecurity-related degrees and careers post high school, such as through 2- and 4- year degrees. DHS/CISA will target at least a 5% increase over the previous year in each subsequent year. · Identify and increase the number of state-wide and district-level approvals of Cyber-Integrated Curricular Model (CICM) curricula and/or K-12 Cybersecurity Learning Standards. DHS/CISA aims to see an increase of at least two states each year either adopting at least one CICM curriculum state-wide or containing school districts that have approved at least one CICM curriculum for district-wide use. · Measure and increase the number of K-12 teachers utilizing the curricula in a classroom setting. Receive feedback from at least 90% of these teachers who enroll in the curriculum about how they plan to utilize the curriculum and their student’s levels in cybersecurity. · Receive feedback from at least 75% of teachers who attend professional development workshops each year about their ability and intent to teach cybersecurity in the classroom. · Collaborate with participating school districts to collect data about program outputs (enrollment in cyber-based courses and extracurricular opportunities, number of professional development and engagements with both the high school and HBCUs, HSI and MSI, fidelity of curriculum implementation), and program outcomes (changes in teachers’ confidence and cyber career awareness). · Track retention within the high school cyber pathway, obtainment of applicable cybersecurity certifications by students, applications and enrollments into the HBCUs, HSI, MSI and other cyber-based pathways, and changes in students’ awareness and interest in cyber careers in general). · Collaborate with the participating state agencies and other applicable organizations to establish a data-sharing model to collect data on the student participants. This data may include a pre- and post-survey in conjunction with the summer camp programs, and as possible, to conduct longitudinal follow-up data about students’ credentials, and workforce/career pathways. · Obtain direct quantitative/qualitative measures such as students progressing on to cyber career opportunities and increased capacity among the participating state agencies to offer accessible cyber education to their constituents.",07/21/2022,08/17/2022,342620,"Dept. of Homeland Security",97.127
"Insight on Cyber Training and Education Organization Capabilities: An RFI focused on Growing Cyber Talent in Early Education (K-12)","The intent of this Request for Information (RFI) is to provide an opportunity for a broad array of cyber education and training providers to share their experiences, challenges, approaches, and other information relevant to teaching the K-12 cyber audience critical cybersecurity topics. Responses to this RFI will help CISA ensure that the CETAP cooperative agreement continues to meet its intentions. It may also influence the future requirements specified in the CETAP Notice of Funding Opportunity (NOFO), with the goal of delivering effective and appropriate cyber education and opportunities to K-12 educators and students.THIS IS A REQUEST FOR INFORMATION ONLY. This notice does not constitute a commitment by the Government. Providing a response to this request will not give any advantage to any organization in any subsequent Notice of Funding Opportunity. All information submitted in response to this announcement is voluntary, and the Government will not pay for information requested nor will it compensate any respondent for any cost incurred in developing information provided to the Government.",01/18/2023,02/08/2023,345415,"Dept. of Homeland Security",97.127
"Request for Information on Barriers to Historically Black Colleges and Universities (HBCUs) in applying for Nuclear Forensics Research Awards (NFRAs)","The intent of this Request for Information (RFI) is to provide an opportunity for Historically Black Colleges and Universities (HBCUs) to share information on the barriers encountered in applying to Notice of Funding Opportunity (NOFO) announcements for Nuclear Forensics Research Awards (NFRAs) under the National Nuclear Forensics Expertise Development Program (NNFEDP). Responses to this RFI will help CWMD understand challenges and improvements DHS can make in future NFRA award opportunities that will improve participation from HBCUs.THIS IS A REQUEST FOR INFORMATION ONLY. This notice does not constitute a commitment by the Government. Providing a response to this request will not give any advantage to any organization in any subsequent Notice of Funding Opportunity. All information submitted in response to this announcement is voluntary, and the Government will not pay for information requested nor will it compensate any respondent for any cost incurred in developing information provided to the Government.",03/08/2023,04/14/2023,346694,"Dept. of Homeland Security",97.130
"Notice of Funding Opportunity (NOFO) for Fiscal Year (FY) 2021 Continuum of Care Competition and Noncompetitive Award of Youth Homeless Demonstration Program Renewal and Replacement Grants","The CoC Program (24 CFR part 578) is designed to promote a community-wide commitment to the goal of ending homelessness; to provide funding for efforts by nonprofit organizations, state governments, local governments, instrumentalities of state and local governments, Indian Tribes, tribally designated housing entities, as defined in section 4 of the Native American Housing Assistance and Self-Determination Act of 1996 (25 U.S.C. 4103), and public housing agencies, as such term is defined in 24 CFR 5.100, are eligible without limitation or exclusion, to quickly re-house homeless individuals, families, persons fleeing domestic violence, and youth while minimizing the trauma and dislocation caused by homelessness; to promote access to and effective utilization of mainstream programs by homeless; and to optimize self-sufficiency among those experiencing homelessness.",08/18/2021,11/16/2021,335322,"Dept. of Housing and Urban Dev.",14.267
"Youth Homelessness Demonstration Program","1. NOFO Highlights HUD will select up to 25 communities to participate in the Youth Homelessness Demonstration Program (YHDP) to develop and execute a coordinated community approach to preventing and ending youth homelessness. Only CoC Collaborative Applicants may apply for a community under this NOFO [Section III.A] Community selection applications are submitted through grants.gov, and are due by June 28, 2022. Communities represented by the CoC Collaborative Applicant must include a youth action board, the local or state public child welfare agency, and a broad array of other partners [V.A] The rating and ranking criteria included in this NOFO will be used to competitively select the communities; however, HUD has the right to select lower scoring community selection applications, as provided in section III.F.a [Section V.A] The selection of the selected communities will be announced in August 2022 Selected Communities will: Develop and implement a CCP to prevent and end youth homelessness [Section III.F.b] Apply for project funding up to an amount between $1 million and $15 million per community, based on each community’s youth population size and poverty rate, for a total demonstration amount of approximately $72 million [Section II.C] Request funding for all project types allowed under the CoC Program to support homeless youth, as well as innovative project types that may require a waiver or exception of CoC Program or McKinney-Vento Act requirements [Appendix A ] Request funding for a 2-year grant term that will be eligible for renewal under the CoC Program, as long as the project meets statutory CoC Program requirements [Section II.D] Have technical assistance available to them to advise the development and implementation of the CCP [Section I.A] NOFO Priority The purpose of the YHDP is to implement projects that demonstrate how a comprehensive approach to serving homeless youth age 24 and under can dramatically reduce youth homelessness. The population to be served by this demonstration program is youth experiencing homelessness, including unaccompanied and pregnant or parenting youth. In order to effectively implement a system that addresses the needs of youth experiencing homelessness, Continuums of Care (CoCs) must understand the subgroups of unaccompanied youth and incorporate those understandings into the YHDP CCP and awarded projects. This will require CoCs to use innovative practices to design better projects and strong comprehensive plans to prevent and end youth homelessness.",03/24/2022,06/28/2022,338873,"Dept. of Housing and Urban Dev.",14.276
"Foster Youth to Independence (FYI) Competitive NOFO for Fiscal Year (FY) 2022","The U.S. Department of Housing and Urban Development (HUD) issues this Notice of Funding Opportunity (NOFO) to invite applications from eligible applicants for the program and purpose described within this NOFO. Prospective applicants should carefully read all instructions in all sections to avoid sending an incomplete or ineligible application. HUD funding is highly competitive. Failure to respond accurately to any submission requirement could result in an incomplete or noncompetitive proposal. This NOFO announces the availability of approximately $15 million for incremental voucher assistance to provide adequate housing for youth at least 18 years and not more than 24 years of age (have not reached their 25th birthday) who left foster care, or will leave foster care within 90 days, in accordance with a transition plan described in Section 475(5)(H) of the Social Security Act, and are homeless or are at risk of becoming homeless at age 16 or older aging.",06/06/2022,08/09/2022,340956,"Dept. of Housing and Urban Dev.",14.880
"Notice of Funding Opportunity (NOFO) for Fiscal Year (FY) 2022 Continuum of Care Competition and Noncompetitive Award of Youth Homeless Demonstration Program Renewal and Replacement Grants","The CoC Program (24 CFR part 578) is designed to promote a community-wide commitment to the goal of ending homelessness; to provide funding for efforts by nonprofit organizations, state governments, local governments, instrumentalities of state and local governments, Indian Tribes, tribally designated housing entities, as defined in section 4 of the Native American Housing Assistance and Self-Determination Act of 1996 (25 U.S.C. 4103), and public housing agencies, as such term is defined in 24 CFR 5.100, are eligible without limitation or exclusion, to quickly re-house homeless individuals, families, persons fleeing domestic violence, and youth while minimizing the trauma and dislocation caused by homelessness; to promote access to and effective utilization of mainstream programs by homeless; and to optimize self-sufficiency among those experiencing homelessness.",08/01/2022,09/30/2022,342855,"Dept. of Housing and Urban Dev.",14.267
"Youth Homeless Demonstration Program","1. NOFO Highlights HUD will select up to 24 communities to participate in the Youth Homelessness Demonstration Program (YHDP) to develop and execute a coordinated community approach to preventing and ending youth homelessness. Only CoC Collaborative Applicants may apply for a community under this NOFO [Section III.A] Community selection applications are submitted through grants.gov, and are due by April 25, 2023. Communities represented by the CoC Collaborative Applicant must include a youth action board, the local or state public child welfare agency, and a broad array of other partners [V.A] The rating and ranking criteria included in this NOFO will be used to competitively select the communities; however, HUD has the right to select lower scoring community selection applications, as provided in section III.F.a [Section V.A] The selection of the selected communities will be announced in July 2023 Selected Communities will: Develop and implement a CCP to prevent and end youth homelessness [Section III.F.b] Apply for project funding up to an amount between $600,000 and $15 million per community, based on each community’s youth population size and poverty rate, for a total demonstration amount of approximately $60 million [Section II.C] Request funding for all project types allowed under the CoC Program to support homeless youth, as well as innovative project types that may require a waiver or exception of CoC Program or McKinney-Vento Act requirements [Appendix A ] Request funding for a 2-year grant term that will be eligible for renewal under the CoC Program, as long as the project meets statutory CoC Program requirements [Section II.D] Have technical assistance available to them to advise the development and implementation of the CCP [Section I.A] NOFO Priority The purpose of the YHDP is to implement projects that demonstrate how a comprehensive approach to serving homeless youth age 24 and under can dramatically reduce youth homelessness. The population to be served by this demonstration program is youth experiencing homelessness, including unaccompanied and pregnant or parenting youth. In order to effectively implement a system that addresses the needs of youth experiencing homelessness, Continuums of Care (CoCs) must understand the subgroups of unaccompanied youth and incorporate those understandings into the YHDP CCP and awarded projects. This will require CoCs to use innovative practices to design better projects and strong comprehensive plans to prevent and end youth homelessness.",04/13/2023,06/27/2023,347488,"Dept. of Housing and Urban Dev.",14.276
"FY 2022 Family Unification Program Notice of Funding Opportunity","The Family Unification Program (FUP) is a program under which public housing authorities (PHAs) that partner with public child welfare agencies (PCWAs) provide Housing Choice Voucher (HCV) assistance to two groups: 1. Families for whom the lack of adequate housing is a primary factor in the imminent placement of the family’s child, or children, in out-of-home care; or the delay in the discharge of the child, or children, to the family from out-of-home care; and 2. Youth at least 18 years and not more than 24 years of age (have not reached their 25th birthday) who left foster care, or will leave foster care within 90 days, in accordance with a transition plan described in Section 475(5)(H) of the Social Security Act, and are homeless or are at risk of becoming homeless at age 16 or older. There is no time limit on FUP vouchers issued to families. As required by statute, FUP vouchers issued to youth are limited to 36 months. The Fostering Stable Housing Opportunities (FSHO) amendments (Section 103 of Division Q of the Consolidated Appropriations Act, 2021 (Pub. L. 116-260)) provides FUP youth an extension of the 36-month time limit for up to an additional 24 months if they meet certain requirements. FSHO applies to FUP youth who first leased or leases a unit after the date of enactment of FSHO, December 27, 2020, which includes youth that will be assisted with funding under this NOFO. HUD published an FSHO implementation notice in the Federal Register on January 24, 2022 (87 FR 3570).",04/25/2023,05/25/2023,347741,"Dept. of Housing and Urban Dev.",14.880
"Notice of Funding Opportunity (NOFO) for Fiscal Year (FY) 2023 Continuum of Care Competition and Renewal or Replacement of Youth Homeless Demonstration Program Grants","The CoC Program (24 CFR part 578) is designed to promote a community-wide commitment to the goal of ending homelessness; to provide funding for efforts by nonprofit organizations, state governments, local governments, instrumentalities of state and local governments, Indian Tribes, tribally designated housing entities, as defined in section 4 of the Native American Housing Assistance and Self-Determination Act of 1996 (25 U.S.C. 4103), and public housing agencies, as such term is defined in 24 CFR 5.100, are eligible without limitation or exclusion, to quickly re-house homeless individuals, families, persons fleeing domestic violence, and youth while minimizing the trauma and dislocation caused by homelessness; to promote access to and effective utilization of mainstream programs by homeless; and to optimize self-sufficiency among those experiencing homelessness.",07/05/2023,09/28/2023,349091,"Dept. of Housing and Urban Dev.",14.267
"OJJDP Invited to Apply - OJJDP Fiscal Year (FY) 2020 Title II Supplemental (NY, WA and Guam)","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: The Formula Grants Program is authorized under the Juvenile Justice and Delinquency Prevention Act, at 34 U.S.C. §§ 11131-11133.",08/05/2021,08/19/2021,335150,"Dept. of Justice",16.540
"FY 2021 Guidance for Invited Applications for Internet Crimes Against Children (ICAC) Task Forces","Guidance for Invited Applications for ICAC Task Forces",08/17/2021,08/24/2021,335341,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY 2020 Family Drug Court Program)","The Department of Justice is committed to advancing work that promotes civil rights, increases access to justice, supports crime victims, protects the public from crime and evolving threats, and builds trust between law enforcement and the community. The OJJDP Family Drug Court Program seeks to build the capacity of local courts, units of local government, and federally recognized tribal governments to establish new family drug courts or enhance existing family drug courts, that increase collaboration with substance use treatment and child welfare systems to ensure the provision of treatment and other services for families that improve child, parent, and family outcomes. Statutory Authority: Awards under this solicitation are authorized by Pub. L. No. 90-351, Title I, Part EE (codified at 34 U.S.C. 10611 - 10619; and the Department of Justice Appropriations Act, 2020 Pub. L. No. 116-93, 133 Stat. 2317, 2409",02/10/2022,02/17/2022,337961,"Dept. of Justice",16.585
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustments to OJJDP Previously Funded Awards (FY 2020 Opioid Affected Youth Initiative)","The purpose of this solicitation is to invite an entity to apply for funding in support of OJJDP’s Opioid Affected Youth Initiative. This solicitation is solely for an entity who received a letter from OJJDP to apply. Statutory Authority: 34 USC 11171-11172; Department of Justice Appropriations Act, 2020, Pub. L. No. 116-93; 133 Stat. 2317, 2409.",02/11/2022,02/22/2022,337989,"Dept. of Justice",16.842
"OVW Fiscal Year 2022 Grants to Engage Men and Boys as Allies in the Prevention of Violence Against Women and Girls Program Solicitation","The Grants to Engage Men and Boys as Allies in the Prevention of Violence Against Women and Girls (EM) Program solicitation is one of two solicitations issued under the Consolidated Youth and Engaging Men (CYEM) Program (CFDA# 16.888), which is authorized by annual federal appropriations acts. The other program solicitation is the Grants to Prevent and Respond to Domestic Violence, Dating Violence, Sexual Assault, and Stalking Against Children and Youth Program (CY). Applicants interested in developing projects to serve children and youth impacted by domestic violence, dating violence, sexual assault, stalking, and sex trafficking should submit a proposal under the OVW FY 2022 CY Program solicitation. The EM Program supports projects that create educational programming and community organizing to encourage men and boys to work as allies with women and girls to prevent domestic violence, dating violence, sexual assault, stalking, and sex trafficking. For additional information about this program and related performance measures, including how awards contribute to the achievement of program goals and objectives, see: OVW grant program information: OVW Grants and Programs Webpage. Program performance measures under the Measuring Effectiveness Initiative: VAWA Measuring Effectiveness Initiative webpage. Examples of successful projects in OVW's most recent report to Congress on the effectiveness of VAWA grant programs.",02/25/2022,04/07/2022,338350,"Dept. of Justice",16.888
"OVW Fiscal Year 2022 Grants to Prevent and Respond to Domestic Violence, Dating Violence, Sexual Assault, Stalking, and Sex Trafficking Against Children and Youth Program Solicitation","The Grants to Prevent and Respond to Domestic Violence, Dating Violence, Sexual Assault, Stalking, and Sex Trafficking Against Children and Youth (CY) Program solicitation is one of two solicitations issued under the Consolidated Youth and Engaging Men (CYEM) Program (CFDA# 16.888) appropriation, which is authorized by annual federal appropriations acts. The other program solicitation is the Grants to Engage Men and Boys as Allies in the Prevention of Violence Against Women and Girls (EM) Program. Applicants interested in developing projects to engage men and boys as allies should submit a proposal under the OVW Fiscal Year (FY) 2022 EM solicitation. The CY Program supports comprehensive, community-based efforts to develop or expand prevention, intervention, treatment, and response strategies to address the needs of children and youth impacted by domestic violence, dating violence, sexual assault, stalking, and sex trafficking. For additional information about this program and related performance measures, including how awards contribute to the achievement of program goals and objectives, see: OVW grant program information: OVW Grants and Programs Webpage. Program performance measures under the Measuring Effectiveness Initiative: VAWA Measuring Effectiveness Initiative webpage. Examples of successful projects in OVW's most recent report to Congress on the effectiveness of VAWA grant programs.",02/25/2022,04/07/2022,338366,"Dept. of Justice",16.888
"NIJ FY22 Youth Mentoring Research and Evaluation","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. Mentoring is a prominent strategy for delinquency prevention and victimization recovery that offers at-risk youth structured support from older or more experienced mentors to provide positive role models and promote resilience. With this solicitation, NIJ seeks applications for rigorous youth mentoring research and evaluation projects to address one or more of the following research priorities: (1) increasing the capacity for achieving broad, population-level impacts; (2) understanding how mentoring can advance change mechanisms promoting positive youth development; (3) examining program participation long-term effects; and (4) optimizing program effectiveness through iterative cycles of development paired with rigorous evaluation feedback. Applications proposing research involving partnerships with mentoring, juvenile justice, or other agencies, should include a strong letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through this project will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review the NACJD’s policies and protections at (NACJD). If selected for award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2023. That formal agreement must include a provision to meet the data archiving requirements of the award. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients.",03/04/2022,04/18/2022,338506,"Dept. of Justice",16.560
"NIJ FY22 National Juvenile Justice Data Analysis Program","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, NIJ, in collaboration with the Office of Juvenile Justice and Delinquency Prevention (OJJDP), seeks proposals for funding to support and enhance the National Juvenile Justice Data Analysis Program (NJJDAP) through the assembly of juvenile justice-related datasets; innovative analysis of, and reports on, complex data and issues; and dissemination strategies through publications and online resources that advance the relevance, utility, and accessibility of national juvenile justice data for the juvenile justice community and the public. The NJJDAP produces vital statistical information to the field regarding juvenile risk behaviors, juvenile victimization, juvenile offending, and the juvenile justice system’s response to law-violating behavior. The successful applicant will also work collaboratively with NIJ and OJJDP to make significant advances in the way these data are analyzed and made available through new and innovative dissemination strategies and tools that facilitate access to, and use of, juvenile justice-related data to inform juvenile justice policy and practice at the federal, state, and local levels. Among other factors in making award decisions, NIJ will consider to what degree an award will introduce new and innovative perspectives to this important area of research. NIJ will also consider how an award may broaden the pool of researchers and research entities involved in advancing the relevance, utility, and accessibility of national juvenile justice data. Applications proposing research involving partnerships with criminal justice or other agencies should include a strong letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through this project will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review the NACJD’s policies and protections at (NACJD). If selected for award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2023. That formal agreement must include a provision to meet the data archiving requirements of the award. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients.",03/16/2022,05/09/2022,338729,"Dept. of Justice",16.560
"OJJDP FY 2022 Victims of Child Abuse Act Training and Technical Assistance for Child Abuse Prosecutors","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. The OJJDP FY 2022 Victims of Child Abuse (VOCA) Act Training and Technical Assistance for Child Abuse Prosecutors program will fund a national training and technical assistance program for attorneys who are involved in the criminal prosecution of child abuse to enhance the effectiveness of the investigation and prosecution of such crimes.",03/16/2022,05/03/2022,338735,"Dept. of Justice",16.758
"OJJDP FY 2022 Victims of Child Abuse Regional Children’s Advocacy Centers Program","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. The OJJDP FY 2022 Victims of Child Abuse (VOCA) Regional Children’s Advocacy Centers (RCAC) program supports four regional centers—one situated within each of four designated U.S. Census regions—that enhance and support the development, expansion, and continuous quality improvement of multidisciplinary teams, local children’s advocacy centers (CACs), and state chapter organizations responding to child abuse and neglect cases to improve the investigation and prosecution of child abuse and neglect and the provision of children’s advocacy center services to child victims and their families.",03/16/2022,05/03/2022,338739,"Dept. of Justice",16.758
"OJJDP FY 2022 Strengthening ICAC Technological Investigative Capacity","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to increase the technological investigative capacity of Internet Crimes Against Children (ICAC) task forces and their affiliates as well as related state, tribal, and local law enforcement and prosecutorial agencies through training and the development and/or enhancement of widely used investigative tools, methods, and technologies that address child sexual abuse material (CSAM) and online child exploitation.",03/17/2022,05/04/2022,338769,"Dept. of Justice",16.543
"OJJDP FY 2022 National Mentoring Programs","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth that are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.",03/24/2022,05/09/2022,338919,"Dept. of Justice",16.726
"OJJDP FY 2022 National Mentoring Resource Center","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP supports a wide range of mentoring initiatives aimed at preventing and responding to youth delinquency and victimization. Under this solicitation, the successful applicant will continue to operate the OJJDP National Mentoring Resource Center (NMRC) with the goal of enhancing the capacity of mentoring organizations to develop, implement, and expand effective mentoring practices across the nation.",03/24/2022,05/09/2022,338920,"Dept. of Justice",16.726
"OJJDP FY 2022 Internet Crimes Against Children Task Force National Training Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to design and deliver training to support the Internet Crimes Against Children (ICAC) task force network, which includes law enforcement, prosecutors, digital forensic specialists, and other related agencies/organizations that address child sexual abuse material (CSAM) and online child exploitation.",03/24/2022,05/09/2022,338925,"Dept. of Justice",16.543
"NIJ FY22 Research on Juvenile Justice Topics","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, NIJ, in collaboration with the Office of Juvenile Justice and Delinquency Prevention (OJJDP), seeks proposals for rigorous research and evaluation projects that inform policy and practice in the field of juvenile justice. Specifically, this solicitation seeks proposals for studies that advance knowledge and understanding in the following three categories: (1) juvenile indigent defense in delinquency proceedings, (2) co-occurring mental health and substance use disorders in juvenile residential facilities, and (3) assessing dual system youth data linkage capacity across juvenile justice and child welfare systems. Applications proposing research outside of these three categories will not be considered. Applications proposing research involving partnerships with juvenile justice, criminal justice, child welfare, mental health, substance use treatment, or other agencies, should include a strong letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through this project will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review the NACJD’s policies and protections at (NACJD). If selected for award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2023. That formal agreement must include a provision to meet the data archiving requirements of the award. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients.",03/24/2022,05/09/2022,338911,"Dept. of Justice",16.560
"OJJDP FY 2022 Second Chance Act Addressing the Needs of Incarcerated Parents and Their Minor Children","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. This program will promote and expand services in detention and correctional facilities to incarcerated individuals and their minor children, and provide services to children of incarcerated parents.",04/01/2022,05/17/2022,339100,"Dept. of Justice",16.831
"OJJDP FY 2022 Second Chance Act Youth Reentry Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program furthers the Department’s mission by reducing recidivism among youth returning to their communities following confinement and under community supervision, while promoting the fair administration of justice and advancing public safety.",04/01/2022,05/17/2022,339112,"Dept. of Justice",16.812
"OJJDP FY 2022 Victims of Child Abuse Act Tribal Children’s Advocacy Centers Training and Technical Assistance","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding to support training and technical assistance (TTA) services to develop, improve, or expand children’s advocacy centers (CACs) and multidisciplinary team responses to child abuse cases in American Indian and Alaska Native (AI/AN) communities.",04/01/2022,05/17/2022,339116,"Dept. of Justice",16.841
"OJJDP FY 2022 Enhancing Juvenile Indigent Defense","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. This program supports improvements for youth defense. In alignment with current knowledge and understanding of adolescent development, juvenile justice leaders-including the defender community, in particular - are shifting the vernacular used to describe young people to ensure system actors are using language that affirms the dignity and value of all youth, supports positive identity development, and promotes fairness, equity, and justice for all youth. For this reason, this solicitation uses the term ""youth"" in lieu of the term ""juvenile."" Funding awarded under this solicitation must be used to improve what has historically been referred to as ""juvenile indigent defense."" Where the term ""youth defense"" or ""youth indigent defense"" is used in this solicitation, it means the defense of juveniles who are indigent.",04/01/2022,05/17/2022,339117,"Dept. of Justice",16.836
"OVC FY 2022 Safety, Support, and Services for Survivors of Sexual Abuse in Youth Detention","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats and builds trust between law enforcement and the community. This solicitation is intended to support the development and enhancement of partnerships between juvenile detention centers or jails and community-based victim service providers, with the goal of increasing access to outside support services for juvenile survivors of sexual abuse.",04/04/2022,05/26/2022,339190,"Dept. of Justice",16.582
"OJJDP FY 2022 Reducing Risk for Girls in the Juvenile Justice System","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for communities to support girls who are involved in the juvenile justice system. There are two categories of funding available under this solicitation. Category 1: Project Sites. Funding under this category will support communities to develop, enhance, or expand early intervention programs and/or treatment services for girls involved in the juvenile justice system. Funds may not be used to provide training and technical assistance to program providers or other stakeholders. Category 2: Training and Technical Assistance. Funding under this category will support a training and technical assistance provider to support the Category 1 project sites as they implement strategies to support girls in the juvenile justice system. Technical assistance needs may vary greatly depending on the current practices of each program site.",04/05/2022,05/23/2022,339235,"Dept. of Justice",16.830
"OJJDP FY 2022 Mentoring for Youth Affected by Opioid and Other Drug Misuse","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth impacted by opioids and other drug misuse.",04/06/2022,05/23/2022,339269,"Dept. of Justice",16.726
"OJJDP FY 2022 Strategies To Support Children Exposed to Violence","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. Youth violence is a critical issue for many communities across the nation. According to the Centers for Disease Control and Prevention (CDC), homicide is the third leading cause of death for young people ages 10-24 and the leading cause of death for non-Hispanic Black or African American youth. (American Journal of Preventive Medicine 55(4): 462-469, 2018) OJJDP recognizes this issue and has a long history of supporting cross-sector, multilevel, community-based collaborations that engage a broad spectrum of stakeholders to combat youth violence. OJJDP’s current approach to addressing the complex issues related to youth violence is the development of approaches that build the capacity of communities to help children and their families exposed to violence. The Strategies to Support Children Exposed to Violence solicitation provides funding for communities to develop coordinated and comprehensive community-based approaches to assist children and their families who are exposed to violence build resilience and prevent future juvenile violence and delinquency. Funding can be used to develop and/or enhance support services for children exposed to violence and to help family-serving organizations better recognize and help families at risk for violence. For the purposes of this solicitation, the term children exposed to violence"" can include, but is not limited to child maltreatment, domestic or intimate partner violence, community violence, school violence, domestic violence, bullying and harassment by peers, and physical assault with or without weapons.",04/06/2022,05/24/2022,339273,"Dept. of Justice",16.818
"OJJDP FY 2022 Opioid Affected Youth Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. This program will support the efforts of states, communities, jurisdictions, nonprofit organizations, for-profit organizations, and institutions of higher education to implement programs and strategies that identify, respond to, treat, and support children, youth, and families impacted by the opioid epidemic, and other substance use disorders, to ensure public safety.",04/07/2022,05/25/2022,339293,"Dept. of Justice",16.842
"OJJDP FY 2022 Multistate Mentoring Programs Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for youth populations that are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement. There are three categories under which organizations can apply, including: Mentoring Organizations (1 state), Mentoring Organizations (2 - 10 states), and Mentoring Organizations (11 - 44 states). See the eligibility section for more information.",04/07/2022,05/25/2022,339298,"Dept. of Justice",16.726
"OJJDP FY 2022 Drug Treatment Courts Training and Technical Assistance Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. To help OJJDP fulfill this vision, this program will fund training and technical assistance to states, state and local courts, units of local government, and governments that will build their capacity to develop, maintain, and enhance drug courts for individuals who misuse substances or have substance use disorders[1] and/or co-occurring mental health disorders.",04/07/2022,05/31/2022,339283,"Dept. of Justice",16.585
"OJJDP FY 2022 Juvenile Drug Treatment Court Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. The Juvenile Drug Treatment Court (JDTC) Program seeks to build the capacity of states, state and local courts, units of local government, and federally recognized tribal governments to implement new and innovative approaches to enhance existing juvenile drug treatment courts and improve outcomes for youth with substance use or co-occurring mental health disorders, including histories of trauma. When describing substance use, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, uses the term ""substance use disorder"" for the clinical and functional assessment of an individual’s recurrent use of alcohol and/or drugs that causes significant impairment, such as health problems; disabilities; or failure to meet work, school, or home responsibilities. For more information, see https://www.samhsa.gov/disorders/substance-use.",04/08/2022,05/25/2022,339328,"Dept. of Justice",16.585
"OJJDP FY 2022 Family Treatment Court Program","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. The OJJDP Family Treatment Court Program seeks to build the capacity of local courts, units of local government, and federally recognized Tribal governments to establish new family treatment courts or enhance existing family treatment courts. These courts increase collaboration with substance use treatment and child welfare systems to ensure the provision of treatment and other services for families, and improve child, parent, and family outcomes.",04/08/2022,05/25/2022,339329,"Dept. of Justice",16.585
"OJJDP FY 2022 Invited to Apply — Byrne Discretionary Community Project Funding/Byrne Discretionary Grants Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP is authorized to distribute funds to support projects designated for funding in the Consolidated Appropriations Act, 2022 (Public Law 117-103) that improve the functioning of the criminal justice system, prevent or combat juvenile delinquency, and assist victims of crime (other than compensation). The explanatory statement regarding the Consolidated Appropriations Act, 2022 (Public Law 117-103) lists the designated projects, which the Act incorporates by reference, as stated in relevant part, below— $184,707,000 is for discretionary grants to improve the functioning of the criminal justice system, to prevent or combat juvenile delinquency, and to assist victims of crime (other than compensation), which shall be used for the projects, and in the amounts, specified under the heading, ‘‘Byrne Discretionary Community Project Grants/ Byrne Discretionary Grants’’, in the explanatory statement described in section 4 (in the matter preceding division A of this consolidated Act)[.] Pub. L. No. 117-103, div. B, title II (2022), 136 Stat 49, 125. Statutory Authority: Department of Justice Appropriations Act, 2022 (Pub. L. No. 117-103, 136 Stat. 49, 125)",04/11/2022,05/23/2022,339391,"Dept. of Justice",16.753
"OJJDP FY 2022 Juvenile Justice Emergency Planning Demonstration Program for Juvenile Justice Residential Facilities","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program provides funding to support implementation of the principles outlined in the Emergency Planning for Juvenile Justice Residential Facilities guide.",04/15/2022,06/06/2022,339528,"Dept. of Justice",16.823
"OJJDP FY 2022 Family-Based Alternative Sentencing Program","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. The OJJDP Family-Based Alternative Sentencing Program seeks to build the capacity of states, communities, state and local courts, units of local government, and federally recognized Tribal governments to implement new, or enhance existing, alternative sentencing programs for parents in the criminal justice system to improve child, parent, and family outcomes.",04/15/2022,06/06/2022,339530,"Dept. of Justice",16.738
"OJJDP FY 2022 Supporting Effective Interventions for Youth With Problematic or Illegal Sexual Behavior","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding to communities to develop intervention and supervision services for youth with problematic or illegal sexual behavior, and to provide treatment services for their victims and families/caregivers. Under this initiative, successful applicants will have an established multidisciplinary team that (1) supports a comprehensive holistic approach to treating youth with problematic or illegal sexual behavior, and (2) provides support services to victims and families/caregivers. There are two categories of funding available under this solicitation: Category 1: Project Sites. Funding under this category will assist applicants in providing a comprehensive and multidisciplinary continuum of intervention and supervision services for youth with problematic and/or illegal sexual behavior and treatment services for their victims and families/caregivers. Applicants are expected to demonstrate that the programs they propose for funding through this award are based on an assessment of currently available resources in the jurisdiction and the proposed programs will help to fill gaps in those services. Category 2: Training and Technical Assistance. In addition to supporting program implementation and direct service activities, the initiative will fund a training and technical assistance provider to support the Category 1 project sites as they implement their community-based prevention, intervention, and treatment strategies for youth with problematic and/or illegal sexual behavior and their victims and families/caregivers. Technical assistance needs may vary greatly depending on the current practices of each program site.",04/15/2022,06/06/2022,339547,"Dept. of Justice",16.543
"OJJDP FY 2022 Enhancing School Capacity To Address Youth Violence","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. The OJJDP FY 2022 Enhancing School Capacity To Address Youth Violence program supports targeted efforts to address youth violence through implementing evidence-based prevention and intervention efforts in a school-based setting (K - 12th grade only). The goals of the program are to: (1) reduce the incidence of school violence through improved school safety and climate and (2) prevent youth violence, delinquency, and victimization in the targeted community. There are two categories of funding available under this solicitation. Category 1: Project Sites. This program supports the efforts of eligible applicant organizations to develop or enhance their capacity to address youth violence and victimization through school-based programming and interventions targeting student and community needs. Category 2: Training and Technical Assistance. In addition to supporting program implementation and direct service activities, the initiative will fund a training and technical assistance provider to support the Category 1 project sites. NOTE: This solicitation is funded under the Students, Teachers, and Officers Preventing School Violence Act of 2018 (or STOP School Violence Act). STOP School Violence Act funds cannot be used for the purchase of target-hardening equipment to secure schools, such as cameras, security systems, fencing, locks, etc. In addition, these funds cannot be used to pay for armed security officers or school resource officers. Applicants interested in funding for target hardening should see the Office of Community Oriented Policing Services (COPS) School Violence Prevention Program (SVPP). The Bureau of Justice Assistance (BJA), OJJDP, and the Community-Oriented Policing Services (COPS) office are all releasing solicitations in FY 2022 with funding supported by the STOP School Violence Act. Applicants should not submit duplicate applications with a similar project design in response to more than one of these DOJ solicitations.",04/19/2022,06/06/2022,339597,"Dept. of Justice",16.839
"BJA FY 22 Preventing School Violence: BJA’s STOP School Violence Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program is based on the Student, Teachers, and Officers Preventing School Violence Act of 2018 (or STOP School Violence Act). The program seeks to increase school safety by implementing: training that will improve school climate using school-based behavioral threat assessments and/or intervention teams to identify school violence risks among students; technological solutions such as anonymous reporting technology that can be implemented as a mobile phone-based app, a hotline, or a website in the applicant’s geographic area to enable students, teachers, staff, and community members to anonymously identify threats of school violence; or other school safety strategies that assist in preventing violence. NOTE: Under the STOP School Violence Act, BJA funds cannot be used for the purchase of target hardening equipment to secure schools such as cameras, security systems, fencing, locks, etc. In addition, these funds cannot be used to hire armed security officers or school resource officers. Applicants interested in funding for target hardening equipment should see the COPS School Violence Prevention Program (SVPP). BJA, the Office of Juvenile Justice and Delinquency Prevention (OJJDP), and the Office of Community Oriented Policing Services (COPS) are all releasing solicitations in FY 2022 for funding supported by the STOP School Violence Act. Applicants should not submit duplicate proposals that include a similar project design and budget in response to these DOJ solicitations.",04/19/2022,06/14/2022,339607,"Dept. of Justice",16.839
"OJJDP FY 2022 National Resource Center for Justice-Involved LGBTQ+ and Two-Spirit Youth","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program furthers the Department’s mission by supporting juvenile justice systems reform by providing training and technical assistance to juvenile justice practitioners to assist them in meeting the needs of justice-involved LGBTQ+ and Two-Spirit youth to ensure that contact with the juvenile justice system is rare, fair and beneficial.",04/21/2022,06/08/2022,339693,"Dept. of Justice",16.540
"FY 2022 School Violence Prevention Program","Overview of The COPS Office The Office of Community Oriented Policing Services (COPS Office) is the component of the U.S. Department of Justice responsible for advancing the practice of community policing by the nation’s state, local, territorial, and tribal law enforcement agencies through information and grant resources. The COPS Office has invested more than $14 billion to advance community policing, including grants awarded to more than 13,000 state, local and tribal law enforcement agencies to fund the hiring and redeployment of more than 134,000 officers. COPS Office information resources, covering a wide range of community policing topics such as school and campus safety, violent crime, and officer safety and wellness, can be downloaded via the COPS Office’s home page,http://www.cops.usdoj.gov. Statutory Authority This program is authorized under the Students, Teachers, and Officers Preventing (STOP) School Violence Act of 2018 (34 U.S.C. § 10551 et seq.). The COPS Office School Violence Prevention Program (SVPP) provides funding directly to states, units of local government, Indian tribes, and their public agencies to improve security at schools and on school grounds in the recipient’s jurisdiction through evidence-based school safety programs. Pursuant to 34 U.S.C. § 10551(b)(5)-(9), SVPP funding is authorized and available under the following purpose areas: ""Coordination with local law enforcement"" ""Training for local law enforcement officers to prevent student violence against others and self"" ""Placement and use of metal detectors, locks, lighting, and other deterrent measures"" ""Acquisition and installation of technology for expedited notification of local law enforcement during an emergency "" ""Any other measure that, in the determination of the COPS Office Director, may provide a significant improvement in security"" Program-Specific Information The goal of the School Violence Prevention Program (SVPP) is to improve security at schools and on school grounds through the implementation of evidence-based school safety programs and technology. SVPP awards will contribute to this goal by funding projects which include funding of civilian personnel to serve as coordinators with local law enforcement, training for local law enforcement officers, purchase and installation of certain allowable equipment and technology, and other measures to significantly improve school security. Anticipated outcomes of SVPP awards include: improved information sharing with local law enforcement; increased interaction and improved communications between law enforcement and school officials; reduced notification times to law enforcement; improved response time to threats and events; accurate identification of danger (without resort to discriminatory stereotypes or violating privacy) and follow-up; increased knowledge of and use of community policing principles; and increased school safety and sustainability planning efforts. For the purposes of this program, a school is defined as an elementary or secondary school, including a Bureau-funded school (as defined in section 2021 of title 25). As a condition of funding, if awarded, recipients must conduct comprehensive school safety assessments during the grant award period for all schools involved in the project. These assessments must inform the measures necessary to improve school safety and ensure a safe and positive learning environment for students. See Federal Award Administration Section for more information. This is a competitive, discretionary program. Applicants must ensure that the project being proposed meets the purposes of COPS Office funding under this statute (see Statutory Authority). The Bureau of Justice Assistance (BJA) and the Office of Juvenile Justice and Delinquency Program (OJJDP) also provide grants under STOP Act funding. Those programs fund different purpose areas and project types from COPS funding. The following school safety measures are considered out of scope for the COPS SVPP program, but may be eligible for funding under the BJA STOP School Violence program solicitation,https://bja.ojp.gov/program/stop-school-violence-program/overview, or the OJJDP FY 2022 Enhancing School Capacity to Address Youth Violence solicitation, https://ojjdp.ojp.gov/ Train school personnel and educate students on preventing student violence against others and themselves. Develop and operate technology solutions, such as anonymous reporting systems for threats of school violence, including mobile telephone applications, hotlines, and internet websites. Develop and operate: School threat assessment and intervention teams that may include coordination with law enforcement agencies and school personnel Specialized training for school officials in responding to mental health crises Support any other measure that, in the determination of the BJA Director, may provide a significant improvement in training, threat assessments and reporting, and violence prevention. The COPS Office 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. Background Information The most effective school safety interventions incorporate the following measures into broader school safety planning and assessment efforts, focus on improving the overall school environments to create a positive learning climate for all students, and are designed to meet the unique needs and challenges of each school and jurisdiction. Improving school security should involve the entire school community, including input from students, parents, teachers, administrators as well as local law enforcement. When undertaking comprehensive school safety and security approaches, applicants should prioritize implementing school safety measures that help to promote a positive school climate that does not detract from the mission of the school to educate students or negatively impact the health and wellbeing of students. Applicants should also be mindful of the need to protect student privacy and safeguard their civil rights and the potential for some security measures to cause or exacerbate trauma for some students and should use a trauma-informed approach when implementing security measures to help mitigate this concern. Many resources are available resources to assist schools in this strategic planning process. Comprehensive school safety planning should include the following: Maintaining effective ongoing communication, coordination, and partnerships with all of those involved in school safety efforts within a jurisdiction to ensure accountability and monitor both effectiveness and compliance with all applicable requirements, including privacy and civil rights laws. Site and risk assessments that examine the overall safety, accessibility and emergency preparedness of school buildings and grounds and improve jurisdictions’ understanding of the likelihood of specific threats or hazards. For assistance, see REMS Site Assess App, an application developed by the REMS TA Center to assist agencies in conducting site assessments, which can be found at online app stores. https://rems.ed.gov/SITEASSESS.aspx; Educational Facilities Vulnerability/Hazard Assessment Checklist, https://rems.ed.gov/Docs/ACEF_ED_Facilitiesvulnerability-Hazardchecklis...; A Guide to School Vulnerability Assessments: Key Principles for Safe Schools, https://files.eric.ed.gov/fulltext/ED515952.pdf. Coordinated emergency operations plans that are developed in partnership with first responders (law enforcement, fire officials, and emergency medical services personnel), mental health entities, and community partners. For assistance see Guide for Developing High-Quality School Emergency Operations Plans, https://rems.ed.gov/docs/rems_k-12_guide_508.pdf. Specific efforts, programs and policies designed to ensure positive school climates including the physical, social, and emotional elements that this entails. For assistance, see Department of Education School Climate Surveys (EDSCLS) https://safesupportivelearning.ed.gov/edscls. Routine training and drills to ensure that plans are coordinated and effectively implemented. For assistance, see FEMA Toolkit Conducting Exercises and Drills, https://training.fema.gov/programs/emischool/el361toolkit/conductingexe.... Regular updating and review of planning efforts. In addition, according to a 2016 National Institute of Justice report funded as part of the Comprehensive School Safety Initiative, jurisdictions should consider the following items before acquiring and deploying school safety technology: A positive school climate is paramount for learning; technology should not create a punitive or prison-like atmosphere or generate additional fears or traumatize students who may already be living in an unsafe environment. Technology cannot compensate for inherent building design weaknesses. Without training, technology can prove ineffective. Without the appropriate culture, technology can be circumvented. Technology may evolve rapidly (and so does the software that may accompany it); consideration must be given to replacement, maintenance, and repair costs. Long-term support for the technology is a key factor. Technology selection should focus on addressing a specified problem. Johns Hopkins University Applied Physics Laboratory, A Comprehensive Report on School Safety Technology (Washington, DC: National Institute of Justice, 2016), https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf Additional Resources Below are additional documents developed through the Comprehensive School Safety Initiative which may be helpful in development of the application: Schoolsafety.gov The U.S. Department of Homeland Security (DHS), U.S. Department of Education (ED), U.S. Department of Justice (DOJ), and the U.S. Department of Health and Human Services (HHS) created SchoolSafety.gov to share actionable recommendations to keep school communities safe. SchoolSafety.gov aims to help schools prevent, protect, mitigate, respond to, and recover from emergency situations The Readiness and Emergency Management (REMS) Technical Assistance Center Provides excellent interactive tools and other resources to help school planning teams and community partners develop and implement emergency operations plans. www.rems.ed.gov FEMA Multihazard Emergency Planning for Schools Toolkit Provides a wide variety of resources to assist schools in planning and assessments. https://training.fema.gov/programs/emischool/el361toolkit/start.htm National Center For School Safety NCSS is a BJA STOP Program National Training and Technical Assistance provider and is a multidisciplinary, multi-institutional center focused on improving school safety and preventing school violence. www.nc2s.org The Role of Technology in Improving K-12 School Safety (RAND Corporation) Provides a synthesis of expert opinions and a review of the literature regarding school safety technology. https://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR14... A Comprehensive Report on School Safety Technology (Johns Hopkins University Applied Physics Laboratory) Provides a comprehensive summary of what is currently known regarding the effectiveness of school safety technologies. https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf DOJ Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model Programs Guide Contains information about evidence-based juvenile justice and youth prevention, intervention, and reentry programs. It is a resource for practitioners and communities about what works, what is promising, and what does not work in juvenile justice, delinquency prevention, and child protection and safety. https://ojjdp.ojp.gov/model-programs-guide/home Department of Education’s What Works Clearinghouse: Behavior Highlights effective and model practices surrounding behavior in schools. https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior Federal Resources on Bullying Response and Prevention Provides research and resources on bullying and cyber bullying; includes tools for schools, families, and communities. https://www.stopbullying.gov School Resource Officer Guiding Principles: Supporting Safe Schools",04/21/2022,06/14/2022,339699,"Dept. of Justice",16.710
"OVC FY 2022 Protecting Futures: Building Capacity to Serve Children and Youth Impacted by America's Drug Crisis","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats and builds trust between law enforcement and the community. This program will provide funding to support an entity that will (1) competitively select and fund subawards to support direct services to children and youth who are crime victims impacted by the Nation’s drug crisis, and (2) provide technical assistance to the selected subawardees. For this program, the following definitions apply: Drug or substance use refers to a person taking a drug, either prescribed or not, in a way other than it is intended to be used. Polyvictims are victims or survivors of more than one type of victimization (such as sexual abuse, physical abuse, neglect, bullying, and exposure to family violence) and those who have experienced multiple victimizations over a lifetime (Finkelhor, D., Turner, H., Ormrod, R., Hamby, S., & Kracke, K. (2009). Children’s Exposure to Violence: A Comprehensive National Survey. U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention). Children and youth who are crime victims impacted by the Nation’s drug crisis may be polyvictims, and therefore have complex service needs including a potential need for support services to their families. This program is intended to address the complex needs of children, youth, and their families impacted by the Nation’s drug crisis.",04/25/2022,06/09/2022,339790,"Dept. of Justice",16.838
"OVC FY 2022 Improving Outcomes for Child and Youth Victims of Human Trafficking","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. To enhance capacity to identify, assist, and provide services to all victims of human trafficking, OVC leads the Nation in supporting victim-centered and trauma-informed programs, policies, and resources that promote justice, access, and empowerment. This program intends to improve outcomes for children and youth who are victims of human trafficking by integrating human trafficking policy and programming at the state or tribal level and enhancing coordinated, multidisciplinary, and statewide approaches to serving trafficked youth. This solicitation has two categories. The first category seeks applications for up to three state or tribal jurisdictions to identify the state or tribe’s greatest barriers to identifying and assisting child and youth victims of sex and labor trafficking and/or to investigating and prosecuting these cases, and to develop a statewide or tribal jurisdiction-wide strategy to address these challenges. The second category seeks an applicant to provide training and technical assistance (TTA) that is tailored and specific to the sites funded under the Improving Outcomes for Child and Youth Victims of Human Trafficking program (both those that are currently funded and those that become funded during the duration of the TTA award), and to support states and tribes that are not currently funded under this program but are seeking to build their capacity to develop a statewide or tribal jurisdiction-wide strategy to address these challenges. This program will provide funding for services to victims of severe forms of human trafficking, as defined by 22 U.S.C. § 7102(11).",04/29/2022,06/22/2022,339925,"Dept. of Justice",16.320
"OJJDP FY 2022 Alaska Native Youth Training and Technical Assistance Project","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP seeks a training and technical assistance provider to establish a regional network of partnerships to develop and support strategies that will support Alaska Native youth’s cultural needs. The successful training and technical assistance provider will be required to engage in strategic planning that includes building sustainable capacity within Alaska Native villages and communities to address challenges of Alaska Native youths along the juvenile justice continuum, ranging from prevention to intervention and treatment.",05/09/2022,06/27/2022,340175,"Dept. of Justice",16.731
"OJJDP FY 2022 Arts Programs for Justice-Involved Youth","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety, and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where children are free from crime and violence. If they come into contact with the justice system, it should be rare, fair, and beneficial to them. This solicitation will support high-quality arts programs for justice-involved youth to reduce juvenile delinquency, recidivism, and/or other problem and high-risk behaviors. Arts programs include but are not limited to painting, sculpting, drama, digital media, film, music, dance, singing, and creative writing.",06/02/2022,07/18/2022,340858,"Dept. of Justice",16.548
"OJJDP FY 2022 Juvenile Justice System Reform and Reinvestment Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If children encounter the justice system, the contact should be rare, fair, and beneficial to them. The Juvenile Justice System Reform and Reinvestment Initiative will support states’ implementation of innovative and/or research-based, data-informed recidivism-reduction policies, practices, and programs across multiple juvenile justice system components and disciplines. The justice reinvestment framework requires that states develop and implement sustainable strategies for reinvesting costs saved or averted as the result of these system improvements into proven effective juvenile justice prevention and intervention programs.",06/02/2022,07/11/2022,340876,"Dept. of Justice",16.827
"OJJDP FY 2022 Title II Formula Grants Program FY 2022 Title II Grant Solicitation Year 2 of the 3-Year Plan","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. The OJJDP FY 2022 Title II Formula Grants Program provides funding to support state and local efforts to plan, establish, operate, coordinate, and evaluate policies and projects, directly or through grants and contracts with public and private agencies for the development of more effective education, training, research, prevention, diversion, treatment, and rehabilitation programs in the area of juvenile delinquency as well as juvenile justice system improvement efforts.",06/03/2022,07/19/2022,340909,"Dept. of Justice",16.540
"BJA FY 2022 Improving Adult and Juvenile Crisis Stabilization and Community Reentry Program","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. The Second Chance Act (SCA) of 2007 (Public Law 110-199), reauthorized by the First Step Act of 2018, provides a comprehensive response to assist in the transition individuals make from prison, jail, or juvenile residential facilities to their communities so that the transition is more successful and promotes public safety. The FY 2022 Improving Adult and Juvenile Crisis Stabilization and Community Reentry Grant Program is a new solicitation designed to implement programming and services in response to the Crisis Stabilization and Community Reentry Act of 2020. It includes two categories for funding: Category 1: Adult and Juvenile Crisis Stabilization and Community Reentry Programs — State and Local Governments Category 2: Adult and Juvenile Crisis Stabilization and Community Reentry Programs — Nonprofit Organizations and Tribal Governments SCA and reentry-focused grant funding is designed to help communities develop and implement comprehensive and collaborative strategies that address the challenges posed by reentry and recidivism reduction. ""Reentry"" is not a specific program but rather an ongoing process that starts from the moment an individual is initially incarcerated and continues throughout that individual’s transition from incarceration and reintegration into the community. This solicitation is part of the SCA suite of programs in FY 2022. This year a range of programs for states, units of local government, nonprofit organizations, and tribal governments are being competed, including: Community-based Reentry Program Improving Reentry Education and Employment Outcomes Program Improving Reentry Substance Use Disorder Treatment Outcomes Program Pay for Success Swift, Certain, and Fair Supervision and HOPE Institute Smart Reentry and Smart Supervision with Technical Assistance: New Tools to Facilitate Change Not all entities are eligible for all programs. Applicants are encouraged to review each solicitation in its entirely to determine their eligibility and the goodness of fit for their proposal. Additional details on funding through BJA and DOJ can be found on the DOJ Grants Program Plan.",06/03/2022,07/28/2022,340911,"Dept. of Justice",16.812
"Community-Based Alternatives to Youth Incarceration Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This program will fund states to close and repurpose youth correctional facilities, assess and respond to the economic impact of closures on facility staff and surrounding communities, and reinvest cost savings to expand community-based alternatives to youth incarceration.",06/06/2022,07/25/2022,340951,"Dept. of Justice",16.827
"NIJ FY 2022 Invited to Apply - Adolescent Brain Cognitive Development: Social Development Sub-study (ABCD: SD)","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, protects the public from crime and evolving threats, and builds trust between law enforcement and the community. The purpose of this solicitation is to provide funding for a sub-study involving five of the 21 NIDA-funded ABCD Study sites to include measures of delinquency and victimization in their investigations. Statutory Authority: Title I of the Omnibus Crime Control and Safe Streets Act of 1968 (sections 201 and 202); 28 USC § 530C.",06/23/2022,06/30/2022,341386,"Dept. of Justice",16.560
"OJJDP FY 2022 Supporting Vulnerable At-Risk Youth and Youth Transitioning Out of Foster Care","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats and builds trust between law enforcement and the community. OJJDP envisions a nation where children are free from crime and violence. Youth contact with the justice system should be rare, fair, and beneficial to them. The OJJDP FY 2022 Supporting Vulnerable At-Risk Youth and Youth Transitioning Out of Foster Care solicitation supports the establishment of a pilot demonstration program to develop, implement, and build replicable treatment models for residential-based innovative care, treatment, and services. The primary population served by such pilot programs shall include adolescents and youth transitioning out of foster care who have experienced a history of foster care involvement, child poverty, child abuse or neglect, human trafficking, juvenile justice involvement, substance use or misuse, or gang involvement. Eligible applicants can provide services to youth and young adults up to and including age 25. Consistent with the Family First Prevention Services Act of 2018 (Family First), OJJDP believes that children should be kept safely with their families to avoid the trauma that results when children are placed in out-of-home care. To increase the number of children who can remain safely at home with their families, Family First provides families with greater access to mental health services, substance use treatment, and/or improved parenting skills. This law significantly shifts how the country provides services for families and youth. In particular, it changed the role of community service providers, how courts advocate and make decisions for families, and the types of placements that youth placed in out-of-home care experience. Similar to Family First, the 2018 reauthorization of the Juvenile Justice and Delinquency Prevention Act also emphasizes the value of keeping youth in their homes and families, over out-of-home placements and incarceration. Other common values between the two Acts include: commitment to evidence-based and promising practices, increasing access to education and workforce development opportunities, and a focus on prevention. This solicitation recognizes the need to offer high quality services and treatment to help put youth who are transitioning from foster care on a track for success. Funding may not be used to expand the capacity of residential- facilities through construction of additional units or bed capacity. Category 1: Project Sites. Funding under this category will support the efforts of eligible applicant organizations to develop or enhance their capacity to support at-risk and vulnerable youth transitioning out of foster care by funding implementation of replicable models for residential-based innovative care, treatment, and services. Funds may not be used for construction of new units or increased bed capacity for youth. Category 2: Training and Technical Assistance. Funding under this category will support a training and technical assistance provider to support the Category 1 project sites and increase awareness of innovative treatment models for vulnerable and at-risk youth transitioning out of foster care for other interested communities.",06/30/2022,08/15/2022,341608,"Dept. of Justice",16.049
"OJJDP FY 2022 Youth Violence Prevention Program","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, protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicants to develop/enhance strategies to prevent youth violence, including youth gang/group involvement and youth gang/group violence.",07/13/2022,08/29/2022,342207,"Dept. of Justice",16.548
"OJJDP FY 2022 Invited to Apply - Training and Technical Assistance - National Gang Center","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Awards under this solicitation will be made under the Department of Justice Appropriations Act, 2021, Pub. L. No. 116-260, 134 Stat. 1182, 1257.",07/14/2022,07/21/2022,342295,"Dept. of Justice",16.540
"OJJDP FY 2022 Invited to Apply - Training and Technical Assistance - Strategies to Support Children Exposed to Violence","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: 34 U.S.C. 11171-11172; 34 U.S.C. 11171-11172; Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 128",07/14/2022,07/21/2022,342296,"Dept. of Justice",16.818
"OJJDP FY 2022 Invited to Apply - Training and Technical Assistance - Juvenile Justice System Reform Initiative","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 127.",07/14/2022,07/29/2022,342409,"Dept. of Justice",16.827
"OJJDP FY 2022 Invited to Apply - Post-Secondary Education Opportunities for Child Protection Professionals","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act 2022, Pub. L. No. 117-103, 136 Stat. 49, 125",07/20/2022,08/01/2022,342579,"Dept. of Justice",16.758
"OJJDP FY 2022 Invited to Apply -Training and Technical Assistance - Opioid Affected youth Initiative","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2021 Pub. L. No. 117-103, 136 Stat. 49, 128.",07/19/2022,08/02/2022,342537,"Dept. of Justice",16.842
"OJJDP FY 2022 Invited to Apply - AMBER Alert Training and Technical Assistance","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 129",07/28/2022,08/08/2022,342788,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply — Byrne Discretionary Community Project Funding/Byrne Discretionary Grants Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP is authorized to distribute funds to support projects designated for funding in the Consolidated Appropriations Act, 2022 (Public Law 117-103) that improve the functioning of the criminal justice system, prevent or combat juvenile delinquency, and assist victims of crime (other than compensation). The explanatory statement regarding the Consolidated Appropriations Act, 2022 (Public Law 117-103) lists the designated projects, which the Act incorporates by reference, as stated in relevant part, below— $184,707,000 is for discretionary grants to improve the functioning of the criminal justice system, to prevent or combat juvenile delinquency, and to assist victims of crime (other than compensation), which shall be used for the projects, and in the amounts, specified under the heading, ‘‘Byrne Discretionary Community Project Grants/ Byrne Discretionary Grants’’, in the explanatory statement described in section 4 (in the matter preceding division A of this consolidated Act)[.] Pub. L. No. 117-103, div. B, title II (2022), 136 Stat 49, 125. Statutory Authority: Department of Justice Appropriations Act, 2022 (Pub. L. No. 117-103, 136 Stat. 49, 125)",08/05/2022,08/26/2022,342992,"Dept. of Justice",16.753
"OJJDP FY 2022 Invited to Apply - Supporting Tribal Youth: Training and Technical Assistance and Youth Leadership Development","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 129; 34 U.S.C. 11171-11172",08/05/2022,08/17/2022,342995,"Dept. of Justice",16.731
"OJJDP FY 2022 Invited to Apply - Administrative Adjustment to Previously Funded Award (OJJDP FY 2021 Strategies To Support Children Exposed to Violence)","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: 34 U.S.C. 11171-11172; the Department of Justice Appropriations Act 2021, Pub. L. No. 116-260, 134 Stat 1182, 1261",08/09/2022,08/16/2022,343021,"Dept. of Justice",16.818
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY2021 Second Chance Act Youth Rentry Program: Community-Based Youth Reentry Program)","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Section 211 of the Second Chance Act, codified at 34 U.S.C. § 60531. Pub. L. No. 116-260, 134 Stat. 1182, 1259 [Cat. 2]",08/09/2022,08/16/2022,343055,"Dept. of Justice",16.812
"OJJDP FY 2022 Invited to Apply - Training and Technical Assistance - Child Abuse Training for Judicial and Court Personnel","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority Section 222 of the Victims of Child Abuse Act (34 U.S.C. 20332)",08/04/2022,08/22/2022,342963,"Dept. of Justice",16.757
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award - OJJDP FY 2021 Comprehensive Youth Violence Prevention and Reduction Program","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. Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2021, Pub. L. No. 116-260, 134 Stat. 1182, 1257; Department of Justice Appropriations Act, 2018, Pub. L. No. 115-141, 132 Stat. 348, 423; and 34 U.S.C. § 11171-11172",08/11/2022,08/18/2022,343093,"Dept. of Justice",16.123
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY 2021 Supporting Tribal Youth: Training and Technical Assistance and Youth Leadership Development)","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. Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act 2021, Pub. L. No. 116-260, 134 Stat 1182, 1261; 34 U.S.C. 11171-11172",08/12/2022,08/19/2022,343079,"Dept. of Justice",16.731
"OJJDP FY 2022 Invited to Apply - Children’s Advocacy Center National Subgrants Programs","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Section 214 of the Victims of Child Abuse Act (34 U.S.C. § 20304)",08/25/2022,09/07/2022,343250,"Dept. of Justice",16.758
"OJJDP FY 2022 Invitation to Apply Guidance- Training and Technical Assistance - Court Appointed Special Advocate","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Section 217 of the Victims of Child Abuse Act (34 U.S.C. 20323)",08/25/2022,09/07/2022,343281,"Dept. of Justice",16.756
"NIJ FY22 Research on Monitoring Child Maltreatment in Youth Serving Organizations","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, NIJ seeks proposals for funding from accredited research universities for a feasibility study on the establishment of a federal system to count and track cases of sexual abuse and other forms of maltreatment in youth serving organizations, which may include but is not limited to substantiated cases. NIJ encourages proposals to employ rigorous, mixed-methods approaches that are inclusive of practitioners and impacted individuals. Applications proposing research involving partnerships with criminal justice or other agencies, should include a strong letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through this project will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review the NACJD’s policies and protections at (NACJD). If selected for award, grantees will be expected to have a formal agreement in place with partnering agencies by July 1, 2023. That formal agreement must include a provision to meet the data archiving requirements of the award. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients.",09/06/2022,10/24/2022,343384,"Dept. of Justice",16.560
"OJJDP FY 2022 Invited to Apply -Addressing the Training Needs of Juvenile Prosecutors Program","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: 34 U.S.C. § 11131; Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 132.",09/12/2022,09/19/2022,343488,"Dept. of Justice",16.540
"OJJDP FY 2022 Invited to Apply - The National Center for Missing and Exploited Children - IAA USSS","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.",09/13/2022,09/20/2022,343509,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - The National Center for Missing & Exploited Children","Guidance for Invited Applications for The National Center for Missing & Exploited Children",09/14/2022,09/21/2022,343511,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - Training and Technical Assistance - Internet Crimes Against Children Program Support","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2022, Pub. L. No. 117-103, 136 Stat. 49, 129",09/15/2022,09/22/2022,343547,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - Missing & Exploited Children Training and Technical Assistance","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Department of Justice Appropriations Act, 2022, Pub. L. 117-103; 136 Stat. 49, 129",09/15/2022,09/22/2022,343566,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - Internet Crimes Against Children (ICAC) Task Forces","Statutory Authority: Pub. L. No. 117-103, 136 Stat. 49, 129",09/15/2022,09/22/2022,343569,"Dept. of Justice",16.543
"OJJDP FY 2022 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY2020 Mentoring Opportunities for Youth Initiative)","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety, and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. This solicitation provides funding for applicant organizations to enhance and expand mentoring services for children and youth. Statutory Authority: Department of Justice Appropriations Act, 2020, Pub. L. No. 116-93; 133 Stat. 2317, 2410.",09/15/2022,09/22/2022,343570,"Dept. of Justice",16.726
"OJJDP FY 2022 Invited to Apply - Juvenile Justice and Delinquency Prevention Act (JJDPA) Training and Technical Assistance Program","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. Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: 34 U.S.C. 11131 34 U.S.C. § 11131(b)(1) Pub. L. No. 117-103, 136 Stat. 49, 132",11/30/2022,12/09/2022,344702,"Dept. of Justice",16.540
"BJA FY 23 Improving Adult and Youth Crisis Stabilization and Community Reentry Program","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.The Second Chance Act (SCA) of 2007 (Public Law 110-199), reauthorized by the First Step Act of 2018, provides a comprehensive response to assist in the transition individuals make from prison, jail, or juvenile residential facilities to their communities so that the transition is more successful and promotes public safety. SCA and reentry-focused grant funding is designed to help communities develop and implement comprehensive and collaborative strategies that address the challenges posed by reentry and recidivism reduction. ""Reentry"" is not a specific program but rather an ongoing process that starts from the moment an individual is initially incarcerated and continues throughout that individual’s transition from incarceration and reintegration into the community.With this solicitation, BJA seeks to implement programming and services in response to the Crisis Stabilization and Community Reentry Act of 2020. It includes two categories for funding: Adult and Youth Crisis Stabilization and Community Reentry Programs—State and Local Governments Adult and Youth Crisis Stabilization and Community Reentry Programs—Nonprofit Organizations and Tribal Governments Please note that community-based nonprofit organizations, including culturally specific organizations, are eligible and encouraged to apply under Category 2 of this program in partnership with correctional agencies. Eligible applicants under Category 1 are encouraged to partner with community-based organizations, including culturally specific organizations, to achieve the goals of this program. For additional information, see the Proposal Narrative, Budget and Associated Documentation and MOUs section of this solicitation. The Improving Adult and Youth Crisis Stabilization and Community Reentry Program is part of the Second Chance Act suite of program in FY 2023. This year, a range of programs for states, local government units, tribal governments, and nonprofit organizations are being competed, including: Community Reentry Improving Adult Reentry, Education, and Employment Outcomes Improving Substance Use Disorder Treatment and Recovery Outcomes for Adults in Reentry Pay for Success Smart Supervision Swift, Certain, and Fair Supervision and HOPE InstituteAdditionally, the Comprehensive Opioid, Stimulant, and Substance Abuse Site-Based Program, the Residential Substance Abuse Treatment Program for State Prisoners, and the Justice and Mental Health Collaboration Program are three other BJA programs that support the provision of behavioral health treatment and services to individuals during and after incarceration. Not all entities are eligible for all programs. Applicants are encouraged to review each solicitation in its entirety to determine their eligibility, if it fits their proposal, and if taking advantage of another funding opportunity could further enhance a comprehensive approach to supporting individuals with substance use and other co-occurring disorders treatment and recovery support needs that have come in contact with the justice system. Additional details on the SCA suite and other BJA programs can be found on the DOJ Grants Program Plan.",01/26/2023,03/21/2023,345610,"Dept. of Justice",16.812
"OJJDP FY 2022 Invitation to Apply Guidance - Juvenile Justice and Delinquency Prevention Act (JJDPA) Training and Technical Assistance Program","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. Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: 34 U.S.C. 11131 34 U.S.C. § 11131(b)(1) Pub. L. No. 117-103, 136 Stat. 49, 132",02/01/2023,02/06/2023,345732,"Dept. of Justice",16.540
"OJJDP FY 2023 Invited to Apply - Byrne Discretionary Community Project Funding/Byrne Discretionary Grants Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP is authorized to distribute funds to support projects designated for funding in the Consolidated Appropriations Act, 2023 (Public Law 117-328) to improve the functioning of the criminal justice system, to prevent or combat juvenile delinquency, and to assist victims of crime (other than compensation). The explanatory statement regarding the Consolidated Appropriations Act, 2023 (Public Law 117-328) lists the designated projects, which the Act incorporates by reference, as stated in relevant part, below— $229,551,000 is for discretionary grants to improve the functioning of the criminal justice system, to prevent or combat juvenile delinquency, and to assist victims of crime (other than compensation), which shall be used for the projects, and in the amounts, specified under the heading, ""Byrne Discretionary Community Project Grants/Byrne Discretionary Grants"", in the explanatory statement described in section 4 (in the matter preceding division A of this consolidated Act)[.]Pub. L. No. 117-328, div. B, title II (2022), 136 Stat 4459, 4535.Statutory Authority: Department of Justice Appropriations Act, 2023 (Pub. L. No. 117-328; 136 Stat. 4459, 4535)",02/10/2023,03/23/2023,345984,"Dept. of Justice",16.753
"OVC FY 2023 Improving Outcomes for Child and Youth Victims of Human Trafficking","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. To enhance capacity to identify, assist, and provide services to all victims of human trafficking, OVC leads the Nation in supporting victim-centered and trauma-informed programs, policies, and resources that promote justice, access, and empowerment.With this solicitation, OVC seeks to improve outcomes for children and youth who are victims of human trafficking by integrating human trafficking policy and programming at the state or Tribal level and encouraging coordinated, multidisciplinary, and statewide approaches to serving trafficked youth. OVC seeks to fund up to four state or Tribal jurisdictions to identify the state or Tribe’s greatest barriers to identifying and assisting child and youth victims of sex and labor trafficking and/or investigating and prosecuting these cases, and to develop a statewide or Tribal jurisdiction-wide strategy to address these challenges.",02/13/2023,04/06/2023,346017,"Dept. of Justice",16.320
"OJJDP FY 2023 Enhancing Youth Defense","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with one or more of these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support jurisdictions’ efforts to ensure that youth involved in the juvenile justice system have access to high-quality legal representation.",02/13/2023,04/03/2023,346018,"Dept. of Justice",16.836
"OVW Fiscal Year 2023 Grants to Engage Men and Boys as Allies in the Prevention of Violence Against Women and Girls Program - Solicitation","This program is authorized by the Consolidated Appropriations Act, 2023 (Public Law No: 117-328). The EM Program solicitation is one of two solicitations issued under the Consolidated Youth and Engaging Men (CYEM) Program (CFDA# 16.888). The other program solicitation is the Grants to Prevent and Respond to Domestic Violence, Dating Violence, Sexual Assault, Stalking, and Sex Trafficking Against Children and Youth Program (CY). Applicants interested in developing projects to serve children and youth impacted by domestic violence, dating violence, sexual assault, stalking, and sex trafficking should submit a proposal under the OVW FY 2023 CY Solicitation. Applicants and project partners who apply to both CY and EM programs are only eligible to receive one award. The EM Program supports projects that create educational programming and community organizing to encourage men and boys to work as allies with women and girls to prevent domestic violence, dating violence, sexual assault, stalking, and sex trafficking. For additional information about this program and related performance measures, including how awards contribute to the achievement of program goals and objectives, see: OVW grant program information: OVW Grants and Programs Webpage. Program performance measures under the Measuring Effectiveness Initiative: VAWA Measuring Effectiveness Initiative webpage. Program-specific sections in OVW’s most recent report to Congress on the effectiveness of VAWA grant programs. What’s New About this OVW Program. Culturally specific organizations such as Urban Indian organizations and Native Hawaiian organizations are highlighted in the list of eligible applicants although these organizations have historically been eligible to apply to the CYEM program.",02/13/2023,03/24/2023,346034,"Dept. of Justice",16.888
"OVW Fiscal Year 2023 Grants to Prevent and Respond to Domestic Violence, Dating Violence, Sexual Assault, Stalking, and Sex Trafficking Against Children and Youth Program - Solicitation","This program is authorized by the Consolidated Appropriations Act, 2023 (Public Law No: 117-328). The CY Program solicitation is one of two solicitations issued under the Consolidated Youth and Engaging Men (CYEM) Program (CFDA# 16.888). The other program solicitation is the Grants to Engage Men and Boys as Allies in the Prevention of Violence Against Women and Girls (EM) Program. Applicants interested in developing projects to engage men and boys as allies should submit a proposal under the OVW Fiscal Year (FY) 2023 EM solicitation. Applicants and project partners who apply to both CY and EM grant programs are only eligible to receive one award. The CY Program supports comprehensive, community-based efforts to develop or expand prevention, intervention, treatment, and response strategies to address the needs of children and youth impacted by domestic violence, dating violence, sexual assault, stalking, and sex trafficking. For additional information about this program and related performance measures, including how awards contribute to the achievement of program goals and objectives, see: OVW grant program information: OVW Grants and Programs Webpage. Program performance measures under the Measuring Effectiveness Initiative: VAWA Measuring Effectiveness Initiative webpage. Program-specific sections in OVW’s most recent report to Congress on the effectiveness of VAWA grant programs. What’s New About this OVW Program Culturally-specific organizations such as Urban Indian organizations and Native Hawaiian organizations are highlighted in the list of eligible applicants although these organizations have historically been eligible to apply to the CYEM program.",02/13/2023,03/24/2023,346033,"Dept. of Justice",16.888
"OJJDP FY 2023 Victims of Child Abuse Act Training and Technical Assistance for Child Abuse Professionals","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to provide funding for the development and implementation of training and technical assistance for child abuse professionals for the purpose of promoting the effective delivery of the evidence-informed Children’s Advocacy Center Model and the multidisciplinary response to child abuse.",02/15/2023,04/05/2023,346132,"Dept. of Justice",16.758
"OJJDP FY 2023 Arts Programs for Justice-Involved Youth","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support high-quality arts programs for justice-involved youth to reduce juvenile delinquency, recidivism, and/or other problem and high-risk behaviors. This project seeks to support and strengthen collaborations between arts-based organizations and juvenile justice systems to develop, expand, or enhance effective interventions, which may involve emphasizing the unique capability of the art interventions to enhance protective factors and reduce risk factors that lead to justice system involvement, including individual characteristics, social influences, and community conditions.",02/15/2023,04/06/2023,346146,"Dept. of Justice",16.548
"OJJDP FY 2023 Internet Crimes Against Children Task Force Program Support","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions.Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts).With this solicitation, OJJDP seeks to provide funding for applicant organizations to support law enforcement, prosecutors, and other professionals involved in investigating and prosecuting technology-facilitated child sexual exploitation. Through this program, the successful applicant will provide a variety of services and support to OJJDP and the ICAC task force program to fight against child sexual exploitation.",02/17/2023,04/10/2023,346207,"Dept. of Justice",16.543
"OJJDP FY 2023 Reducing Risk for Girls in the Juvenile Justice System","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP will provide funding to communities to support girls age 17 and younger who are at risk of involvement and/or are involved in the juvenile justice system. Funding will support communities to develop, enhance, or expand early intervention programs and/or treatment services for girls involved in the juvenile justice system.",02/21/2023,04/10/2023,346256,"Dept. of Justice",16.830
"OJJDP FY 2023 Community-Based Alternatives to Youth Incarceration Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund jurisdictions to close and repurpose youth detention and correctional facilities, reinvest cost savings to expand community-based alternatives to youth incarceration, and assess and respond to the economic impact of closures on facility staff and surrounding communities.",02/22/2023,04/11/2023,346277,"Dept. of Justice",16.827
"OJJDP FY 2023 Missing and Exploited Children Training and Technical Assistance Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks applications for funding to improve and expand the development and implementation of training and technical assistance on effective responses to missing and exploited children’s issues for multidisciplinary teams of prosecutors, state and local law enforcement, child protection personnel, medical providers, and other child-serving professionals. Additionally, this program will provide support for the implementation of all National Missing Children’s Day activities.",02/23/2023,04/13/2023,346309,"Dept. of Justice",16.543
"NIJ FY23 National Study Examining Interpersonal Violence Experienced By Young Adults","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, the National Institute of Justice (NIJ) seeks proposals for a nationally representative, longitudinal study examining long-term trajectories of risk for, experiences with, and recovery after experiencing interpersonal violence (IV, victimization and perpetration) among young adults who do and do not attend college. NIJ is interested in a range of IV committed by partners, family members, acquaintances, and strangers, including nonconsensual sexual contact, intimate partner violence, and stalking. Applicants are strongly encouraged to refer to and familiarize themselves with the recommended study design outlined in the final report for the National Study of Young Adults, Longitudinal Cohort Pilot Study (see https://www.ojp.gov/pdffiles1/nij/grants/300704.pdf) and the relevant study data and materials at the Inter-University Consortium for Political and Social Research’s (ICPSR) National Archive of Criminal Justice Data or NACJD (ICPSR 37914, https://www.icpsr.umich.edu/web/NACJD/studies/37914). However, applicants are not limited to these previous recommendations and study materials. Applicants who demonstrate that they will augment the study design to reflect present day contexts and conditions, and/or offer newer and innovative methods, modes, and approaches that enhance efficiency and effectiveness, will be given greater consideration. NIJ expects that this effort will be funded incrementally, subject to the availability of funds. Applicants are expected to develop their project design in phases with discrete deliverables at the end of each phase, and to budget accordingly. The funds provided with this solicitation in FY 2023 are intended to support only the initial phase(s) of this multi-year effort. The SF-424 and JustGrants budget submitted with the application should reflect the initial phase(s) to be supported by funding available under this solicitation. The applicant’s proposed deliverables for the initial phase(s) must include, at a minimum, the deliverables identified under ""Interim Project Deliverables"" (see below under ""Deliverables""). The applicant is also expected to provide, as a separate attachment, a budget for the full multi-year study using the budget template available at https://www.ojp.gov/funding/apply/forms/ojp-budget-detail-worksheet. It is anticipated that upon successful completion of the initial phase(s), subsequent years of the project will be funded as a supplement, subject to the availability of funds. NIJ will give special consideration to proposals with methods that include meaningful engagement with the people with lived experience of the subject of the study, including, but not limited to, justice practitioners, community members, crime victims, service providers, and individuals who have experienced justice system involvement. Applicants are encouraged to propose multidisciplinary research teams to build on the complementary strengths of different methods and areas of subject matter expertise. NIJ also seeks proposals that include consideration and measurement of issues of diversity, discrimination, and bias across age, gender and gender identity, race, ethnicity, religion, and sexual orientation, as applicable. Applications proposing research involving partnerships with criminal justice or other agencies, should include a letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through an award funded by NIJ will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review NIJ’s data archiving guidance. If selected for an award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2024. That formal agreement must include a provision to meet the data archiving requirements of the award. NIJ seeks proposals that include robust, creative, and multi-pronged dissemination strategies that include strategic partnerships with organizations and associations that are best equipped to ensure that research findings lead to changes in policies and practices related to the subjects of study. Special consideration will be given to proposals that dedicate at least 15% of the requested project award funding toward implementing such strategies, as demonstrated in the Budget Worksheet and Budget Narrative. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients. The applicant is expected to conduct a majority of the work proposed.",02/27/2023,04/28/2023,346414,"Dept. of Justice",16.560
"OJJDP FY 2023 National Mentoring Programs","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund national mentoring organizations to enhance and expand mentoring services for children and youth who are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.",02/27/2023,04/17/2023,346443,"Dept. of Justice",16.726
"OJJDP FY 2023 Supporting Vulnerable and At-Risk Youth Transitioning Out of Foster Care","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support the establishment of a pilot demonstration program to develop, implement, and build replicable treatment models for residential-based innovative care, treatment, and services. The primary population served by such pilot programs will include adolescents and youth transitioning out of foster care who have experienced a history of foster care involvement, child poverty, child abuse or neglect, human trafficking, juvenile justice system involvement, substance use or misuse, or gang involvement. Eligible applicants can provide services to vulnerable and at-risk youth up to and including age 25. Consistent with the Family First Prevention Services Act of 2018 (Family First), OJJDP believes that children should be kept safely with their families to avoid the trauma that results when children are placed in out-of-home care. To increase the number of children who can remain safely at home with their families, Family First provides families with greater access to mental health services, substance use treatment, and/or improved parenting skills. This law significantly shifts how the country provides services for families and youth. In particular, it changed the role of community service providers, how courts advocate and make decisions for families, and the types of placements that youth placed in out-of-home care experience. Similar to Family First, the 2018 reauthorization of the Juvenile Justice and Delinquency Prevention Act also emphasizes the value of keeping youth in their homes and families rather than out-of-home placements and incarceration. Other common values between the two Acts include commitment to evidence-based and promising practices, increased access to education and workforce development opportunities, and a focus on prevention. This solicitation recognizes the need to offer high-quality services and treatment to help put youth who are transitioning from foster care on a track for success. Funding may not be used to expand the capacity of residential facilities through construction of additional units or bed capacity. Funding will support the efforts of eligible applicant organizations to develop or enhance their capacity to support at-risk and vulnerable youth transitioning out of foster care by funding implementation of replicable models for residential-based innovative care, treatment, and services. Funds may not be used for construction of new units or increased bed capacity for youth.",03/01/2023,04/19/2023,346514,"Dept. of Justice",16.049
"OJJDP FY 2023 Juvenile Justice System Reform and Reinvestment Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's priorities reflect the Office's guiding philosophy: to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support states’ and counties’ implementation of innovative and/or research-based, data-informed recidivism-reduction policies, practices, and programs across multiple juvenile justice system components and disciplines, and sustainable strategies for reinvesting resulting costs saved or averted into effective juvenile justice prevention and intervention programs.",03/03/2023,04/20/2023,346581,"Dept. of Justice",16.827
"OJJDP FY 2023 Strategies To Support Children Exposed to Violence","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to provide funding to communities to develop coordinated and comprehensive community-based approaches to help children and their families who are exposed to violence build resilience, restore their safety, heal their social and emotional wounds, and prevent future violence and delinquency. Funding can be used to develop and/or enhance support services for children exposed to violence to reduce the adverse impact of violence on youth, families, and communities, and to help family-serving organizations better recognize and help families at risk for exposure to violence.",03/07/2023,04/24/2023,346634,"Dept. of Justice",16.818
"OJJDP FY 2023 Strengthening ICAC Technological Investigative Capacity","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. With this solicitation, OJJDP seeks to provide funding for applicant organizations to increase the technological investigative capacity of ICAC task forces and their affiliates as well as related state, Tribal, and local law enforcement and prosecutorial agencies through training and the development and/or enhancement of widely used investigative tools, methods, and technologies that address child sexual abuse material (CSAM) and online child exploitation.",03/09/2023,04/26/2023,346729,"Dept. of Justice",16.543
"NIJ FY23 Research on Juvenile Justice Topics","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, NIJ, in collaboration with the Office of Juvenile Justice and Delinquency Prevention (OJJDP), seeks proposals for rigorous research and evaluation projects that inform policy and practice in the field of juvenile justice. Specifically, this solicitation seeks proposals for studies that advance knowledge and understanding in the following three categories: 1. Research and evaluation of legislative and administrative policy changes affecting youth involved in the justice system. Applicants must address one or more of the following three specified juvenile justice issues: Providing community-based alternatives to youth incarceration, with a focus on very high need/risk youth who have traditionally been held securely. Sealing and expungement of juvenile justice records. Reducing racial and ethnic disparities in the juvenile justice system. 2. Research to assess dual system youth data capacity and service delivery across juvenile justice and child welfare systems. 3. Analysis on the use of the valid court order exception. In FY 2023, applications proposing research outside of these three specified categories will not be considered. Applicants may submit proposals to more than one of these categories but each proposal must be in a separate application. Applicants are expected to identify the category to which a proposal is submitted on the title page of the Proposal Narrative. NIJ will give special consideration to proposals with methods that include meaningful engagement with the people with lived experience of the subject of study; including, but not limited to, justice practitioners, community members, crime victims, service providers, and individuals who have experienced justice system involvement. Applicants are encouraged to propose multidisciplinary research teams to build on the complementary strengths of different methods and areas of subject matter expertise. NIJ also seeks proposals that include consideration and measurement of issues of diversity, discrimination, and bias across age, gender and gender identity, race, ethnicity, religion, and sexual orientation, as applicable. Applications proposing research involving partnerships with juvenile justice, criminal justice, child welfare, or other agencies, should include a letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through an award funded by NIJ will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review NIJ’s data archiving guidance. If selected for an award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2024. That formal agreement must include a provision to meet the data archiving requirements of the award. NIJ seeks proposals that include robust, creative, and multi-pronged dissemination strategies that include strategic partnerships with organizations and associations that are best equipped to ensure that research findings lead to changes in policies and practices related to the subjects of study. Special consideration will be given to proposals that dedicate at least 15% of the requested project award funding toward implementing such strategies, as demonstrated in the Budget Worksheet and Budget Narrative. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients. The applicant is expected to conduct a majority of the work proposed.",03/13/2023,05/29/2023,346781,"Dept. of Justice",16.560
"NIJ FY23 Youth Mentoring Research and Evaluation","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. Mentoring is a prominent strategy for delinquency prevention and victimization recovery that offers at-risk youth structured support from older or more experienced mentors to provide positive role models and promote resilience. With this solicitation, in collaboration with the Office of Juvenile Justice and Delinquency Prevention (OJJDP), NIJ seeks applications for rigorous youth mentoring research and independent evaluation projects that address one or both of the following two topical areas: Barriers/impediments for youth involved in the justice system to access mentoring services. Mentoring programs that serve youth involved in the justice system. Applicants to this solicitation must submit proposals that address one or both of these two topical areas. No other applications will be considered. NIJ will give special consideration to proposals with methods that include meaningful engagement with the people with lived experience of the subject of study; including, but not limited to, justice practitioners, community members, crime victims, service providers and individuals who have experienced justice system involvement. Applicants are encouraged to propose multidisciplinary research teams to build on the complementary strengths of different methods and areas of subject matter expertise. NIJ also seeks proposals that include consideration and measurement of issues of diversity, discrimination, and bias across age, gender and gender identity, race, ethnicity, religion, and sexual orientation, as applicable. Applications proposing research involving partnerships with mentoring, juvenile justice, or other agencies, should include a letter of support, signed by an appropriate decision-making authority from each proposed, partnering agency. A letter of support should include the partnering agency’s acknowledgement that de-identified data derived from, provided to, or obtained through an award funded by NIJ will be archived by the grant recipient with the National Archive of Criminal Justice Data (NACJD) at the conclusion of the award. Applicants and their potential partners are encouraged to review NIJ’s data archiving guidance. If selected for an award, grantees will be expected to have a formal agreement in place with partnering agencies by January 1, 2024. That formal agreement must include a provision to meet the data archiving requirements of the award. NIJ seeks proposals that include robust, creative, and multi-pronged dissemination strategies that include strategic partnerships with organizations and associations that are best equipped to ensure that research findings lead to changes in policies and practices related to the subjects of study. Special consideration will be given to proposals that dedicate at least 15% of the requested project award funding toward implementing such strategies, as demonstrated in the Budget Worksheet and Budget Narrative. In the case of partnerships that will involve the use of federal award funds by multiple partnering agencies to carry out the proposed project, only one entity/partnering agency may be the applicant (as is the case with any application submitted in response to this solicitation); any others must be proposed as subrecipients. The applicant is expected to conduct a majority of the work proposed.",03/15/2023,05/30/2023,346855,"Dept. of Justice",16.560
"FY23 COPS School Violence Prevention Program","The Office of Community Oriented Policing Services (COPS Office) is the component of the U.S. Department of Justice responsible for advancing the practice of community policing by the nation’s state, local, territorial, and tribal law enforcement agencies through information and grant resources. The COPS Office has been appropriated more than $20 billion to advance community policing, including grants awarded to more than 13,000 state, local and tribal law enforcement agencies to fund the hiring and redeployment of more than 136,000 officers. COPS Office information resources, covering a wide range of community policing topics such as school and campus safety, violent crime, and officer safety and wellness, can be downloaded via the COPS Office’s home page, www.cops.usdoj.gov. Statutory Authority This program is authorized under the Students, Teachers, and Officers Preventing (STOP) School Violence Act of 2018 (34 U.S.C. § 10551 et seq.). The COPS Office School Violence Prevention Program (SVPP) provides funding directly to states, units of local government, Indian tribes, and their public agencies to improve security at schools and on school grounds in the recipient’s jurisdiction through evidence-based school safety programs. Pursuant to 34 U.S.C. § 10551(b)(5)-(9), SVPP funding is authorized and available under the following purpose areas: ""Coordination with local law enforcement"" ""Training for local law enforcement officers to prevent student violence against others and self"" ""Placement and use of metal detectors, locks, lighting, and other deterrent measures"" ""Acquisition and installation of technology for expedited notification of local law enforcement during an emergency"" ""Any other measure that, in the determination of the COPS Office Director, may provide a significant improvement in security"" Program-Specific Information The goal of the School Violence Prevention Program (SVPP) is to improve security at schools and on school grounds through the implementation of evidence-based school safety programs and technology. SVPP awards will contribute to this goal by funding projects which include funding of civilian personnel to serve as coordinators with local law enforcement, training for local law enforcement officers, purchase and installation of certain allowable equipment and technology, and other measures to significantly improve school security. Anticipated outcomes of SVPP awards include: improved information sharing with local law enforcement; increased interaction and improved communications between law enforcement and school officials; reduced notification times to law enforcement; improved response time to threats and events; accurate identification of danger and follow-up; increased knowledge of and use of community policing principles; and increased school safety and sustainability planning efforts. All of these outcomes should be achieved without resorting to discriminatory stereotypes or violating privacy. For the purposes of this program, a school is defined as an elementary or secondary school, including a Bureau-funded school (as defined in section 2021 of title 25). As a condition of funding, if awarded, recipients must conduct comprehensive school safety assessments during the grant award period for all schools involved in the project. These assessments must inform the measures necessary to improve school safety and ensure a safe and positive learning environment for students free of discrimination and protective of student privacy. See Federal Award Administration Section for more information. This is a competitive, discretionary program. Applicants must ensure that the project being proposed meets the purposes of COPS Office funding under this statute (see Statutory Authority). The Bureau of Justice Assistance (BJA) and the Office of Juvenile Justice and Delinquency Program (OJJDP) also provide grants under STOP Act funding. Those programs fund different purpose areas and project types from COPS funding. Applicants may submit applications for both COPS Office and BJA or OJJDP funding, but the applications cannot be duplicates - the proposals must fund distinct projects and different items and must be responsive to the solicitation being applied to. Applicants may not submit more than one application to the COPS Office; only one application for COPS Office funding will be reviewed for each applicant. The following school safety measures are considered out of scope for the COPS SVPP program, but may be eligible for funding under the BJA STOP School Violence program solicitation, https://bja.ojp.gov/program/stop-school-violence-program/overview, or the OJJDP FY 2023 Enhancing School Capacity to Address Youth Violence solicitation, https://ojjdp.ojp.gov/. Train school personnel and educate students on preventing student violence against others and themselves. Develop and operate technology solutions, such as anonymous reporting systems for threats of school violence, including mobile telephone applications, hotlines, and internet websites. Develop and operate: School threat assessment and intervention teams that may include coordination with law enforcement agencies and school personnel Specialized training for school officials in responding to mental health crises Support any other measure that, in the determination of the BJA Director, may provide a significant improvement in training, threat assessments and reporting, and violence prevention. The COPS Office 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. Background Information The most effective school safety interventions incorporate the following measures into broader school safety planning and assessment efforts, focus on improving the overall school environments to create a positive learning climate for all students, and are designed to meet the unique needs and challenges of each school and jurisdiction. Improving school security should involve the entire school community, including input from students, parents, teachers, administrators as well as local law enforcement. When undertaking comprehensive school safety and security approaches, applicants should prioritize implementing school safety measures that help to promote a positive school climate that does not detract from the mission of the school to educate students or negatively impact the health and wellbeing of students. Applicants should also be mindful of the need to protect student privacy and safeguard their civil rights and the potential for some security measures to cause or exacerbate trauma for some students and should use a trauma-informed approach when implementing security measures to help mitigate this concern. Many resources are available resources to assist schools in this strategic planning process. Comprehensive school safety planning should include the following: Maintaining effective ongoing communication, coordination, and partnerships with all of those involved in school safety efforts within a jurisdiction to ensure accountability and monitor both effectiveness and compliance with all applicable requirements, including privacy and civil rights laws. Site and risk assessments that examine the overall safety, accessibility and emergency preparedness of school buildings and grounds and improve jurisdictions’ understanding of the likelihood of specific threats or hazards. For assistance, see REMS Site Assess App, an application developed by the REMS TA Center to assist agencies in conducting site assessments, which can be found at online app stores. https://rems.ed.gov/SITEASSESS.aspx; Educational Facilities Vulnerability/Hazard Assessment Checklist, https://rems.ed.gov/Docs/ACEF_ED_Facilitiesvulnerability-Hazardchecklis...; A Guide to School Vulnerability Assessments: Key Principles for Safe Schools, https://files.eric.ed.gov/fulltext/ED515952.pdf. Coordinated emergency operations plans that are developed in partnership with first responders (law enforcement, fire officials, and emergency medical services personnel), mental health entities, and community partners. For assistance see Guide for Developing High-Quality School Emergency Operations Plans, https://rems.ed.gov/docs/rems_k-12_guide_508.pdf. Specific efforts, programs and policies designed to ensure positive school climates including the physical, social, and emotional elements that this entails. For assistance, see Department of Education School Climate Surveys (EDSCLS) https://safesupportivelearning.ed.gov/edscls. Routine training and drills to ensure that plans are coordinated and effectively implemented. For assistance, see FEMA Toolkit Conducting Exercises and Drills, https://training.fema.gov/programs/emischool/el361toolkit/conductingexe.... Regular updating and review of planning efforts. In addition, according to a 2016 National Institute of Justice report funded as part of the Comprehensive School Safety Initiative (Johns Hopkins University Applied Physics Laboratory, A Comprehensive Report on School Safety Technology (Washington, DC: National Institute of Justice, 2016), https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf), jurisdictions should consider the following items before acquiring and deploying school safety technology: A positive school climate is paramount for learning; technology should not create a punitive or prison-like atmosphere, rely on discriminatory stereotypes or violate student privacy, or generate additional fears or traumatize students who may already be living in an unsafe environment. Technology cannot compensate for inherent building design weaknesses. Without training, technology can prove ineffective. Without the appropriate culture, technology can be circumvented. Technology may evolve rapidly (and so does the software that may accompany it); consideration must be given to replacement, maintenance, and repair costs. Long-term support for the technology is a key factor. Technology selection should focus on addressing a specified problem. Additional Resources Below are additional documents developed through the Comprehensive School Safety Initiative which may be helpful in development of the application: Schoolsafety.gov The U.S. Department of Homeland Security (DHS), U.S. Department of Education (ED), U.S. Department of Justice (DOJ), and the U.S. Department of Health and Human Services (HHS) created SchoolSafety.gov to share actionable recommendations to keep school communities safe. SchoolSafety.gov aims to help schools prevent, protect, mitigate, respond to, and recover from emergency situations The Readiness and Emergency Management (REMS) Technical Assistance Center Provides excellent interactive tools and other resources to help school planning teams and community partners develop and implement emergency operations plans. www.rems.ed.gov FEMA Multihazard Emergency Planning for Schools Toolkit Provides a wide variety of resources to assist schools in planning and assessments. https://training.fema.gov/programs/emischool/el361toolkit/start.htm National Center for School Safety NCSS is a BJA STOP Program National Training and Technical Assistance provider and is a multidisciplinary, multi-institutional center focused on improving school safety and preventing school violence. www.nc2s.org The Role of Technology in Improving K-12 School Safety (RAND Corporation) Provides a synthesis of expert opinions and a review of the literature regarding school safety technology. https://www.rand.org/content/dam/rand/pubs/research_reports/RR1400/RR14... A Comprehensive Report on School Safety Technology (Johns Hopkins University Applied Physics Laboratory) Provides a comprehensive summary of what is currently known regarding the effectiveness of school safety technologies. https://www.ncjrs.gov/pdffiles1/nij/grants/250274.pdf DOJ Office of Juvenile Justice and Delinquency Prevention’s (OJJDP’s) Model Programs Guide Contains information about evidence-based juvenile justice and youth prevention, intervention, and reentry programs. It is a resource for practitioners and communities about what works, what is promising, and what does not work in juvenile justice, delinquency prevention, and child protection and safety. https://ojjdp.ojp.gov/model-programs-guide/home Department of Education’s What Works Clearinghouse: Behavior Highlights effective and model practices surrounding behavior in schools. https://ies.ed.gov/ncee/wwc/FWW/Results?filters=,Behavior Federal Resources on Bullying Response and Prevention Provides research and resources on bullying and cyber bullying; includes tools for schools, families, and communities. https://www.stopbullying.gov School Resource Officer Guiding Principles: Supporting Safe Schools",03/15/2023,05/10/2023,346876,"Dept. of Justice",16.710
"OJJDP FY 2023 Enhancing School Capacity To Address Youth Violence","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support targeted efforts to address youth violence through implementing evidence-based prevention and intervention efforts in a school-based setting (K-12th grade only). The goals of the program are to (1) reduce the incidence of school violence through improved school safety and climate and (2) prevent youth violence, delinquency, and victimization in the targeted community. NOTE: This solicitation is funded to support the purposes authorized under the Students, Teachers, and Officers Preventing School Violence Act of 2018 (or STOP School Violence Act). Funds may not be used for the purchase of target-hardening equipment to secure schools, such as cameras, security systems, fencing, locks, etc. In addition, these funds may not be used to pay for armed security officers or school resource officers. Applicants interested in funding for target hardening should refer to the Office of Community Oriented Policing Services (COPS) School Violence Prevention Program (SVPP). The Bureau of Justice Assistance (BJA), OJJDP, and the Community-Oriented Policing Services (COPS) office are all releasing solicitations in FY 2023 with funding supported by the STOP School Violence Act. Applicants should not submit duplicate applications with a similar project design in response to more than one of these DOJ solicitations. BJA, COPS and OJJDP work collaboratively to ensure these programs complement efforts undertaken and to prevent duplication.",03/15/2023,05/03/2023,346833,"Dept. of Justice",16.839
"OJJDP FY 2023 Mentoring for Youth Affected by Opioid and Other Substance Misuse","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to enhance and expand mentoring services for children and youth impacted by opioids and other drug misuse.",03/17/2023,05/04/2023,346930,"Dept. of Justice",16.726
"OJJDP FY 2023 Family-Based Alternative Justice Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety, and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). One in ten of the nation’s children have a parent under criminal justice control—in jail or prison, or on probation or parole.[1] Separation due to incarceration can cause trauma and long-lasting harm to children, their parents and caregivers, families, and communities. With this solicitation, OJJDP seeks to keep families together by helping states and communities implement new, or enhance existing, community-based alternative justice programs that divert justice-involved parents/primary caregivers from incarceration, promote the unification of families, prevent children from entering the foster care and/or juvenile justice systems, and allow parents or primary caregivers involved with the justice system to remain united with their children to improve family outcomes. [1] Martin, E. (2017). ""Hidden consequences: The impact of incarceration on dependent children."" Washington, DC: U.S. Department of Justice, Office of Justice Programs, National Institute of Justice. https://nij.ojp.gov/topics/articles/hidden-consequences-impact-incarcer....",03/17/2023,05/01/2023,346941,"Dept. of Justice",16.738
"OJJDP FY 2023 Juvenile Drug Treatment Court Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to build the capacity of states, state and local courts, units of local government, and federally recognized Tribal governments to implement new and innovative approaches to enhance existing juvenile drug treatment courts and improve outcomes for youth with substance use or co-occurring mental health disorders, including histories of trauma. When describing substance use, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, uses the term ""substance use disorder"" for the clinical and functional assessment of an individual’s recurrent use of alcohol and/or drugs that causes significant impairment, such as health problems; disabilities; or failure to meet work, school, or home responsibilities. For more information, see https://www.samhsa.gov/disorders/substance-use.",03/21/2023,05/09/2023,347016,"Dept. of Justice",16.585
"OJJDP FY 2023 Supporting Effective Interventions for Youth With Problematic or Illegal Sexual Behavior","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to provide funding to communities to develop intervention and supervision services for youth with problematic or illegal sexual behavior, and to provide treatment services for their victims and families/caregivers. Under this initiative, successful applicants are expected to have an established multidisciplinary team that (1) supports a comprehensive holistic approach to treating youth with problematic or illegal sexual behavior and (2) provides support services to victims and families/caregivers. For purposes of this solicitation, applicants must initiate services to youth who are age 17 or younger at the time of admission to the program.",03/23/2023,05/11/2023,347076,"Dept. of Justice",16.543
"BJA FY 23 Second Chance Act Community-Based Reentry Program","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. Second Chance Act (SCA) grant funding is designed to help communities develop and implement comprehensive and collaborative strategies that address the challenges posed by reentry and recidivism reduction. ""Reentry"" is not a specific program but rather a process that starts from the moment an individual is incarcerated and continues throughout that individual’s transition from incarceration and reintegration into the community. This solicitation is part of the SCA suite of programs in FY 2023. This year, a range of programs for states, local units of government, nonprofit organizations, and tribal governments is being competed, including: Community-based Reentry Incubator Program Improving Adult and Youth Crisis Stabilization and Community Reentry Improving Reentry Education and Employment Outcomes Program Improving Substance Use Disorder Treatment and Recovery Outcomes for Adults in Reentry Program Pay for Success Swift, Certain, and Fair Supervision Smart Reentry Smart Supervision Office of Juvenile Justice and Delinquency Prevention (OJJDP) Children of Incarcerated Parents Program OJJDP Youth Reentry Program OJJDP will be supporting youth reentry training and technical assistance under the OJJDP FY 2023 Second Chance Youth Reentry Program solicitation, Category 3: Youth Reentry Training and Technical Assistance. Not all entities are eligible for all programs. Applicants are encouraged to review each solicitation in its entirely to determine their eligibility and the goodness of fit for their proposal. Additional details on the SCA suite of programs can be found on the DOJ Grants Program Plan. With this solicitation, BJA seeks applications from community-based organizations with strong partnerships with corrections, parole, probation, other reentry service providers, and stakeholders to implement or expand reentry programs. These partnerships should develop comprehensive case management plans that directly address criminogenic risk and needs, as determined by validated criminogenic risk assessments, and include delivery or facilitation of services.",03/27/2023,05/24/2023,347131,"Dept. of Justice",16.812
"OJJDP FY 2023 Opioid Affected Youth Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support the efforts of states, communities, jurisdictions, nonprofit organizations, for-profit organizations, and institutions of higher education to implement programs and strategies that identify, respond to, treat, and support children, youth, and families impacted by the opioid epidemic, and other substance use disorders, to ensure public safety.",03/27/2023,05/16/2023,347153,"Dept. of Justice",16.842
"OJJDP FY 2023 Post-Secondary Education Opportunities for Child Protection Professionals","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support the training of future mandated reporters and child protection professionals in the field, including law enforcement officers, social workers, mental and medical health professionals, and prosecutors.",03/29/2023,05/17/2023,347193,"Dept. of Justice",16.758
"OJJDP FY 2023 Mentoring Programs for Youth in the Juvenile Justice System","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund mentoring organizations to enhance and expand mentoring services for youth who are involved in the juvenile justice system.",03/31/2023,05/18/2023,347254,"Dept. of Justice",16.726
"OJJDP FY 2023 Invited to Apply - Administrative Funding Adjustment to Previously Funded Award (OJJDP FY 2019 Specialized Services and Mentoring for Child and Youth Victims of Sex Trafficking and Sexual Exploitation, Category 1)","Please refer to the OJP Invitation Letter for program-specific information.",03/30/2023,04/06/2023,347211,"Dept. of Justice",16.320
"OJJDP FY 2023 AMBER Alert Training and Technical Assistance Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). The AMBER Alert program is a partnership of law enforcement, broadcasters and media, transportation agencies, emergency management agencies, telecommunications/call centers, other public safety agencies, and child protection organizations and professionals dedicated to recovering endangered, missing, and abducted children. The AMBER Alert Training and Technical Assistance Program serves to increase the nation’s capacity to respond to incidents of endangered, missing, and abducted children.",04/05/2023,05/23/2023,347333,"Dept. of Justice",16.543
"OJJDP FY 2023 Second Chance Act Youth Reentry Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). OJJDP’s Second Chance Act Youth Reentry Program encourages collaboration between state agencies, local government, and community- and faith-based organizations to address the challenges that reentry and recidivism reduction pose for moderate- to high-risk youth returning to their communities from juvenile residential or correctional facilities.",04/04/2023,05/23/2023,347287,"Dept. of Justice",16.812
"OJJDP FY 2023 Second Chance Act Addressing the Needs of Incarcerated Parents and Their Minor Children","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful partnership and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). This program will promote and expand services in detention and correctional facilities to incarcerated individuals and their minor children and provide services to children of incarcerated parents.",04/11/2023,05/30/2023,347445,"Dept. of Justice",16.831
"OVC FY 2023 Supporting Children, Youth, and Families Affected by the Drug Crisis: Recruiting and Developing Peer Recovery Coaches","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, OVC seeks to fund one lead organization that will (1) competitively select and fund subawards to recruit, train, and deploy paid peer recovery coaches who will assist a family member or caregiver’s recovery from substance misuse in order to support the well-being of youth who have experienced victimization as a result of the drug use; (2) provide technical assistance to the selected subawardees; and (3) assist in the development of a peer recovery coach paraprofessional program. By promoting recovery through a peer recovery coaching model, this program will support children, youth, and families, including kinship families and grandfamilies, who have been victimized by neglect, abuse, or violence because of a family member or caregiver's drug use. For this program, the following definitions apply: Drug or substance use or misuse refers to a person misusing a legal substance in a way other than intended or prescribed or using an illegal or controlled substance. Peer recovery coach refers to a person who brings the lived experience of recovery, combined with training and supervision, to assist others in initiating and maintaining recovery, helping to enhance the quality of personal and family life in long-term recovery and reducing the amount of abuse and neglect on children, youth, and families affected by the drug crisis. Peer recovery coaches provide many different types of support, including emotional, informational, instrumental, and affiliational (connections to recovery community supports, activities, and events) support. (See the Substance Abuse and Mental Health Services Administration’s (SAMHSA) webpage on Peer Support Workers and Peer Recovery Center of Excellence.)",04/13/2023,06/12/2023,347486,"Dept. of Justice",16.582
"OJJDP FY 2023 Multistate Mentoring Programs Initiative","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America's youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant's proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund mentoring organizations to enhance and expand mentoring services for children and youth who are at risk or high risk for juvenile delinquency, victimization, and juvenile justice system involvement.",04/13/2023,05/30/2023,347487,"Dept. of Justice",16.726
"OJJDP FY 2023 Eliminating Records Barriers to Youth Success","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 select a national training and technical assistance provider to support jurisdictions’ efforts to improve juvenile records expungement and sealing in order to eliminate barriers to their successful reentry and ensure that they are afforded the genuine second chances upon which the juvenile justice system is predicated. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts).",04/18/2023,06/06/2023,347581,"Dept. of Justice",16.812
"OVC FY 2023 Invited to Apply - Field-Generated: Youth Advocate Corps","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, OVC seeks to support the National Organization for Victim Assistance (NOVA) to perform new activities that were not budgeted in the approved budget, so that the grantee can implement this project to its fullest. Statutory Authority: 34 U.S.C. § 20103 (c)(1)(A).",04/19/2023,04/28/2023,347605,"Dept. of Justice",16.582
"OJJDP FY 2023 Family Treatment Court Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to build the capacity of local courts, units of local government, and federally recognized Tribal governments to establish new family treatment courts or enhance existing family treatment courts. These courts increase collaboration with substance use treatment providers and child welfare systems to ensure the provision of treatment and other support services for families, and to improve child, parent, and family outcomes.",04/19/2023,06/06/2023,347626,"Dept. of Justice",16.838
"OJJDP FY 2023 Youth Violence Prevention Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to provide funding for applicants to develop and/or enhance strategies to prevent youth violence, including youth gang involvement and youth gang/group violence.",04/24/2023,06/12/2023,347710,"Dept. of Justice",16.548
"OJJDP Combined FY 2021 and FY 2022 Invited To Apply - Prison Rape Elimination Act Reallocation Funds","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 Congress passed the Prison Rape Elimination Act (PREA) in 2003 and intended that the Act would provide for the analysis of the incidents and effects of prison rape in federal, state, and local institutions and provide information, resources, recommendations, and funding to protect individuals from prison rape (see 34 U.S.C. § 30301-30309). In addition to mandating research on sexual assault in confinement facilities, PREA provided funding that the Bureau of Justice Assistance (BJA) and the National Institute of Corrections administer to support efforts across the nation to establish zero-tolerance cultures for sexual assault in confinement facilities. The law also directed the Attorney General to promulgate national standards for all such facilities, including prisons and local jails, police lockups, community confinement facilities, and youth facilities. Among other things, PREA provides that unless the Governor certifies full compliance with the standards, a state may lose 5 percent of any DOJ grant funds that it would otherwise receive for prison purposes. In this case, the Governor may submit an assurance that the state will use the 5 percent only to achieve and certify full compliance with the standards in future years (34 U.S.C. § 30307(e)). OJJDP’s Title II, Part B, Formula Grants Program is one of the DOJ grant programs subject to this requirement. Pursuant to PREA, the Governor has three options: (1) submit a certification that the state is in full compliance, (2) submit an assurance that the state will use not less than 5 percent of its DOJ funding for prison purposes (including its Title II, Part B, Formula Grant award) to adopt and achieve full compliance with the Standards, or (3) accept a 5-percent reduction in such grants (including its Title II, Part B, Formula Grant award). Each state’s status of compliance with PREA, including certification letters signed by the Governor (as well as assurances), may be found at http://www.prearesourcecenter.org/. OJJDP will calculate the PREA reallocated amount by reducing the state-retained portion of its Title II, Part B, Formula Grant funding by 5 percent. Funding for state advisory groups and funds passed through for local youth justice programming will not be subject to the 5-percent penalty. Statutory Authority: 34 U.S.C. § 11131; 34 U.S.C. § 30307(e)",04/26/2023,06/12/2023,347751,"Dept. of Justice",16.735
"OJJDP FY 2023 Invited to Apply - Strategies to Support Children Exposed to Violence Training and Technical Assistance","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 fund a training and technical assistance provider to assist project sites as they develop coordinated and comprehensive community-based approaches to assist children and their families who are exposed to violence build resilience and prevent future juvenile violence and delinquency Statutory Authority34 U.S.C. 11171-11172; Pub. L. No. 117-328, 136 Stat. 4459, 4538",04/27/2023,05/10/2023,347780,"Dept. of Justice",16.818
"OJJDP FY 2023 Invited to Apply - Victims of Child Abuse Act Tribal Children's Advocacy Centers Training and Technical Assistance","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 provides funding to support training and technical assistance (TTA) services to develop, improve, or expand children’s advocacy centers (CACs) and multidisciplinary team responses to child abuse cases in American Indian and Alaska Native (AI/AN) communities. Statutory Authority: Victims of Child Abuse Act, 34 U.S.C. 20303",04/27/2023,05/03/2023,347796,"Dept. of Justice",16.758
"OJJDP FY 2023 Center for Reducing Racial and Ethnic Disparities (R/ED) in Juvenile Justice","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund a new Center for Reducing Racial and Ethnic Disparities (R/ED) in Juvenile Justice to assist states and territories to strengthen their compliance with a core requirement of the Formula Grants Program authorized under the Juvenile Justice and Delinquency Prevention (JJDP) Act. The Center will also more broadly develop and implement comprehensive training and technical assistance that supports state, territorial, Tribal, and community-level efforts to reduce racial and ethnic disparities among youth who come into contact with the juvenile justice system.",05/26/2023,07/11/2023,348405,"Dept. of Justice",16.540
"OJJDP FY 2023 Juvenile Justice Emergency Planning Demonstration Program for Juvenile Justice Residential Facilities","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support emergency planning for state, local, and Tribal juvenile justice residential facilities. For youth that reside in residential facilities it is crucial that applicants plan for and facilitate continued meaningful engagement with family and other supportive members of their community. Applicants are encouraged to ensure that these activities and strategies are prioritized in any emergency planning effort. Examples of ways that applicants could partner with youth and families includes establishing or utilizing an existing advisory group that includes family members of and/or youth that are currently or have previously been housed in the facility. These members could be involved in the drafting and reviewing of existing and new emergency planning procedures, to include evacuation strategies, and plans to ensure ongoing notification and communication procedures.",06/06/2023,07/24/2023,348562,"Dept. of Justice",16.823
"OJJDP FY 2023 Juvenile Justice and Delinquency Prevention Act Outreach and Education Subgrants Program","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to commemorate the 50th anniversary of the passage of the JJDP Act by enabling an organization to provide financial and technical assistance to an estimated 75 to 100 communities nationwide, reflecting all 50 states, the territories, and the District of Columbia. These subgrants will help to cover the costs associated with convening local youth justice serving agencies and organizations, impacted youth and families, local leaders, and other stakeholders for the purpose of sharing information about the JJDP Act, local delinquency prevention resources, juvenile justice system activities, Youth Justice Action Month, and emerging issues in the community. All final decisions as to which communities will be funded by the intermediary will be made by OJJDP.",06/21/2023,08/07/2023,348832,"Dept. of Justice",16.548
"OJJDP FY 2023 Center for Youth Justice Transformation","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to fund a new Center for Youth Justice Transformation (CYJT) to strengthen state and territory-level compliance with the Formula Grants Program authorized under the Juvenile Justice and Delinquency Prevention (JJDP) Act; to develop and implement training and technical assistance that supports state, territorial, Tribal, and community-level juvenile justice system reform efforts; and to design and implement an online education program for best practices in juvenile justice reform.",06/27/2023,08/14/2023,348942,"Dept. of Justice",16.540
"OJJDP FY 2023 Invited to Apply - National Mentoring Resource Center","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 operate and expand the OJJDP National Mentoring Resource Center, which will provide comprehensive mentoring resources, references, and training materials and advance the implementation of evidence and research-based mentoring practices. The goal of the National Mentoring Resource Center is to enhance the capacity of mentoring organizations to develop, implement, and expand effective mentoring practices. Statutory Authority: The Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459, 4538-4539; 34 U.S.C. 11131.",06/30/2023,07/10/2023,349020,"Dept. of Justice",16.726
"OJJDP FY 2023 Invited to Apply - Supporting Effective Interventions for Youth with Problematic or Illegal Sexual Behavior Training and Technical Assistance","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 fund a training and technical assistance provider to support funded project sites as they implement community-based prevention, intervention, and treatment strategies for youth with problematic or illegal sexual behavior and their victims and families/caregivers. Technical assistance needs may vary greatly depending on the current practices of each program site. Statutory Authority: Pub. L. No. 117-328, 136 Stat. 4459, 4539",07/06/2023,07/12/2023,349125,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply - National Youth Defense Training and Technical Assistance","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP envisions a nation where our children are free from crime and violence. If they come into contact with the justice system, the contact should be rare, fair, and beneficial to them. This program supports improvements for youth defense. In alignment with current knowledge and understanding of adolescent development, juvenile justice leaders-including the defender community, in particular - are shifting the vernacular used to describe young people to ensure system actors are using language that affirms the dignity and value of all youth, supports positive identity development, and promotes fairness, equity, and justice for all youth. For this reason, this solicitation uses the term ""youth"" in lieu of the term ""juvenile."" Funding awarded under this solicitation must be used to improve what has historically been referred to as ""juvenile indigent defense."" Where the term ""youth defense"" or ""youth indigent defense"" is used in this solicitation, it means the defense of juveniles who are indigent. With this solicitation, OJJDP seeks to invite an application for continuation for the National Youth Defense Training and Technical Assistance program to enhance public safety, improve youth outcomes, and strengthen public confidence in the juvenile justice system by ensuring that youth have access to high-quality legal representation and access to resources that address the collateral consequences of justice system involvement. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459,4539.",07/06/2023,07/12/2023,349126,"Dept. of Justice",16.836
"OJJDP FY 2023 Title II Formula Grants Program","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. The OJJDP FY 2023 Title II Formula Grants Program provides funding to support states and territories to plan, establish, operate, coordinate, and evaluate policies and projects, directly or through grants and contracts with public and private agencies for the development of more effective education, training, research, prevention, diversion, treatment, and rehabilitation programs in the area of juvenile delinquency as well as juvenile justice system improvement efforts.",07/05/2023,08/07/2023,349127,"Dept. of Justice",16.540
"OJJDP FY 2023 Invited to Apply—Juvenile Justice System Reform and Reinvestment Initiative Training and Technical Assistance","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 national training and technical assistance to help states implement sustainable, research-based, and data-informed recidivism-reduction policies, practices, and programming, strategically reinvest resulting cost savings and costs averted into effective prevention and intervention programs and strategies, and develop long-term sustainability plans. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459, 4537.",07/06/2023,07/13/2023,349128,"Dept. of Justice",16.827
"OJJDP FY 2023 Invited to Apply - Supporting Vulnerable and At-Risk Youth Transitioning out of Foster Care - Training and Technical Assistance","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 fund continued training and technical assistance to support funded project sites and increase awareness of innovative treatment models for vulnerable and at-risk youth transitioning out of foster care for other interested communities Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328; 136 Stat. 4459, 4538.",07/11/2023,07/18/2023,349187,"Dept. of Justice",16.049
"OJJDP FY 2023 Invited to Apply - Family-Based Alternative Justice Program - Training and Technical Assistance","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 provide training and technical expertise to enhance family-based alternative justice strategies for parents/primary caregivers in the criminal justice system to improve child, parent, and family outcomes. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. 117-328, 136 Stat. 4459, 4534.",07/11/2023,07/20/2023,349205,"Dept. of Justice",16.738
"OJJDP FY 2023 Invited to Apply - Victims of Child Abuse Regional Children’s Advocacy Centers Program","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 four regional centers—one situated within each of four designated U.S. Census regions—that enhance and support the development, expansion, and continuous quality improvement of multidisciplinary teams, local children’s advocacy centers (CACs), and state chapter organizations responding to child abuse and neglect cases to improve the investigation and prosecution of child abuse and neglect and the provision of children’s advocacy center services to child victims and their families. Statutory Authority: Victims of Child Abuse Act, 34 U.S.C. 20303",07/12/2023,07/20/2023,349217,"Dept. of Justice",16.758
"OJJDP FY 2023 Invited to Apply - Community-Based Alternatives to Youth Incarceration Training and Technical Assistance","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",07/12/2023,07/20/2023,349232,"Dept. of Justice",16.827
"OJJDP FY 2023 Invited to Apply - Opioid Affected Youth Initiative Training and Technical Assistance","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 provide training and technical expertise to support the efforts of states, communities, tribal jurisdictions, nonprofit organizations, for-profit organizations, and institutions of higher education to implement programs and strategies that identify, respond to, treat, and support children, youth, and families impacted by the opioid epidemic to ensure public safety. Statutory Authority: 34 U.S.C. 11171-11172; Pub. L. No. 117-328, 136 Stat. 4459, 4538",07/14/2023,07/20/2023,349281,"Dept. of Justice",16.842
"OJJDP FY 2023 Invited to Apply - Supporting Tribal Youth: Training and Technical Assistance (Category 1)","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. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328; 136 Stat. 4459, 4536; 4538; Pub. L. No. 90-351, Title I, Part EE (codified at 34 U.S.C. 10611 - 10619); 34 U.S.C. 11171-72.",07/26/2023,08/01/2023,349562,"Dept. of Justice",16.731
"OJJDP FY 2023 Invited to Apply - Children’s Advocacy Centers National Subgrant Program","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. Statutory Authority: This program is authorized under the Victims of Child Abuse Act, 34 U.S.C. §20304.",07/27/2023,08/03/2023,349578,"Dept. of Justice",16.758
"OJJDP FY 2023 Invited to Apply - Louisiana Juvenile Justice Reform Act Implementation Commission/Southern University Law Center (SULC)","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 provide funding to the Southern University Law Center to assist the Louisiana Juvenile Justice Reform Act Implementation Commission (JJRAIC) in its efforts to significantly improve their juvenile justice system and reduce the risks to youth’s physical and emotional safety while they are being served by the child welfare and juvenile justice serving agencies in the state. The support to SULC will also focus on advancing the capacity of the JJRAIC and its members so that the Commission can effectively carry out its mission to ensure youth in Louisiana are served in their communities and, if secure custody is necessary, are served in environments that are safe, equitable, and restorative. Statutory Authority: Pub. L. 116-260, 134 Stat. 1182, 1261.",07/27/2023,08/02/2023,349579,"Dept. of Justice",16.548
"OJJDP FY 2023 Invited to Apply - Children’s Advocacy Centers Membership and Accreditation Program","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 a national membership and accreditation organization to provide training and technical assistance on the development and implementation of national standards for children’s advocacy centers (CACs). Across the country, CACs provide a coordinated response to victims of child abuse through multidisciplinary teams composed of representatives from community agencies and professionals involved with intervention, prevention, prosecution, and investigation systems that respond to child abuse cases. The goal of the Children's Advocacy Centers Membership and Accreditation Program is to ensure that CACs, multidisciplinary teams, and allied professionals have support and national standards to guide their response to cases of child abuse. Statutory Authority: Subchapter I of the Victims of Child Abuse Act (34 U.S.C. 20301 et seq.)",07/27/2023,08/03/2023,349580,"Dept. of Justice",16.758
"OJJDP FY 2022 and 2023 Nonparticipating States: Connecticut (2022), Nebraska (2022), Texas (2022 and 2023), Wyoming (2022 and 2023)","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support states and territories to plan, establish, operate, coordinate, and evaluate policies and projects, directly or through grants and contracts with private nonprofit and public agencies, for the development of more effective education, training, research, prevention, diversion, treatment, and rehabilitation programs in the area of youth delinquency as well as juvenile justice system improvement efforts.",08/01/2023,09/15/2023,349657,"Dept. of Justice",16.540
"NIJ FY 2023 Invited to Apply - Adolescent Brain Cognitive Development: Social Development Sub-study (ABCD-SD)","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, protects the public from crime and evolving threats, and builds trust between law enforcement and the community. With this solicitation, NIJ, in partnership with Centers for Disease Control and Prevention (CDC), seeks to provide funding for a sub-study involving five of the 21 NIDA-funded ABCD Study sites to include measures of delinquency and victimization in their investigations. Statutory Authority: Title I of the Omnibus Crime Control and Safe Streets Act of 1968 (sections 201 and 202).",08/01/2023,08/08/2023,349679,"Dept. of Justice",16.560
"OJJDP FY 2023 Invited to Apply - Internet Crimes Against Children Program Support","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. Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Pub. L. No. 117-328, 136 Stat. 4459, 4539",08/01/2023,08/08/2023,349672,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply - Enhancing School Capacity to Address Youth Violence - Training and Technical Assistance","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 fund continued training and technical assistance to support funded project sites and the development and expansion of strategies that increase school safety by preventing and reducing school violence. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459, 4537.",08/08/2023,08/14/2023,349794,"Dept. of Justice",16.839
"OJJDP FY 2023 Subgrants Program for State and Local Court Appointed Special Advocates Organizations","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America's youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant's proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). Court appointed special advocates (CASAs) are trained volunteers appointed by the family or juvenile court to advocate for the best interests of children who have been victims of abuse or neglect. CASA volunteers ensure that the psychological, educational, and social needs of abused and neglected children in dependency courts are met and support the goal of achieving safe, stable, and permanent homes for these children. These volunteers work with child welfare professionals, educators, and service providers to ensure that judges have the information needed to make the best decisions for each child. With this solicitation, OJJDP will select an organization to develop and administer a subgrants program for local and state CASA programs. Subgrantees will use their awards to initiate, sustain, and expand CASA programs and provide CASA services in communities where representation rates are low, the numbers of abused and neglected children are high, and service systems are not meeting the needs of families and children. State CASA organization subgrantees may use their awards to strengthen their capacity to provide services to local programs. The successful applicant will also provide training and technical assistance services to help subgrant applicants and sub-awardees apply for, implement, and administer their subawards over the life of the project period.",08/08/2023,09/25/2023,349803,"Dept. of Justice",16.756
"OJJDP FY 2023 Invited to Apply - Reducing Risk for Girls in the Juvenile Justice System Training and Technical Assistance","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 reduce risk factors and promote protective factors for girls who are at risk, or have come in contact with the juvenile justice system, and place them on a path toward success, stability, and long-term contribution to society Statutory Authority: Department of Justice Appropriations Act, 2023, 34 U.S.C. 11171-11172; Pub. L. No. 117-328, 136 Stat. 4459, 4538",08/11/2023,08/18/2023,349851,"Dept. of Justice",16.830
"OJJDP FY 2023 Building Local Continuums of Care to Support Youth Success","OJP is committed to advancing work that promotes civil rights and racial equity, increases access to justice, supports crime victims and individuals impacted by the justice system, strengthens community safety and protects the public from crime and evolving threats, and builds trust between law enforcement and the community. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in Their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities. OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions. Applicants under all categories must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into their project plan and budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following: Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems). Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development). System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts). With this solicitation, OJJDP seeks to support communities in conducting planning and assessment activities that will inform the development of a community-based continuum of promising and evidence-based prevention and intervention services that will serve as a strong foundation for preventing youth from entering the juvenile justice system, diverting them from moving deeper into the system (i.e., detention and corrections) and ultimately providing them with the skills they need to lead productive, safe, healthy, and law-abiding lives. The planning process supported under this solicitation is vital to helping communities identify and map out their available resources, as well as gaps that need to be filled, in order to address the problem of high youth incarceration and crime rates. Based on the outcome of planning and assessment activities, communities will be able to respond to gaps in their current service continuum and strategically reinvest any cost savings into the most effective recidivism reduction, prevention and intervention programs.",08/11/2023,09/28/2023,349843,"Dept. of Justice",16.540
"OJJDP FY 2023 Invited to Apply - National Center for Missing & Exploited Children - IAA USSS","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. Statutory Authority: Pub. L. No. 117-328, 136 Stat. 4459, 4539; 28 USC 530C",08/11/2023,08/18/2023,349852,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply Internet Crimes Against Children (ICAC) Task Forces","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 applications for funding to help state and local law enforcement agencies develop effective responses to online enticement of children by sexual predators, child exploitation, and child obscenity and child sexual abuse material cases. Statutory Authority: Pub. L. No. 117-328, 136 Stat. 4459, 4539",08/22/2023,09/01/2023,349954,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply - Internet Crimes Against Children Task Force National Training Program","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 provide funding for applicant organizations to design and deliver training to support the Internet Crimes Against Children Task Force (ICAC) network which includes law enforcement, prosecutors, digital forensic specialists, and other related agencies that address child sexual abuse material (CSAM) and online child exploitation. Trainings will be provided in the areas of investigation, forensics, prosecution, community outreach, officer wellness and capacity building using recognized experts to assist in the development and delivery of content. Statutory Authority: Department of Justice Appropriations Act, 2023, Pub. L. No. 117-328, 136 Stat. 4459, 4539.",08/22/2023,09/01/2023,349955,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply - National Center for Missing and Exploited Children","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 provide funding to the National Center for Missing & Exploited Children, which will continue to operate the National Resource Center and Clearinghouse whose goal is to help prevent child abduction and sexual exploitation; find missing children; and provide technical assistance/training to victims of child abduction and sexual exploitation, their families, and the professionals who serve them. Statutory Authority: Pub. L. No. 117-328, 136 Stat. 4459, 4539.",08/23/2023,09/01/2023,349966,"Dept. of Justice",16.543
"OJJDP FY 2023 Invited to Apply - Child Abuse Training for Judicial and Court Personnel","Please refer to the OJP Invitation Letter for program-specific information. Statutory Authority: Section 222 of the Victims of Child Abuse Act (34 U.S.C. 20332).",08/23/2023,09/01/2023,349968,"Dept. of Justice",16.757
"OJJDP FY 2023 Invited to Apply - Juvenile Justice Facility Leadership Certificate Program Training and Technical Assistance","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 provide funding to the Council of Juvenile Justice Administrators (CJJA) to continue support of a Juvenile Justice Leadership Certificate program as well as to support CJJA’s ongoing Mutual Aid Program (MAP) to support jurisdictions in need of guidance and support to assist the agencies and facilities in stabilizing and maintaining juvenile justice best-practices. Statutory Authority: 34 U.S.C. 11131(b)(1), Pub. L. No. 117-328, 136 Stat. 4458-9, 4542.",08/28/2023,09/05/2023,350017,"Dept. of Justice",16.540
YouthBuild,"The purpose of this program is to fund organizations to provide a pre-apprenticeship program model that encompasses education, occupational skills training, leadership development, and high-quality post-program placement opportunities to opportunity youth. YouthBuild is a community-based alternative education program for youth between the ages of 16 and 24 who left high school prior to graduation that also have other risk factors, including being an adjudicated youth, youth aging out of foster care, youth with disabilities, migrant farmworker youth, youth experiencing housing instability, and other disadvantaged youth populations. The YouthBuild program simultaneously addresses multiple core issues important to youth in low-income communities: affordable housing, leadership development, education, and employment opportunities in in-demand industries and apprenticeship pathways. YouthBuild programs serve as the connection point to vital services for participants. Key aspects of the YouthBuild service delivery model include meaningful partnership and collaboration with the public workforce development system, education and human services systems, and labor and industry partners. DOL expects applicants funded through this solicitation to have well-established partnerships in place prior to grant award. The YouthBuild model balances project-based academic learning and occupational skills training to prepare opportunity youth for career placement. The academic component assists youth who are often significantly behind in basic skill development in obtaining a high school diploma or state high school equivalency credential. The occupational skills training component prepares opportunity youth for apprenticeship and other career pathways and/or further education or training. It also supports the goal of increasing affordable housing within communities by teaching youth construction skills learned by building or significantly renovating homes for sale or rent to low- income families or transitional housing for homeless families or individuals.",11/22/2021,01/21/2022,336698,"Dept. of Labor",17.274
"Growth Opportunities","Through the Growth Opportunities grant program, the Department will introduce and prepare justice-involved youth and young adults for the world of work through placement into paid work experiences. These grants focus on youth and young adults most impacted by community violence, particularly in areas of concentrated crime and poverty as well as communities that have recently experienced significant unrest. This program contributes to the Biden-Harris Administration’s comprehensive strategy to combat gun violence and other violent crime, in part, with preventative measures that are proven to reduce violent crime and support public safety and community well-being. The goals of the grant are to: help youth and young adults to increase their conflict resolution skills and develop strategies to prevent and avoid violence; introduce and prepare youth for the world of work; help youth identify career interests, attain relevant skills and gain work experience; and provide income to youth, to start them on the path of earning living wages and obtaining high quality jobs and careers.",03/07/2022,04/21/2022,336623,"Dept. of Labor",17.270
"Workforce Pathways for Youth","The Workforce Pathways for Youth demonstration grants support national out-of-school time (OST) organizations that serve historically underserved and marginalized youth ages 14 to 21. These grants will place an emphasis on age-appropriate workforce readiness programming to expand job training and workforce pathways for youth, including soft skill development, career exploration, job readiness and certification, summer jobs, year-round job opportunities, and apprenticeships. Funding will also support partnerships between workforce boards and youth serving organizations.",03/08/2022,04/25/2022,336665,"Dept. of Labor",17.280
"Technical Support for Enhancing National Capacity to Prevent and Reduce Child Labor in Vietnam (ENHANCE)","NOTE: This is a Notice of Intent. There is no announcement related to this notice. We are not accepting applications. Subject to the availability of funds, USDOL’s Bureau of International Labor Affairs (ILAB) intends to provide funding to an existing cooperative agreement with the International Labor Organization without full and open competition, to extend the implementation of the program and its funding capacity. Authority: DLMS 2-836 G.3: Services are available from only one responsible source and no substitute will suffice; or the recipient has unique qualifications to perform the type of activity to be funded; and DLMS 2-836 G.6.B: It is necessary to fund a recipient that has an established relationship with the agency in order to: b. Maintain a capability for investigative, scientific, technical, economic, or sociological research.",04/14/2022,"Not Provided",339505,"Dept. of Labor",17.401
"Workforce Innovation and Opportunity Act (WIOA) Youth Activities Program Allotments for Program Year (PY) 2022.","Workforce Innovation and Opportunity Act (WIOA) Youth Activities Program Allotments for Program Year (PY) 2022.",05/06/2022,06/06/2022,340160,"Dept. of Labor",17.259
"Building the Capacity of Civil Society to Combat Child Labor and Improve Working Conditions (Pilares)","This is a Notice of Intent only. The U.S. Department of Labor (USDOL), Bureau of International Labor Affairs (ILAB), intends to provide funding to an existing cooperative agreement with Pact Inc., without full and open competition, to extend the implementation of the program and its funding capacity. Authority: DLMS 2-836 G.3: Services are available from only one responsible source and no substitute will suffice; or the recipient has unique qualifications to perform the type of activity to be funded.",07/06/2022,"Not Provided",341832,"Dept. of Labor",17.401
"Project to Increase Worker Voice and Address Forced Labor, Child Labor, and Other Labor Violations in Cattle Raising Areas of Brazil and Paraguay","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (USDOL, or the Department), announces the availability of approximately $5,000,000 total costs (subject to the availability of Federal funds) for 1 cooperative agreement(s) to fund a technical assistance project to strengthen the capacity of worker organizations (WOs) and civil society organizations (CSOs) to increase worker voice and address forced labor, child labor, and other labor violations in cattle raising areas of Brazil and Paraguay. The duration of the project will be a maximum of 48 months from the effective date of the award. Project outcomes include the following:• Outcome 1: Strengthened capacity of worker organizations and civil society organizations to identify labor violations and advocate on behalf of workers in cattle raising areas of Brazil and Paraguay;• Sub-outcome 1.1: Increased organizational resiliency of worker organizations and civil society organizations;• Outcome 2: Increased capacity of worker organizations and civil society organizations to provide services addressing labor violations for workers and their families; and• Outcome 3: Increased worker organization and civil society organization engagement with private sector stakeholders to advocate for better work conditions.",08/25/2022,10/07/2022,342594,"Dept. of Labor",17.401
"Supporting Regional, National, and Local Action to Address Child Labor in West African Agriculture","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (USDOL, or the Department), announces the availability of approximately $4,000,000 total costs (subject to the availability of Federal funds) for 1 cooperative agreement to fund Phase I of a technical assistance project in West Africa to improve action by the Economic Community of West African States (ECOWAS) Commission and ECOWAS Member States to combat child labor, with a focus in agriculture. The duration of Phase I of the project will be a maximum of 48 months from the effective date of the award. Following the conclusion of Phase I, USDOL will consider awarding a second phase of the project of approximately $4,000,000 total costs, reflecting a total potential project budget of approximately $8,000,000 over approximately eight years.The two phases of the project will aim to achieve the following outcomes:• Outcome 1: Increased capacity of ECOWAS to implement the ECOWAS Regional Action Plan to eliminate child labor. • Outcome 2: Increased mobilization of ECOWAS Member States to implement National Action Plans to eliminate child labor. o Outcome 2.1: Improved legislative, policy, and enforcement environment for enabling national action to address child labor.o Outcome 2.2: Increased action by communities to develop and implement Community Action Plans to reduce child labor in agriculture.o Outcome 2.3: Increased access to education, livelihoods, or other forms of social protection in agricultural communities.",08/25/2022,10/07/2022,342611,"Dept. of Labor",17.401
"Catalyzing Actionable Research to Reduce Child Labor and Forced Labor","This is a Notice of Intent only. The U.S. Department of Labor (USDOL), Bureau of International Labor Affairs (ILAB), intends to award a Cooperative Agreement to Innovations for Poverty Action (IPA) for a project to identify effective interventions to address child labor and forced labor through impact evaluation research partnerships. The project will also identify interventions that address potential determinants of child labor and forced labor, including irregular migration and absence of workers’ rights to organize. Authority: 1) DLMS 2-836 G.4: The recipient has submitted an unsolicited proposal that is unique or innovative and has outstanding merit.",09/09/2022,"Not Provided",343427,"Dept. of Labor",17.401
"Myanmar Program on the Elimination of Child Labor (My-PEC)","NOTE: This is a Notice of Intent. There is no announcement related to this notice. We are not accepting applications. Subject to the availability of funds, USDOL’s Bureau of International Labor Affairs (ILAB) intends to award funding to an existing cooperative agreement with the International Labor Organization to extend the implementation of a project in Burma to increase knowledge and public awareness of child labor, strengthen local capacity to address the issue, and reduce child labor in target communities. The My-PEC project counters child labor in Burma by establishing a comprehensive, inclusive, and efficient multi-stakeholder response.Authority: DLMS 2-836 G.3: Services are available from only one responsible source and no substitute will suffice; or the recipient has unique qualifications to perform the type of activity to be funded.",11/08/2022,"Not Provided",344410,"Dept. of Labor",17.401
"National Farmworker Jobs Program Youth Grants","Workforce Innovation and Opportunity Act (WIOA) section 127 requires that when the amount appropriated for WIOA Youth exceeds $925,000,000, the Secretary shall reserve four percent of the excess amount to provide youth workforce investment activities under the National Farmworker Jobs Program (NFJP). The Program Year (PY) 2022 appropriation was $933 million. Using the calculation for the set-aside designated in WIOA, $325,200 is available for youth activities under NFJP. ETA is using a streamlined application process for these funds limiting the competition to existing NFJP grantees. These additional funds will enable successful applicants to deliver more of the youth workforce investment activities described in the NFJP regulations at 20 CFR 685.310 to eligible MSFW youth. This funding provides additional resources so that selected NFJP grant recipients can increase access to education and providing career services and training resulting in high-quality, stable employment.",11/09/2022,12/22/2022,344426,"Dept. of Labor",17.264
YouthBuild,"Under the YouthBuild Funding Opportunity Announcement, DOL will award grants through a competitive process to organizations providing pre-apprenticeship services that support education, occupational skills training, and employment services to opportunity youth, ages 16 to 24, while performing meaningful work and service to their communities. The YouthBuild program model prepares participants for quality jobs in a variety of careers, including infrastructure, and contains wrap-around services such as mentoring, trauma-informed care, personal counseling, and employment – all key strategies for addressing community violence. YouthBuild applicants must include construction skills training and may include occupational skills training in other in-demand industries. This expansion into additional indemand industries is the Construction Plus component, a priority in this grant competition. YouthBuild is a community-based alternative education program for youth between the ages of 16 and 24 who left high school prior to graduation that also have other risk factors, including being an adjudicated youth, youth aging out of foster care, youth with disabilities, migrant farmworker youth, youth experiencing housing instability, and other disadvantaged youth populations. The YouthBuild program simultaneously addresses multiple core issues important to youth in lowincome communities: affordable housing, leadership development, education, and employment opportunities in in-demand industries and apprenticeship pathways. YouthBuild programs serve as the connection point to vital services for participants. Key aspects of the YouthBuild service delivery model include meaningful partnership and collaboration with the public workforce development system, education and human services systems, and labor and industry partners. The YouthBuild model balances project-based academic learning and occupational skills training to prepare opportunity youth for career placement and supports the Administration's goal to build a modern and sustainable infrastructure. YouthBuild programs are well-positioned to connect participants with career opportunities developing as a result of the Bipartisan Infrastructure Law (construction), Inflation Reduction Act (clean energy), and CHIPS and Science Act (manufacturing). For more information on the Bipartisan Infrastructure Law, including a guidebook of other funding opportunities, visit https://www.build.gov. Questions regarding this Funding Opportunity Announcement (FOA) may be emailed to YB_FOA-ETA-23-17@dol.gov. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.",11/29/2022,02/07/2023,343870,"Dept. of Labor",17.274
"Workforce Pathways for Youth","Questions regarding this Funding Opportunity Announcement (FOA) Forecast may be emailed to WPY.FOA-ETA-23-06@dol.gov; however, please note there is limited information that may be shared with the public, as this FOA is currently under development. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.",03/17/2023,05/19/2023,345784,"Dept. of Labor",17.280
"Workforce Innovation and Opportunity Act (WIOA) Youth Activities Program Allotments for Program Year (PY) 2023","States should e-mail all submission questions to Janice Sheelor, Grants Management Specialist, at Sheelor.Janice@dol.gov. The email must reference the specific FundingOpportunity Number, and include a contact name, email address, and phone number.",04/21/2023,05/22/2023,347698,"Dept. of Labor",17.259
"National Farmworker Jobs Programs Youth Grants","Questions regarding this Training Employment Guidance Letter may be emailed to Porter.Sharon.D@dol.gov.",05/16/2023,06/16/2023,348154,"Dept. of Labor",17.264
"Center for Advancing Policy on Employment for Youth (CAPE-Youth)","Questions regarding this Funding Opportunity Announcement (FOA) may be emailed to Hill.Andrea@dol.gov.",05/17/2023,07/12/2023,348179,"Dept. of Labor",17.720
"Project to Address Child Labor, Forced Labor, and Other Labor Violations in Domestic Work in Mexico","This is a Notice of Intent. An announcement is not related to this notice. We are not accepting applications at this time. The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (DOL, or the Department), announces the availability of approximately $5,000,000 total costs (subject to the availability of Federal funds) for one cooperative agreement to fund a technical assistance project in support of Mexican Labor Law and the U.S.-Mexico-Canada Agreement (USMCA) with the objective to address child labor, forced labor, and other labor violations in domestic work in Mexico City and one of the following states: Estado de Mexico, Puebla, Guanajuato, or Queretaro. Questions regarding this Funding Opportunity Announcement (FOA) Forecast may be emailed to Thurlow.Cynthia@dol.gov; however, please note there is limited information that may be shared with the public, as this FOA is currently under development. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.",06/08/2023,"Not Provided",348611,"Dept. of Labor",17.401
"Project to Increase Municipal Collective Action to Address Child Labor and Forced Labor in Mexico","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (DOL, or the Department), announces the availability of approximately $4,000,000 total costs (subject to the availability of Federal funds) for one cooperative agreement to fund a technical assistance project in support of Mexican Labor Law and the U.S.-Mexico-Canada Agreement (USMCA) with the objective to increase locally-led actions to collectively address child labor and forced labor in targeted municipalities in Mexico. The project will work in one (1) state from each of the following groups: Group1 - Puebla, San Luis Potosí, Tabasco, Campeche; and Group 2 - Chiapas, Nayarit, Oaxaca, Veracruz, Yucatán, Quintana Roo. Questions regarding this Funding Opportunity Announcement (FOA) may be emailed to Thurlow.Cynthia@dol.gov. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.",07/13/2023,09/11/2023,348613,"Dept. of Labor",17.401
"Project to Address Child Labor, Forced Labor, and Other Labor Violations in Domestic Work in Mexico","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (DOL, or the Department), announces the availability of approximately $5,000,000 total costs (subject to the availability of Federal funds) for one cooperative agreement to fund a technical assistance project in support of Mexican Labor Law and the U.S.-Mexico-Canada Agreement (USMCA) with the objective to address child labor, forced labor, and other labor violations in domestic work in Mexico City and one of the following states: Estado de Mexico, Puebla, Guanajuato, or Queretaro. Questions regarding this Funding Opportunity Announcement (FOA) may be emailed to Bartholomew.Carol.E@dol.gov. We encourage prospective applicants and interested parties to use the Grants.gov subscription option to register for future updates provided for this particular FOA.",07/27/2023,09/26/2023,349598,"Dept. of Labor",17.401
"Combating Forced Labor and Labor Trafficking of Adults and Children","This is a Notice of Intent only. The U.S. Department of Labor (USDOL), Bureau of International Labor Affairs (ILAB), intends to award funding to an existing Cooperative Agreement with Verité, Inc. to extend the implementation of a project to build the capacity of governments, businesses, worker organizations, and civil society organizations to prevent, detect and eliminate forced labor and labor trafficking in supply chains. The project will expand and improve coordination around ongoing labor trafficking enforcement efforts in Ghana, Côte d'Ivoire, and Benin. By putting the right tools in the hands of labor inspectors, business owners, workers, and service providers, the project will advance greater supply chain transparency and accountability to ensure that they are free of exploitative labor.Authority: DLMS 2-836 G.3: Services are available from only one responsible source and no substitute will suffice; or the recipient has unique qualifications to perform the type of activity to be funded.",07/28/2023,"Not Provided",349613,"Dept. of Labor",17.401
"Reducing Child Labor and Forced Labor in Critical Mineral Producing Communities in Zambia","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (DOL, or the Department), announces the availability of approximately $5,000,000 total costs (subject to the availability of Federal funds) for one cooperative agreement to fund a technical assistance project, in Zambia, to reduce child labor and forced labor in critical mineral producing communities. The project will seek to increase capacity of government and increase resiliency of vulnerable households in critical mineral producing communities to address child labor and forced labor. The applicant must select two or more of the following critical mineral producing provinces: Northwestern, Copperbelt, Central and/or Luapula. The project will aim to achieve the following outcomes: Outcome 1: Increased capacity of government to address child labor and forced labor in critical mineral producing communities. Outcome 2: Increased resiliency of members of vulnerable households in communities producing critical minerals.",07/28/2023,09/29/2023,349200,"Dept. of Labor",17.401
"Increasing Responsiveness of Local Communities to Child Labor and/or Forced Labor in the Context of a Changing Climate in Nepal","The Bureau of International Labor Affairs (ILAB), U.S. Department of Labor (DOL, or the Department), announces the availability of approximately $4,000,000 total costs (subject to the availability of Federal funds) for one cooperative agreement to fund a technical assistance project to increase resiliency of local communities to child labor and/or forced labor in the context of a changing climate in Nepal. The project will focus on learning and action with the following outcomes: 1. increased understanding of the link between climate change and vulnerability to child labor and/or forced labor risks; and 2. increased implementation of child-centered, gender-sensitive, and socially inclusive climate adaptation initiatives.",08/21/2023,10/09/2023,348801,"Dept. of Labor",17.401
"FY 2024 Future Leaders Exchange (FLEX) Program Organizational Components","The Bureau of Educational and Cultural Affairs (ECA) announces an open competition for a cooperative agreement to manage the FY 2024 Organizational Components of the Future Leaders Exchange (FLEX) program. The FLEX program advances the U.S. foreign policy goals of engaging youth populations and building civil society by providing in-person, academic-year exchanges, and building lasting ties between foreign and U.S. high school students and the communities that host them. The program consists of two exchange programs: (1) the “FLEX inbound” program that brings international high school students to the United States, and (2) the “FLEX Abroad” program that sends American high school students to select FLEX countries. The FY 2024 Organizational Components cooperative agreement will fund the recruitment, selection, orientation, travel, liaison activities with natural parents, and alumni support. This award will also fund the placement and support of American participants abroad. NOTE: Placement and support of the international students coming to the United States will be conducted under separate awards through the FLEX Placement Components. The relationship and interactions among award recipients is explained further under section A. Program Description in the Notice of Funding Opportunity.",09/29/2023,11/27/2023,350398,"Dept. of State",19.415
"Combating Child Trafficking in Jamaica","Notice of Intent: Combating Child Trafficking in Jamaica NOTE: This is a Notice of Intent. An announcement is not related to this notice. The U.S. State Department’ s Office to Monitor and Combat Trafficking in Persons (TIP Office) is not accepting applications at this time. Any commercial, international, educational, or non-profit organization(s), including any faith-based, community-based, or public international organization(s) capable of successfully working with government and civil society to address child trafficking in Jamaica are eligible to apply if and when a Notice of Funding Opportunity is published. Lack of past experience with U.S. Department of State cooperative agreements, grants, or contracts does not bar eligibility. All applicants for TIP Office funding opportunities must have a valid Unique Entity Identifier (formerly the Data Universal Numbering System or DUNS). Although not required for submission of an application via SAMS Domestic on https://mygrants.service-now.com/grants, a valid UEI number is required for organizations selected for an award. Organizations should verify their UEI number or take the steps needed to obtain one as soon as possible. Instructions for obtaining a UEI number can be found at http://fedgov.dnb.com/webform. Selected grantees will also be required to have an active registration in the System for Award Management (SAM) found at https://www.sam.gov/. Although registration is not required prior to submitting an application via SAMS Domestic, all applicants should register at SAM.gov as soon as possible to avoid future delays. Successful applicants will be required to ensure any sub-recipients also have a valid UEI number prior to receiving TIP Office approval of any sub-awards. Subject to the availability of funds and to the successful conclusion of a U.S.-Jamaica Child Protection Compact Partnership, the TIP Office intends to award, through a competitive process, one or more cooperative agreements to organizations to implement a project in Jamaica. The objective of the project is to strengthen the capacity of the Jamaican government and civil society to address all forms of child trafficking in Jamaica effectively and thereby strengthen existing efforts to eradicate these crimes. The project will support the objectives and activities of the U.S-Jamaica CPC Partnership, which will be provided in the Notice of Funding Opportunity. Existing projects in support of CPC Partnerships in other countries have included the following activities: strengthen efforts to effectively prosecute and convict child traffickers; provide comprehensive, trauma-informed care for child victims of these crimes; and prevent child trafficking in all its forms. Projects have also supported outcomes in line with the recommendations of the country narrative of the most recent Trafficking in Persons Report, as they relate to child trafficking. Information about existing CPC Partnerships, including the CPC Partnership documents in their entirety, is available on our website: https://www.state.gov/j/tip/cpc/. Background: A CPC Partnership is a multi-year plan, developed jointly by the United States and a particular country that documents the commitment of the two governments to achieve shared objectives aimed at strengthening efforts to effectively prosecute and convict child traffickers; provide comprehensive, trauma-informed care for child victims of these crimes; and prevent child trafficking in all its forms. The United States has signed CPC Partnerships with the governments of Ghana, the Philippines, and Peru. Such partnerships may include up to $5 million in foreign assistance supporting projects tailored to address the child trafficking situation in the particular country. During the course of negotiating a CPC Partnership, the unique context of the trafficking situation in the country is examined and strategies for addressing child trafficking are discussed in order to reach a shared commitment on partnership objectives and activities. Currently the TIP Office is in discussions with the Government of Jamaica to establish a fourth CPC Partnership – the first in the Caribbean. If successfully concluded, this Partnership will be a jointly developed and jointly implemented multi-year plan intended to strengthen the capacity of the Jamaican government and civil society to address all forms of child trafficking in Jamaica effectively, thereby strengthening existing efforts to eradicate these crimes. It is anticipated that this Partnership would include up to $4.5 million in U.S. government funding to civil society and/or international organizations to collaborate and cooperate with relevant Jamaican government agencies and other stakeholders in support of the objectives and activities of the Partnership. The TIP Office anticipates that a Notification of Funding Opportunity will be released within the next few months.",03/28/2018,//,302241,"Dept. of State",19.019
"Embassy Belgrade PAS - University Partnership","ACADEMIC EXCHANGE: A university partnership between Serbian and U.S. institutions of higher learning could involve in-person and/or virtual exchanges involving students, faculty, and/or administrators. The main goal(s) of an academic exchange could be to provide Serbian students and their professors: o American academic perspectives on shared areas of interest and lessons learned from the American experience in the focus subject(s); o insights into current research and academic debates in the U.S. on the focus subject(s); o the chance to engage in discussions and debate with their American counterparts; and/or o the opportunity to experience and assess teaching methodologies used in American university classrooms. On the flip side, the American participants would obviously have the opportunity to learn a great deal from their Serbian counterparts. This partnership program will broaden their perspectives. provide them with new insights, and allow them to learn firsthand from Serbian academics about their research projects. This academic exchange would greatly enrich U.S. universities as well. Some academic fields that fit within the parameters of the U.S. Embassy’s objectives include: • Social Sciences: o International Affairs o Security Studies o Mediation, Peace, and Conflict Resolution Studies o Regional or Area Studies: European Studies, Russia Area Studies, Asian Studies o American Studies / African American Studies / Latino American Studies / Asian American Studies / etc. o U.S. History o U.S. Government and Politics o Law and Human Rights o Holocaust Studies • Journalism • Education: o Civics Education / Teaching of Social Studies o Holocaust and Tolerance Education o Special Education (for students with physical and/or learning disabilities) o Educational Technology (incl. distance learning) • Economics / Business, specifically: o Agro-business and Agricultural Development o Technology & Innovation o e-Commerce, e-Business o Renewable & Sustainable Energy Studies o Tourism Management Note: If your institution is interested in developing a partnership focused on other academic fields besides the ones listed above, please contact PAS early in the application process to see if that field would be acceptable within the above framework. OTHER POTENTIAL ACTIVITIES: A university partnership project could also include one or more of the following activities: curriculum development; needs assessments; joint online courses; joint research projects; development of a joint degree program; development of a study abroad program; sharing of best teaching practices and instructional methods; support for participation in academic conferences or student competitions (e.g., moot court, Model U.S. Congress, Model United Nations); establishing an American Studies course or academic program; and/or setting up a center focused on American Studies. ADDITIONAL OBJECTIVES. No matter which menu of activities are in the proposal, the university partnership ideally would further strengthen Serbian academic institutions and methods of instruction. Directly or indirectly, PAS hopes that this project will assist thoughtful academics at Serbian universities to better prepare their students for further study, for future employment, and to take up the responsibility to be well-informed citizens. Participants and Audiences: Participants will be Serbian and American students, professors/academics, and/or administrators. Length of performance period: 6 to 24 months. Cost sharing is welcome but not required. The review panel will not use cost-sharing in the evaluation process. Application Package Accessibility: All application forms are available at: https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor... Submission Dates and Times: Applications are due no later than midnight on July 20, 2020. Please submit proposals to the Public Affairs Section, U.S. Embassy in Belgrade, electronically via email to BelgradePASUniv@state.gov. Content and Form of Application: Applicants must follow the instructions and conditions contained herein and supply all information required. Applicants must provide full, accurate, and complete information as required by this Notice of Funding Opportunity. The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. Please feel free to use the PAS Belgrade Grant Application Form on the website. (Please type in “University Partnership” in the “Program” box. You can ignore the character limits throughout the form.) You may instead use your own proposal format, but it must include all the items below. The proposal must include the following: Mandatory application forms: (You can find these on the U.S. Embassy website at https://rs.usembassy.gov/university-partnership-notice-of-funding-oppor...) o SF-424 (Application for Federal Assistance – organizations). o SF424A (Budget Information for Non-Construction programs). o SF424B (Assurances for Non-Construction programs). o PAS Belgrade Grant Application Form -- unless applicant uses own form. (See note under “c. Full Proposal” in the full NOFO text). o Detailed Budget (Excel spreadsheet). (See note under “d. Detailed Budget, with Justification Narrative” in the full NOFO text.) Applications are due no later than midnight on July 20, 2020. If you have any questions about the grant application process or the requirements of this solicitation, please contact: BelgradePASUniv@state.gov.",06/12/2020,//,327658,"Dept. of State",19.900
"Culture of Research and University Exchanges Prep program (CRUX) in One Health and Agricultural STEM","The Public Diplomacy section of the Embassy of the United States in Harare announces an open competition for United States Institutes of Higher Education (HEIs) to submit applications for the Culture of Research and University Exchanges Prep program (CRUX Program). We anticipate funding approximately one to two grants in the following subject and research areas: 1) One Health [1]and 2) Agricultural STEM (Science Technology Engineering and Math)[2]. Proposals can be submitted for both focus areas or one individually. We seek proposals that build the research capacity of faculty and students at Zimbabwean academic institutions and cultivate university partnerships between these institutions and their U.S. counterparts. Proposals should be submitted to PublicDiplomacyGrants-ZIM@state.gov by July 15, 2021. This program will focus on building cultures of research at Zimbabwean universities and establishing research methods that adhere to international standards; building or expanding research capacity; connecting Zimbabwean researchers with their U.S. counterparts and catalyzing university partnerships. This program supports the U.S. Department of State, Bureau of Africa Affairs’ University Partnership Initiative (UPI) to galvanize efforts to expand partnerships between U.S. and African higher education institutions. The UPI acknowledges that, “expanding existing links and promoting new partnerships at the university level will strengthen Africa’s educational institutions as instruments of national development – enhancing regional prosperity, security, and stability.” Theory of Change: If universities in Zimbabwe increase their ability to collaborate and improve their research capacity; and if these universities develop a campus-wide culture of research, then Zimbabwe will be better positioned to build comprehensive university partnerships with U.S. counterparts and better position higher education to contribute to national development strategies in Zimbabwe. Key Deliverables: The 18-month CRUX program seeks to accomplish the program’s goals through the completion of the following deliverables: Online Capacity-Building sessions on research methodologies, grant applications and compliance for Zimbabwean university faculty and staff (approximately 25). Additional topics could include (but not limited to) market-based research, private-sector integrations, critical thinking and problem-solving skills, important characteristics of a productive research environment and building up under-graduate student research capacities. Proposals should include a wide range of topics that focus on how to foster a culture of research, including: · Value and importance of a culture of research, including leadership support for a campus-wide strategic vision; · Main characteristics of a productive research environment, including professional development prioritization; · Critical policy components and successful steps for implementing a culture of research; · Case studies of successful university research development programs and initiatives that lead to achieving international standards in research methods and administrative support; · Structured Networking sessions with multiple U.S. HEI counterparts to build professional connections and catalyze; and · Other key areas that support this effort. 2. Professional Networking Activities that support new academic collaborations and university partnership opportunities in the focus subject areas (One Health and Agricultural STEM). NOTE: Proposals that present a broad group of U.S. HEIs and innovative/creative online networking strategies efforts will be prioritized. 3. Virtual Study Tour of multiple U.S. HEIs for up to ten Zimbabwean university academics and administrators from the 25 selected for Online Capacity-Building sessions participants (if budgets allow, an in-person program is also an option). These interactions should address potential research priority areas and focus on building academic research partnerships and other potential international programs. Program Participants and Beneficiaries In partnership with the Public Diplomacy section at the U.S. Embassy in Zimbabwe and local educational counterparts, the program will target up to 25 Zimbabwean academics and administrators in each subject focus area (One Health and Agricultural STEM). Recruitment and selection will be jointly conducted by the grantee and the U.S. Embassy in Zimbabwe. In consultation with the U.S. Embassy in Zimbabwe, the number of participants in each program component may change depending on local conditions and budget considerations. FEDERAL AWARD INFORMATION Length of performance period: up to 18 months Number of awards anticipated: 1-2 awards (either individually or jointly in one proposal) Award amounts: approximately US$ 75,000.00 Total available funding: approximately US$ 150,000 Type of Funding: Public Diplomacy Funds – Smith Mundt Anticipated program start date: September 15, 2021 This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement. The target audience and beneficiaries will be identified by the Public Diplomacy Section at the U.S. Embassy in Zimbabwe. Program Performance Period: Proposed programs should be completed in 18 months or less.",06/10/2021,//,334092,"Dept. of State",19.040
"Promoting Human Rights For Vulnerable Children in Haut-Katanga","The U.S. Embassy Kinshasa of the U.S. Department of State (DOS) announces this Notice of Funding Opportunity (NOFO) for Promoting Human Rights For Vulnerable Children in Haut-Katanga. A grant for up to $395,000.00 U.S. Dollars (USD) in FY 2020 Economic Support Funds (ESF) will be awarded (pending availability of funds) for work that will support activities to promote children’s rights. The period of performance is 24 months. Funding authority rests in the Foreign Assistance Act of 1961, as amended. The U.S. Embassy Kinshasa of the U.S. Department of State announces a Notice of Funding Opportunity (NOFO) for a program to raise awareness of children’s rights among the local population, improve the capacity of local human rights defenders and service providers to assist child victims, and increase accountability of authorities in Haut-Katanga in their responsibility to protect children. The project activities to promote human rights of vulnerable children in Haut-Katanga will: (1) conduct a “listening session” to learn more about the challenges children in Haut-Katanga face; (2) support local health and social service providers to better assist child victims of human rights abuses; (3) conduct brief surveys, both a baseline and end of project survey, to track increase in local knowledge of and attitudes towards children’s rights and how to protect them; (4) train local organizations to build the capacity of human rights defenders to support children and advocate for children’s rights; and (5) conduct a local education campaign on radio and other appropriate platforms. The project may also include the following suggested activities: (6) creation and distribution of educational materials specific to children’s rights context in Haut-Katanga to local service providers, educators, and other appropriate community figures; and (7) facilitation of dialogue between human rights defenders and local officials Objective 1: To strengthen the local human rights framework by building the capacity of local children’s rights advocates, government officials, and service providers. Objective 2: To support local human rights defenders in advocating for youth. Frequently Asked Questions: Question: In following the directions of the notification of funding opportunity, I would like to verify if an organization that is only registered in the DRC is eligible to apply. According to the directions: U.S. NGOs with 501(c)(3) status, and overseas-based non-profit/non-governmental organizations are eligible. Does this mean we would have to be a registered organization in both the United States and in the DRC? Or is this grant also open to a non-profit/non-governmental organization that is only registered in the DRC? Answer: Yes, nonprofits only registered in the DRC are allowed to apply. You do not need to be registered in both the US and the DRC. Thank you for your question!",07/02/2021,//,334551,"Dept. of State",19.225
"Child Labor in Botswana","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.",07/12/2021,08/23/2021,334688,"Dept. of State",19.225
"Quincy Virtual U.S. Higher Education Fairs","U.S. DEPARTMENT OF STATE U.S. Mission to Saudi Arabia – Embassy Riyadh Notice of Funding Opportunity Funding Opportunity Title: Quincy Virtual U.S. Higher Education Fairs Funding Opportunity Number: DOS-SAU-PD-04 Announcement Type: Cooperative Agreement Deadline for Applications: August 23, 2021 at 12:00 a.m. (EDT) Assistance Listing Number: 19.432 Award Ceiling: U.S. $50,000 Award Floor: U.S. $30,000 Federal Agency Contact: Mario Crifo, Grants Officer Email: RiyadhGrants@state.gov A. PROGRAM DESCRIPTION The U.S. Department of State’s Mission to Saudi Arabia announces an open competition for organizations to submit applications to carry out a program to conduct three virtual U.S. higher education fairs for students and other education stakeholders in Saudi Arabia. Please follow all instructions below. Program Objectives: Maintaining Saudi student mobility and access to the U.S. higher education system is a primary strategy for promoting long-term mutual understanding between the people of Saudi Arabia and the United States. It is also a key contributor to Saudi Arabia’s ambitions for economic transformation including youth and women’s workforce development. These policies promote regional stability and greater bilateral economic opportunities. During the COVID-19 pandemic, opportunities for Saudi students, parents, and education professionals to engage in-person with officials from U.S. higher education institutions (HEIs) have been severely restricted. The “Quincy Virtual U.S. Higher Education Fairs” program proposes to fill this gap by offering three virtual events that will allow Saudi students and other stakeholders to engage directly and individually with U.S. HEI representatives. This engagement is intended to provide education and career advising, and promote information exchange on undergraduate, graduate, and training programs available at individual institutions. The events also aim to provide virtual networking opportunities for U.S. HEIs with the leadership of Saudi government and private scholarship programs to learn about program requirements and promote diverse U.S. study opportunities for Saudi scholarship recipients. This program aims to offer three engagement opportunities in a virtual format during Fall 2021 and Spring 2022 with thematic focus on fields of study related to Saudi Arabia’s Vision2030 initiatives. A successful proposal will include the following activities: Program Elements · The grantee will offer three (3) college fairs for U.S. HEIs and Saudi students/education stakeholders scheduled in the Fall 2021 and Spring 2022 to include: o A general fair for approximately 75 U.S. HEIs offering programs in diverse fields of study scheduled in conjunction with International Education Week in November. o A sector specific fair for approximately 50 U.S. HEIs offering programs in fields of study related to tourism, hospitality management, culture and cultural preservation, arts management, and visual and performing arts practice. o A sector specific fair for approximately 50 U.S. HEIs offering programs in allied health sciences including nursing, dentistry, physical and occupational therapy, respiratory therapy, nuclear medicine, etc. · The grantee will offer a pre-fair program of workshops and panel discussions for each of three fairs. Topics may include: o The 5 steps to U.S study, o Financial aid opportunities for international students o Making the most of a virtual college fair; navigating the online fair platform, o Visa requirements and process, o Roundtable discussion for HEI representatives with Saudi scholarship program managers, and o Other topics proposed by the grantee or by HEI participants. · The grantee should identify speakers for the proposed workshops from among the conference HEI participants or from other sources as appropriate. Some speakers may be provided by the U.S. Mission. Technology Elements · The grantee will maintain a system for registering participants, including U.S. HEI representatives, Saudi students and other Saudi education stakeholders, and other participants. · The grantee will maintain a system for collecting registration fees by U.S. HEI representatives. · The grantee will maintain and manage a conference platform(s) that allows for restricted access by registered participants; moderated group meetings and workshops; and individual interaction between HEI representatives and Saudi participants. The platform will allow HEI participants to make data files available for download to conference participants. · Prior to each event, the grantee will schedule and manage a technical walk-through and test with conference speakers. · The grantee will record workshops and roundtable discussions and make these available for public review on a website or other publicly accessible platform for at least three (3) months following the last fair. Communications Elements · The grantee will design and draft promotional announcements for each of the fairs to solicit registrations by U.S. HEIs and Saudi stakeholders. These announcements may be distributed by the grantee, the U.S. Mission to Saudi Arabia, the Department of State, a/o the EducationUSA program of the Bureau of Education and Cultural Affairs. · The grantee will design a social media and email communications campaign to generate interest leading up to each fair and maximize participation by Saudi stakeholders. The grantee will provide draft communications materials to the U.S. Mission for distribution through their channels. Reporting Elements · Through the registration data and post conference surveys, the grantee will collect data for use in reporting on the outcomes and effectiveness of the activity. · The grantee will provide short summary reports on participation following each event, and a fuller analysis report at the conclusion of the grant period. · The grantee will provide raw data collected to the U.S. Mission, including participant contact information. Plan for Disposition of Registration Fees · The primary purpose of the activity is not to generate revenue. However, fees to HEI registrants are appropriate to ensure selection of a limited number of participants most committed to recruitment of Saudi students. With this in mind, the proposal should recommend a fee structure for HEI participants and indicate approximately how much in fee revenue is expected. · Applicants may indicate brief outline ideas for how those funds may be used if they are not returned to the U.S. government. Participants and Audiences: · Prospective Saudi Arabian undergraduate and graduate students · Parents of prospective students · College counselors and advisors · Saudi Arabian education officials B. FEDERAL AWARD INFORMATION This notice is subject to availability of funding. Length of performance period: 9 – 12 months Number of awards anticipated: 1 award (dependent on amounts) Award amounts: awards may range from a minimum of $30,000 to a maximum of $50,000 Type of Funding: FY2021 Fulbright-Hays Anticipated program start date: August 1, 2021 Funding Instrument Type: Cooperative agreement. Substantial Involvement: The U.S. Mission to Saudi Arabia will be substantially involved in the execution of this program in the following ways: · Coordination and approval on the timing of the three fairs and the pre-conference workshops. · Coordination with Saudi institutional stakeholders and conference co-sponsors. · Approval of workshop session topics and speakers. · Approval of promotional materials and communications prior to release, including logos and branding. · Approval of fees assessed to HEI participants. · Coordination on participant data to be collected and reported through registration and surveys. Additional information is available in the Notice of Funding Opportunity in the Files section of this announcement.",07/25/2021,08/23/2021,334877,"Dept. of State",19.432
"English Access Micro Scholarship Program (Access)","The Public Affairs Section of the U.S. Embassy Kampala, Uganda, announces an open competition for grant proposals for the administration and implementation of the English Access Micro Scholarship Program (Access), which provides supplemental English-language instruction to high potential but disadvantaged students 14 - 18 years old. The Access Program is expected to fund two years of after-school classes and enhancement activities for a cohort of 25 students at a total cost of not more than $30,000 USD. The cohort should be executed in the peri-urban regions of Jinja. Local and international non-governmental organizations and educational institutions registered in Uganda may submit grant proposals to design, implement, and administer the Access Program. Program Information Background: The English Access Micro Scholarship Program (Access) is designed to increase language skills of 14 -18 year-old students from economically disadvantaged sectors through after-school classes and engaging enhancement activities or intensive programs during school holidays. In addition to enhanced language skills, Access students will gain an appreciation for American culture and democratic ideals, strengthen critical thinking skills and self-confidence, and deepen their community engagement. The Access program opens opportunities for further study and/or employment and helps build civic engagement and resilience to delinquency or extremist ideologies. Project Overview: Grantee organizations will be expected to provide selected groups of students with two years of after-school English language instruction and enhancement activities aimed at improving students’ overall English language proficiency in the four basic skills of speaking, listening, writing, and reading. Implementation must include at least 180 hours of instruction per year or a minimum of 360 hours for the two-year program. In addition to providing quality instruction in English language to Access students, grantee organizations will be expected to conduct enhancement activities with content that gives the participants insights into U.S. culture and democratic ideals, builds confidence and critical thinking abilities, and enhances entrepreneurship and computer skills among others. These activities could involve public speaking or debate clubs; lessons on U.S. society and culture, including celebrations of American holidays; community awareness activities, such as civic education classes; community service and advocacy discussions and activities, including Global Youth Service Days; and intensive English-language camps. Enhancement activities should be designed to help students better understand U.S. society and ideals, especially the U.S. values of volunteerism and community service. Objectives: The overall objective of the Access Program is to enhance the English-language skills of talented but disadvantaged youth and thereby develop increased self-confidence, strengthen critical thinking skills, and enhance opportunities for future study or employment. Specific objectives include: Providing high potential students from socially disadvantaged families with English language classes at no cost; Enabling these students to develop leadership and interpersonal skills through various enhancement activities; Increasing students’ understanding of U.S. culture and ideals through enrichment activities; Increasing opportunities for students with improved English language skills to successfully participate in U.S. government-funded academic exchange programs and other public diplomacy initiatives. Administration: Grantee organizations are expected to keep administration costs to a minimum. Please note that administration costs may not exceed 10 percent of the total budget. Grantee organizations are also encouraged to consider cost-sharing. Please submit grant proposals according to the following templates: Access Cost Proposal Template Access Narrative Proposal template Applicant organizational information template In addition to the above templates, please provide the following mandatory forms with your grant proposal. Mandatory application forms Application for Federal Assistance SF-424 or; Application for Federal Assistance SF 424I – Individual, if applying as an individual SF424A (Budget Information for Non-Construction programs) SF424B (Assurances for Non-Construction programs) (not required if fully registered in www.SAM.gov) Attachments 1-page CV or resume of key personnel who are proposed for the program Letters of support from program partners describing the roles and responsibilities of each partner Official permission letters, if required for program activities Submit your complete set of application in electronic format to Kampalagrants@state.gov An organization or individual may submit only one application by the application deadline. All applicants will receive confirmation of receipt of proposals. Proposals will not be considered until all information is received. Please note that all information must be received by the application deadline listed above. TECHNICAL REQUIREMENTS FOR ELIGIBILITY: All organizations applying for an award must have the following registrations: Bradstreet (D&B) Data Universal Numbering System (DUNS) number NATO Commercial and Government Entity(CAGE/NCAGE) code System for Award Management (SAM.gov) (If you have applied and have not yet received the registration number, provide proof of application). Please apply for the D&B DUNS Number and CAGE/NCAGE Code at the same time to expedite the registration process. The Legal Business Name and Address must MATCH EXACTLY when entering it into the D&B DUNS, NCAGE, and SAM.gov websites – this includes spaces, parentheses, capitalization, small letters, punctuation, etc. Self-registration in D&B DUNS, NCAGE, and SAM.gov is free of charge. DUN & BRADSTREET (D&B) DUNS/UNIQUE ENTITY IDENTIFIER (UEI) NUMBER The DUNS/UEI number is a nine-digit number established and assigned by Dun and Bradstreet, Inc. (D&B) to uniquely identify business entities. Log onto the D&B website at http://fedgov.dnb.com/webform/searchAction.do For assistance, contact D&B at the following email address: SAMHelp@dnb.com NATO COMMERCIAL AND GOVERNMENT ENTITY (NCAGE) CODE NATO Commercial and Government Entity (NCAGE) codes are required for all foreign entities to create an account in SAM.gov. The Code is a five-character ID number, and can take, at a minimum, 4-5 business days to create. Steps to register: (Please use the Internet Explorer web browser) Foreign registrants must go to the link below to check if their entity has a valid CAGE/NCAGE code https://eportal.nspa.nato.int/AC135Public/CageTool/home If the search results in no NCAGE codes found, you must click on “Request New” on the right side of the page to apply for your CAGE/NCAGE code. For assistance by telephone, please call: 1-888-227-2423 (inside the U.S.) or 001-269-961-7766 (outside the U.S.). E-mail NCAGE@dlis.dla.mil for any problems in obtaining an NCAGE code. SYSTEM FOR AWARD MANAGEMENT (SAM.gov): (Please use either the Google Chrome or Mozilla Firefox web browser) SAM is a U.S.-government wide registry of vendors doing business with the U.S. federal government and requires annual renewal. The system centralizes information about grant applicants/recipients and provides them with a central location to change their organizational information. More information about SAM.gov and useful guides for setting-up a new account, updating an existing account, or renewing an expired account can be found at: . https://sam.gov/SAM/pages/public/index.jsf Please complete ALL of the above steps before attempting to register in SAM. Log onto https://sam.gov/SAM/pages/public/index.jsf If you have had an active record in The Central Contractor Registration (CCR), you may already have an active record in SAM. To check for an active registration, please conduct a “search” for your record using the organization name and/or DUNS Number in SAM. If you are not registered, your organization or entity will not be found. If your organization does not have an active registration, you must create a user account and input all information in the exact manner as you have for the IRS, D&B DUNS, and NCAGE. Complete and submit the online form. Because of the different steps required for registration, it can take anywhere from three to fourteen business days to complete the process of creating an account with the system. If you encounter any error, please contact the SAM Federal Service Desk to report the problem at https://www.fsd.gov/clients There is a standard (not toll free) number that customers can use +1 334-206-7828. REVIEW AND SELECTION PROCESS Announcing Award Decisions: The Public Affairs Office seeks to notify applicants of funding decisions within six to eight weeks following an application deadline. The timing of approvals is, however, subject to the availability of funds. Please note: Funding for approved proposals will not be available immediately. The allocation of funds can take up to two months once all award paperwork has been completed. Selection Process: Applications will be reviewed by the Public Affairs Office’s Grant Review Committee. Each application submitted under this announcement will be evaluated and rated based on the following criteria: Quality and Feasibility of the Program Idea Organizational Capacity: The organization has expertise in the subject area and demonstrates the ability to perform the proposed activities The organization demonstrates capacity for successful planning and responsible fiscal management Project Plan Includes sufficient detail about how activities will be carried out Specifies target audience, participant recruitment plan, and geographic area of implementation Implementation timeline is reasonable Budget Costs are reasonable in relation to the proposed activities and anticipated results Realistically accounts for all necessary expenses to achieve proposed activities Monitoring and Evaluation Applicant demonstrates its ability to identify key program milestones and targets and track timely progress toward those milestones Sustainability American Content The degree to which the proposed activities will improve participants’ understanding of U.S. society and ideals, such as the values of volunteerism and community service Applicants selected for further consideration will receive official written notification and detailed information on the process of finalizing awards. Applicants selected for further consideration must provide official copies of all registrations outlined in the eligibility requirements. Failure to provide these documents will result in disqualification. Awards are contingent upon availability of U.S. Government funds and the signing of official award documents. Verbal or other informal communications cannot be considered official notification of an award, and applicants may not obligate expenses for a proposed project until all required administrative procedures have been completed. REPORTING REQUIREMENTS All awards require both program and financial reports on a frequency specified in the award agreement. The disbursement of funds may be tied to submission of these reports in a timely manner. All other details related to award administration will be specified in the award agreement. PROGRAM COORDINATION AND DEADLINE The Access Program will be administered by the Public Affairs Office of the U.S. Embassy in Uganda. Please submit your grant proposals electronically to KampalaGrants@state.gov by close of business September 30, 2021 Please note that incomplete proposals will not be taken into consideration.",08/02/2021,09/30/2021,335060,"Dept. of State",19.022
"English as a Second Language & American Cultural Programming for American Center Cairo (ACC) Youth","PROGRAM DESCRIPTION: The U.S. Embassy Cairo Public Affairs Section (PAS) of the U.S. Department of State announces an open competition for organizations or individuals to submit applications to plan and conduct a series of programs on U.S. culture and society using English as a second language. The target audience is Egyptian youth at/for the American Center Cairo (ACC) at the U.S. Embassy in Cairo. An award will be made to a successful applicant subject to the availability of appropriated funds.PURPOSE OF FUNDING OPPORTUNITY: PAS Cairo invites requests for funding from individuals, educational institutions, and not-for-profit organizations for programs to teach English to college-aged patrons of the U.S. Embassy’s American Center Cairo (ACC) , while simultaneously strengthening ties between the United States and Egypt. Successful requests for funding will offer English instruction for six months to one year in the ACC. Requests for funding must include an American cultural element, or connection with American expert/s, organization/s, or institution/s in a specific field that will promote increased understanding of U.S. policy, cultural, society, and perspectives, in addition to teaching English.PROGRAM OBJECTIVES: Plan and conduct a regularly occurring series of engaging and interactive programs on U.S. history, culture, and society through the medium of English as a second/foreign language to build language skills and a greater understanding of the United States. Programs must include a comprehensive means of assessment and should be planned with virtual and in-person alternatives/components in case of continued closure of the ACC to visitors due to COVID-19. Learning about American society and culture through English as a second/foreign language allows participants to simultaneously build critical cross-cultural skills necessary for employment, gain a deeper understanding of America and Americans, and develop confidence in order to work with speakers of English or travel or study in the United States. The recipient of funding will work closely with the ACC Director and ACC Outreach Assistant in developing a yearly/monthly plan for programs about American English, cultural and values, and information about the USA. Typical program activities will last one to two hours, should be based on ESL/EFL pedagogy, and may cover themes such as American science, technology, and innovation; entrepreneurship; freedom of speech; diversity and inclusion; U.S. democracy and human rights; environment and health; American holidays; and media literacy. Activities may include simultaneous and asynchronous components, and include film screenings and discussions, gameplay, and interactive vocabulary exercises, among others.ACC facilities include a Zoom account (managed/coordinated through ACC staff), Smartboard, a projector, speakers, a microphone, a video conferencing system for possible guest speakers or online participants, high speed internet, a copy machine, and an instructor computer and participant laptops, if needed. Applicants should derive program content from available resources from the American Center Cairo, the U.S. Government, and other authoritative sources. These include, but are not limited to:Documentaries available via Kanopy and other databases;Films available under the Motion Picture Licensing Corporation Agreement, Programming in American Spaces https://americanspaces.state.gov/programming/;The Department of State’s American English site https://americanenglish.state.gov;Voice of America’s Learning English site https://learningenglish.voanews.com/.Program content should include engaging, interactive programming. Applicants should be mindful of copyright restrictions and should budget for personnel time, materials, and supplies needed for specific programs. The ACC is the U.S. Embassy’s primary outreach center, daily offering interactive, engaging programs and information to Egyptian audiences on American policy, culture, society and values and the English language. Find more information, please see https://eg.usembassy.gov/education-culture/acc/. PARTICIPANTS AND AUDIENCES: Program activities will typically engage Egyptian college-aged youth interested in improving their English and learning about American culture and society. Proposals should outline anticipated audience size and number of programs per month.ELIGIBILITY, APPLICATION, AND SUBMISSION INFORMATION: For additional information, please visit the U.S. Embassy web site (eg.usembassy.gov) or e-mail (acccairo@state.gov).",08/04/2021,09/03/2021,335106,"Dept. of State",19.441
"Quincy College Prep Program","The U.S. Department of State’s Mission to Saudi Arabia announces an open competition for organizations to submit applications to carry out a program that would (a) select a number of high achieving Saudi Arabian secondary school students from underserved backgrounds, (2) coordinate their participation in the Education USA Connect Academies in the United States during the summer of 2022, and (3) provide an individualized follow-on program of educational advising services to guide participants through the U.S. college admission process in the year following the U.S. visit. Organizations must have a physical presence in Saudi Arabia or a partnership with a Saudi-based organization.Maintaining Saudi student mobility and access to the U.S. higher education system is a primary strategy for promoting long-term mutual understanding between the people of Saudi Arabia and the United States. It is also a key contributor to Saudi Arabia’s ambitions for economic transformation including youth and women’s workforce development. These policies promote regional stability and greater bilateral economic opportunities.The Quincy College Prep Program aims to improve opportunities for Saudi Arabian students from disadvantaged backgrounds and traditionally underserved communities to attain higher education in the United States. The program seeks to increase the cultural and academic awareness of a limited number of individuals in these targeted communities and support their U.S. higher education journeys by providing them with a first-hand experience on a U.S. college campus and parallel academic advising and leadership development.A successful proposal will include the following activities:• Recruitment and Selection – The grantee should create a mechanism to announce the program, solicit applications, and screen applicants for program eligibility and academic merit.o The recruitment and selection should conclude with sufficient time to place the students in Connect Academies programs and organize pre-departure activities.o Eligible candidates should be in grade 10 or 11 at the time of the application.o Selection criteria should emphasize academic merit; ability to participate successfully in the Academy program, including English-language skills at the intermediate to advanced level; likelihood of future acceptance to a U.S. college or university; likelihood of successful completion of an undergraduate degree program at a U.S. institution; family support of the applicant’s participation in the program.o The selection process should include participation by Embassy personnel.o The selection process should evaluate parental a/o family support for the applicant’s participation and the likelihood that the applicant, if selected, will ultimately attend and participate in the program through completion.• Placement and Pre-Departure – The grantee should place students in EducationUSA Connect Academies and coordinate logistical arrangements for their travel and participation.• Follow-on Pre-Academic Support and Leadership Development – Following return to Saudi Arabia after the summer U.S. experience, the grantee should engage students in a program of cohort educational advising and leadership development activities with individualized support for each student.o These activities may include educational advising, entrance exam preparation courses, mentoring in college application preparation and submission, or other activities that meet the program objectives.o Pre-Academic Support should include supporting the participants in competing for available Saudi national scholarship programs.• Communications and Public Affairs – The grantee should design social media and email communications campaigns in conjunction with the recruitment and to highlight program outcomes.• Budget Proposal and Scalability – Applicants may present 2-3 budget proposals at different funding levels between $50,000 and $130,000 so that they can be considered depending on the availability of funds. Alternatively, applicants may present a per participant cost along with their detailed budget so that the program can be scaled and a final program cost determined depending on availability of funds.",08/05/2021,09/04/2021,335122,"Dept. of State",19.432
"Gang Resistance Education and Training (G.R.E.A.T.) Program Evaluation and Outcomes Study for El Salvador, Honduras, Panama, and Costa Rica","The purpose of this project is to evaluate the methods, outcomes, and effectiveness of the G.R.E.A.T. Program through scientifically validated data sources and studies conducted with kids who have completed the course curriculum since 2010 and their teachers, school principals, and parents. The evaluation will measure effectiveness of El Salvador, Honduras, Panama, and Costa Rica’s progress toward achieving the GREAT programs objectives among at risk youth. The targeted population is 170,767 at risk youth in El Salvador, 487,890 in Honduras, 150,000 in Panama, and 45,685 in Costa Rica; that have completed the program since 2010. The in-depth outcomes evaluation will determine changes in levels of gang affiliation, levels of violence perpetration, attitude toward the police, and perception of police in their communities, among these graduates and in comparison with students who have not been exposed to G.R.E.A.T.In order to better understand to what extent and how results were achieved, the implementer’s research team will conduct an analysis of the most relevant factors contributing to results, challenges hindering impact, and any unintended outcomes (if applicable). INL seeks to understand the effectiveness of the G.R.E.A.T. program to share the full results and best practices with relevant host nation and implementing partner counterparts, as well as limited information publicly. This study will provide relevant information for police in the target countries to tailor their approaches to at-risk youth and countering gang violence.INL in coordination with the El Salvador Civilian Police (PNC), the Honduras National Police (HNP), the Panama National Police (PNP), and the Public Force of Costa Rica (FPCR) will provide a database of the public schools in the targeted countries that have participated in the G.R.E.A.T. program. In addition, INL and the G.R.E.A.T. program implementer will provide a data base of the more than 2,300 certified officers in El Salvador including their specific geographic area/designated police delegation/sub-delegation, or post; and a database of the families of the kids that have participated in the G.R.E.A.T. program.Priority Region/Countries: El Salvador, Honduras, Panama, and Costa Rica",08/18/2021,10/18/2021,335321,"Dept. of State",19.705
"FY 2022 Congress-Bundestag Youth Exchange Enhancement Program","The Office of Citizen Exchanges of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the administration of the FY 2022 Congress-Bundestag Youth Exchange (CBYX) Enhancement Program. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct civic education workshops for all 360 participants or 285 high school participants or 75 young professional participants of the academic year 2023-2024 CBYX program. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant.",08/23/2021,10/22/2021,335425,"Dept. of State",19.415
"STEAM and Environment Summer Camp","U.S. DEPARTMENT OF STATEWHA / U. S. EMBASSY NASSAUNotice of Funding OpportunityFunding Opportunity Title: STEAM and Environment Summer CampFunding Opportunity Number: SBF50021GR3004Deadline for Applications: August 31, 2021Assistance Listing Number: 19.040Total Amount Available: $10,000PROGRAM DESCRIPTIONThe U.S. Embassy Nassau / Bureau of Western Hemisphere Affairs of the U.S. Department ofState announces an open competition for organizations to submit applications to carry out aprogram to promote Science, Technology, Engineering, Arts, and Math (STEAM) andEnvironmental Education for at-risk Youth in the Bahamas. Please follow all instructions below.Program Objectives:In his inaugural address, President Biden stated, “We will repair our alliances and engage withthe world once again. Not to meet yesterday’s challenges, but today’s and tomorrow’s. We willlead not merely by the example of our power but by the power of our example.”The U. S. Department of State is working with international organizations, civil society, andother governments to support policies and programs that conserve and restore forests; promotesustainable agriculture and fisheries; stop illegal logging, mining, and fishing; and combatwildlife trafficking and marine plastic pollution. These policies and programs help preserve theplanet’s natural beauty and provide economic benefits for generations to come.Additionally, the U. S. Department of State executes public diplomacy programs that promotethe value of science to the general public. It also implements capacity-building programs thattrain young men and women to become science and technology entrepreneurs, strengtheninginnovation ecosystems globally. The Department’s efforts contribute to scientific enterprises thathasten economic growth and advance U.S. foreign policy priorities.The U. S. Embassy Nassau supports programs which empower youth and develop the cutting edgeskills essential to an efficient and capable workforce. As a result of these priorities listedabove, the objective of the STEAM and Environment Summer Camp Federal Assistance Award(Grant) is to empower and educate underserved Bahamian Youth to join the fight against climatechange and protect their natural environment by teaching them valuable STEAM skills.The recipient will develop a summer camp program for underserved youth (age 10-18) thatempowers young Bahamians to create solutions to the climate change challenge through STEAMinitiatives. The four goals of the STEAM and Environment Summer Camp are:1. Foster the positive development and education of at-risk youth through exposure toSTEAM in support of environmental conservation and sustainability.2. Inspire and empower youth to think, design, experiment and create skills and interest forenvironmental and STEAM (Science, Technology, Engineering, Art and Math) careers.3. Encourage youth to pursue and create their own solutions to combating the climatechange at the local level within their communities.4. To promote environmental and STEAM entrepreneurship among Bahamian Youth.The selected recipient will develop a curriculum and execute a Summer Camp for at-riskBahamian Youth focused on developing solutions to combat Climate Change in theircommunities utilizing STEAM and Entrepreneurship.The camp activities must occur during the summer of 2021 and follow COVID-19 protocols toensure the safety of all participants. The funding provided for the award should cover allprogrammatic expenses including stipends, equipment, materials and food for all participants.Cost sharing and/or matching by partnering with other organizations to execute the program isrecommended but not required. Applications will be awarded additional points in the review andscoring process for partnering with other organizations for some aspect of the program. As aresult of participating in this program, all youth should gain a greater appreciation for theenvironment, for their role in combatting climate change, and for STEAM careers.The proposed program should include a group community service project for all participants atthe end of the program; the community service project should be focused on environmentalconservation or sustainability, and the role of STEAM in combatting climate change.Participants and Audiences:The Participant profile for this program is at-risk Bahamian youth ages 10 – 18.",08/30/2021,08/31/2021,335484,"Dept. of State",19.040
"FY 2022 Community College Initiative Program","The Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State announces an open competition for the Community College Initiative (CCI) Program. ECA is seeking proposal submissions for one cooperative agreement to design, implement, and oversee the CCI Program. The CCI Program aims to bring young emerging leaders for an intensive program at accredited U.S. community colleges, focused on building technical and professional skills while deepening participants’ understanding of the United States, its people, and its values. CCI participants may study at a U.S. community college for up to one academic year and are from underserved, underrepresented, and/or other target audiences. Program content, duration of study, and participating countries will align with U.S. foreign policy priorities and promote American values and youth empowerment. Please see the NOFO for additional information.",09/23/2021,11/22/2021,335891,"Dept. of State",19.009
"Large Grants NOFO","*** PLEASE READ FULL ANNOUNCEMENT (see Related Documents) BEFORE APPLYING *** Submissions must be emailed to PretoriaGrants@state.gov, not uploaded to grants.gov. The Public Affairs Section (PAS) of the U.S. Mission to South Africa of the U.S. Department of State announces an open competition for organizations to submit applications to carry out projects in one of six categories outlined in the Project Objectives below. All project proposals must strengthen ties and build relationships between the United States and South Africa and must have a strong, central, American element, or connection with American expert/s, organization/s, or institution/s (separate and beyond any involvement with the U.S. Mission or its American Corners or USG exchange program alumni) and have as a primary goal the promotion of increased understanding of U.S. values, perspectives, and policies and relationship building between Americans and South Africans. Priority Region: Project activities must take place in South Africa and be directed at South African audiences/participants. PAS welcomes proposals that reach multiple provinces or engage in areas outside the metropolitan areas of Pretoria, Johannesburg, Durban, and Cape Town, including townships and other historically underserved areas. American Content: Successful proposals will include a clear description of how American content will be substantively and meaningfully incorporated in projects. American content may include the use of curricula from a U.S.-based institution, collaboration with an American subject matter expert, or incorporation of U.S. culture, history, or society. We encourage proposals that explain how that American content builds ties with South African audiences. Project Objectives: PAS is seeking proposals in the following six categories. An organization may only submit one application and must identify the specific category. 1. Combatting Climate Change PAS seeks proposals that will create partnerships between Americans and South Africans to generate awareness and promote shared action/collaboration on climate change and the evolving climate crisis. Project proposals in this category should identify a specific audience – such as youth, students, educators, entrepreneurs, etc. – that it will reach as well as how the project plans to measure impact during the award’s performance period. Short-term impact may lay the groundwork for longer-term outcomes. Proposals should target a specific audience and clearly identify project participants. PAS welcomes proposals that exploit connections between governmental organizations, such as the U.S. National Park Service and the South African National Parks, or between U.S. and South African civil society, including higher education institutions. Priority project areas include: sustainable waste management and recycling; urban and peri-urban clean water solutions; countering wildlife trafficking; climate adaptation; urban greening, and; healthy oceans. 2. Improving Journalism Training PAS seeks proposals that strengthen journalism skills in fields such as investigative reporting, health/science/environmental journalism, and legal reporting, particularly among professional journalists, editors, and contributors to community media outlets. We will favorably note proposals that aim to establish partnerships between media outlets and non-governmental, educational, and/or civil society institutions in South Africa. Proposals should include: a series of engagements with participants that includes training in reporting skills such as critical thinking, sourcing, disinformation, and ethics; multiple “field” exercises to encourage these skills in real world settings; a focus on the program’s sustainability, including follow-up programming with participants and the possibility of expanding the program in the future. 3. Entrepreneurship and Intrapreneurship: Expanding Economic Opportunities for Youth PAS seeks proposals that break down barriers faced by South Africa’s promising young entrepreneurs by leveraging American business and management approaches to help youth develop the necessary networking, marketing, and investment skills to succeed in the economy. In addition to increasing the capacity of entrepreneurs to open new businesses, we are seeking applications that foster increased ""intrapreneurship,"" a system wherein the principles of entrepreneurship are practiced within existing organizations. The development of intrapreneurs creates opportunities to innovate new ideas, products, and processes within an organization that can lead to the adoption of best practices, decreases in corruption, and increased growth while preparing emerging leaders for greater responsibility within their organizations or to launch startups in the future that will benefit U.S.-South African economic ties. 4. Promoting Equity, Social Justice, and Social Cohesion PAS seeks proposals that build on shared American and South African priorities to promote respect for the human rights and advance racial equity, social justice, and social cohesion. We encourage proposals that focus on outreach to historically marginalized groups. Preference will be given to proposals that foster dialogue, encourage civic engagement, and increase understanding about the historical injustices in the United States and South Africa to make concrete connections with contemporary applications of the lessons learned from those histories. Priority project areas include: conducting outreach to underscore connections between the struggle for equality of marginalized groups in the United States and South Africa’s liberation struggle; and exploring the literature, culture, and histories of marginalized groups in the United States with South African audiences. Intended audiences should include: high school and university students; professors; journalists; policy makers; or youth (ages 15-35). Proposals may incorporate use of sports or the art that addresses the American experience that is relevant to the South African experience. Competitive proposals will outline how the activities will resonate with South African audiences. 5. A Global Crisis: Trafficking in Persons South Africa is a country of origin, destination, and transit for victims of trafficking in persons (TIP). PAS seeks proposals that generate awareness of TIP-related issues in South Africa and of concerns noted in the U.S. Department of State’s 2021 Trafficking in Persons Report for South Africa, with the goal of increasing public knowledge, understanding, and calls for action on this challenging issue. Proposals should aim to improve the public’s ability to recognize and report TIP, to identify TIP risk factors, and to reduce demand for labor and sexual exploitation. Priority project areas include: the lack of public awareness of trafficking crimes; available resources for victims; cultural practices that increase trafficking vulnerability; the lack of reporting of trafficking crimes; and official indifference or complicity. Successful proposals will target clear audiences in South Africa and explain the relevance of those audiences to the issue at hand. Prospective grant partners will preferably have existing relationships with or the capacity to partner with relevant South African government agencies. 6. Expanding the University Partnership Initiative PAS seeks proposals that strengthen existing ties and foster new collaborations between U.S. and South African higher education institutions under the University Partnership Initiative (UPI). Proposals should address the option to scale to a greater level pending funds availability and should address potential significant involvement by PAS. Collaboration with existing U.S. Mission South Africa programs or alumni of USG-funded exchanges is encouraged. Priority project areas include: promoting U.S.- South Africa faculty and student exchanges, particularly the development of dual degree programs that have South Africans complete their studies locally and address South Africa’s shortage of qualified academic staff; developing the use of instructional technology to increase access to educational opportunities, including in the context of challenges like the COVID-19 pandemic; facilitating early-career training for academics; joint research, especially in agriculture, food security, health, and STEM; providing training and transfer skills in all aspects of university and community college administration through subject-matter exchange programs; exploring public-private partnerships, with an emphasis on commercialization, technology transfer, and job creation. Intended audiences should include: South African university and community college students; university administrators; or high school teachers and students who use materials developed by universities. Proposals should address how relationships between institutions will be sustained after U.S. government-funded efforts end. Proposals that develop linkages between South African technical universities and their American counterparts are strongly encouraged. PLEASE NOTE: The following types of projects are not eligible for funding: Projects relating to partisan political activity; Charitable or development activities; Construction projects; Projects that support specific religious activities; Fund-raising campaigns; Lobbying for specific legislation or projects; Projects intended primarily for the growth or institutional development of the organization; Projects that duplicate existing projects; Travel to the United States for family or social purposes; Travel to the United States for purposes of amplifying South Africa cultural initiatives; Travel to the United States for purposes unconnected to a larger project or initiative; Scholarships or tuition assistance; Events of a purely social nature; Prizes and competition awards without a programmatic linkage.",11/22/2021,04/30/2022,336676,"Dept. of State",19.040
"FY 2022 National Security Language Initiative for Youth (NSLI-Y) Program","The Office of Citizen Exchanges of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for one cooperative agreement for the FY 2022 National Security Language Initiative for Youth (NSLI-Y) program. NSLI-Y increases the number of American youth (ages 15 to 18) who learn critical foreign languages in support of strengthening national security, building mutual understanding, and preparing for the global economy. U.S. public and private non-profit organizations, meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3), may submit proposals to cooperate with ECA in the overall administration of NSLI-Y organizational responsibilities and the implementation of overseas summer and academic year language programs for approximately 661 participants according to the guidance detailed in this NOFO. NSLI-Y program activities funded by this award will take place during summer 2023 and academic year 2023-2024 in locations where Arabic, Chinese (Mandarin), Hindi, Indonesian, Korean, Persian (Tajiki or Farsi), Russian, and Turkish are widely used in everyday life. The award also supports programming for NSLI-Y alumni of all program years. The award recipient will manage the comprehensive organizational and administrative responsibilities of this program and will identify qualified sub-award recipients to implement many of the overseas language programs. Please see the full announcement for additional information.",12/07/2021,02/04/2022,336877,"Dept. of State",19.415
"FY2022 Youth Ambassadors Program","The Office of Citizen Exchanges, Youth Programs Division of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the FY 2022 Youth Ambassadors Program. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to administer a program that will recruit and select youth and adult participants, provide the participants with three-week exchanges focused on civic education, community service, and youth leadership development, and support follow-on programs in their home communities. The Youth Ambassadors program directly supports the U.S. foreign policy goal of youth empowerment and development by equipping exchange participants with the knowledge and skills to become active and responsible members of their communities. The program will build mutual understanding, tolerance, and respect through shared culture and values; empower participants to be actively engaged in addressing issues of concern in their schools and communities upon their return home; and foster relationships among youth from different ethnic, religious, and national groups. Exchange delegations will travel to the United States from Antigua and Barbuda, Argentina, Barbados, the Bahamas, Belize, Bolivia, Brazil, Canada, Chile, Colombia, Costa Rica, Dominica, the Dominican Republic, Ecuador, El Salvador, Grenada, Guatemala, Guyana, Haiti, Honduras, Jamaica, Nicaragua, Panama, Paraguay, Peru, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname, Trinidad and Tobago, Uruguay, and Venezuela; U.S. exchange delegations will travel to select countries in the Western Hemisphere. The Bureau anticipates that the single award recipient will manage the comprehensive organizational and administrative responsibilities of this program, and will identify qualified sub-award recipients to implement programming for at least 60 percent of the exchange participants. The award will provide funding for approximately 459 exchange participants (339 foreign and 120 U.S.). It is the Bureau’s intent to award a cooperative agreement (one base year plus two Non-Competitive Continuations (NCCs) in FY2023 and FY2024) for an estimated total amount of $10,200,000. Please see the full announcement for additional details.",12/07/2021,03/14/2022,336879,"Dept. of State",19.415
"Empowering Girls through STEM Learning","Based on funding availability, this project will train 100 Pakistani young women between 14-16 years old in the latest Science, Technology, Engineering, and Mathematics (STEM) skills through hands-on workshops at the Lincoln Corners in five cities of Pakistan within a period of one year. These skills will equip and inspire the participants to make career choices in STEM and environmental fields. The U.S. Embassy’s Public Affairs Section in Islamabad is soliciting proposals for a grant that meets the specifications stated below. The implementer will be a legally recognized non-profit and non-governmental organization that meets U.S. and Pakistani technical and legal requirements to develop and implement public diplomacy programs as specified in Section C. Information about the Public Affairs Section can be found at: https://pk.usembassy.gov/.",12/16/2021,02/15/2022,337007,"Dept. of State",19.501
"INTERETHNIC RECONCILIATION AND YOUTH CAMPS GRANTS PROGRAM","This program supports initiatives with the primary goal of developing peacebuilding, interethnic and intercommunity exchange, collaboration, and community/relationship building among members of different ethnic group. We are seeking projects and initiatives that enable young people to build ties and understanding through activities related to a particular theme while cohabitating for at least 4 consecutive nights in a camp setting. Essential to the projects is that they use the camp to clearly develop increased understanding and community among the ethnically and geographically diverse peoples of Bosnia and Herzegovina. Proposals should engage youth who have had no prior access to similar initiatives, belonging to at least one of two specific age ranges: a. ages 10-17 or b. ages 18-25. The Embassy welcomes all innovative proposals aimed at accomplishing these goals.",12/17/2021,02/25/2022,337022,"Dept. of State",19.900
"FY 2022 Pan Africa Youth Leadership Program","The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the FY 2022 Pan Africa Youth Leadership Program, an exchange program for African high school students and adult educators. U.S. public and private academic and cultural institutions, exchange-of-persons, and other non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to provide participants with three-week exchange programs in the United States focused on civic education, community service, and youth leadership development, and to support the implementation of service projects in their home communities. U.S. embassies in Sub-Saharan Africa will recruit, screen, and select the participants. ECA funding will support the planning and implementation of U.S.-based programming, including participant international travel, for approximately 150 participants in 2023. Please see the full announcement for additional information.",12/30/2021,03/11/2022,337176,"Dept. of State",19.415
"FY 2022 Youth Leadership Program with Burma","The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the FY 2022 Youth Leadership Program with Burma. U.S public and private academic and cultural institutions, exchange-of-persons, and other not-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct a six to eight-week U.S.-based exchange program for secondary school aged youth and adult educators. Applicants should plan to provide U.S.-based programming for 10-12 youth and one to two adult participants from Burma. The program activities will focus on civic education, community engagement, diversity, and leadership and will prepare participants to conduct projects at home that serve a community need. Please see the full announcement for additional information.",01/10/2022,03/11/2022,337290,"Dept. of State",19.415
"INTERETHNIC RECONCILIATION AND YOUTH SMALL GRANTS PROGRAM","This program supports initiatives with the primary goals of peacebuilding, reconciliation, interethnic and intercommunity exchange, collaboration, and community/relationship building among members of different ethnic groups. We are seeking projects and initiatives that clearly develop increased understanding, appreciation, and cooperation among the ethnically and geographically diverse communities of Bosnia and Herzegovina. Proposals should engage youth, belonging to at least one of two specific age ranges: a. ages 10-17 or b. ages 18-25. The Embassy welcomes all innovative proposals aimed at accomplishing these goals.",12/16/2021,02/11/2022,336995,"Dept. of State",19.900
"University Library Resources Program (ULRP)","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.",01/14/2022,03/15/2022,337370,"Dept. of State",19.040
"Enhancing Entrepreneurial Capacity of Youth in Khyber Pakhtunkhwa through Technology","Based on funding availability, this project will provide training for 100 young entrepreneurs and provide them with knowledge and resources to engage in the digital economy. The project aims to mitigate the lack of training opportunities in Khyber Pakhtunkhwa (KP) and the Newly Merged Districts (NMDs) in areas such as online content creation and monetization. Through this project, we aim to promote appreciation in our target audience of young influencers and journalists for the U.S. commitment to freedom of speech through provision of a platform that boosts their content creation skills, generates income, and increases commerce in the province.",01/18/2022,03/21/2022,337425,"Dept. of State",19.501
"Annual Program Statement for Public Affairs Cultural and Educational Programs (“Public Diplomacy Grants Program”)","1) Priority Program Area One: Combating Transnational Threats PAS is seeking proposals that strengthen regional security and stability and combat transnational threats through engagement with diverse, targeted stakeholders on key issues like violent extremism, human trafficking, and emergency preparedness, incorporating American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: ● Improve communication and coordination between civil society, local communities, and the Government of the Kyrgyz Republic to prevent radicalization and/or combat violent extremism; ● Develop skills that provide alternative opportunities to individuals who may be drawn to radicalization to increase in their economic and societal integration within their communities; ● Increase resilience of at-risk groups to the allure of extremist messages and recruitment attempts through messaging about the dangers of violent extremism; ● Raise awareness among vulnerable populations on human trafficking; ● Increase societal resilience to public health concerns, including by promoting the importance of COVID-19 vaccination; or ● Foster dialogue among key stakeholders, including civil society, about preparedness for climate change related challenges. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 3 initiatives in the area of Combating Transnational Threats, including at least one youth-led and one based in a region other than Chui; ● Expose to alternative opportunities a minimum of 500 beneficiaries, including a minimum of 70% young people (14-28 years old); ● Train a minimum of 150 beneficiaries (content creators, influencers, mediators, and decision-makers), including 30 representatives of local/national government agencies, on C/PVE messaging; ● Support a minimum of one initiative that informs vulnerable populations in different regions on human trafficking; ● Support a minimum of one initiative addressing public health concerns, including the importance of COVID-19 vaccination; or ● Train a minimum of 10 representatives of key stakeholders, including civil society, about preparedness for climate change-related challenges. 2) Priority Program Area Two Sustainable Economic Growth PAS is seeking proposals that build inclusive economic prosperity upon regional connectivity and sustainable solutions to human capital, energy, and environmental challenges, using American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: · Reduce barriers to economic participation, particularly among youth, women, and underserved groups; · Develop programs and tools for small and medium businesses; or · Build support for sustainable natural resource management and/or adoption of cleaner energy sources and technologies. Project proposals may include the following or other innovative strategies to realize the goals given above: ● English-language programs that promote the use and spread of the English language to increase the professional level of government officials, educators, and civil society, including disadvantaged students, and to provide better access to English-language sources of information and U.S. subject matter experts; ● Educational programs that focus on training soft and professional skills with a focus on IT technology sector skills; ● Convening key stakeholders to support sustainable natural resource management and adoption of cleaner energy sources and technologies; ● Expanding outreach on these themes to Kyrgyz-speaking audiences; or ● Innovation, entrepreneurship, and economic empowerment programs that develop innovative ideas involving STEAM, space, social entrepreneurship, adaptive technologies, rural economic development, economic diversification, women’s empowerment, corporate social responsibility, access to finance, and support for entrepreneurs. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 5 initiatives in the area of Sustainable Economic Growth including at least 4 related to social entrepreneurship and/or promoting STEAM and/or sustainable natural resource management and/or adoption of cleaner energy sources and technologies; ● Raise awareness of legal and regulatory aspects of doing business for a minimum of 500 beneficiaries , including a minimum of 80% of them young people (aged 14-28) and women, especially Kyrgyz-speaking audiences; ● Improve the capacity of a minimum of 50 business association members to advocate for policy and programmatic solutions that increase economic participation, especially for women and youth. The solutions may include reforming discriminatory laws and practices that hinder access to capital, land tenure, property rights, finance, training, technology, markets, mentors, and networks; ● Train a minimum of 20 business owners on U.S. and international business standards and how to export locally sourced products to the U.S. using internationally known e-commerce platforms; ● Support at least one project that facilitates partnerships/collaboration and/or networking among businesses to further develop their capacity; ● Support a minimum one initiative that focus on improving English language as well as soft skills for government officials, educators, and civil society, including underserved students. 3) Priority Program Area Three: Accountable Governance and Stability PAS is seeking proposals that advance more accountable, inclusive governance underpinning a stable Kyrgyz Republic, using American informational, educational, or cultural resources. This goal could be advanced through lines of effort such as to: ● Strengthen civil society and independent media organizations’ capacity through facilitating connections, relationships, and opportunities to collaborate; ● Educate citizens on rights and protections, contributing to a culture of respect for rule of law and reduced corruption; ● Increase effectiveness of citizen oversight of political processes and government, regulations, budget processes, and activities; ● More effective collaboration between citizens and government bodies, resulting in improved policy formation, governance, and service delivery; ● Better access to civically-relevant information for Kyrgyz citizens through better quality and quantity of locally produced, locally relevant, and balanced media products. Project proposals may include the following or other innovative strategies to realize the goals given above: ● Peace-building programs that promote tolerance, leadership development, youth and women’s empowerment, and diversity and inclusion. Such projects should strengthen ties between the United States and the Kyrgyz Republic or on a regional basis between Central Asian countries; ● Arts, culture, and sports programs that deepen ties between the Kyrgyz Republic and the U.S. and improve understanding of U.S. culture and values; ● Media strengthening and information literacy programs that develop Kyrgyz-language media, fact-checking and research for journalists or media consumers, capitalize on social media use for greater transparency, and/or expand such programs to rural and remote areas of the Kyrgyz Republic; ● Improving quality of media content on such topics as democracy and freedom, human rights, rule of law, civic education and advocacy, and protection of the environment and how the U.S. promotes those values through USG-supported programs; capitalizing on social media use for greater transparency and/or expanding such programs to rural areas of the Kyrgyz Republic; or ● Expanding outreach on these themes to Kyrgyz-speaking audiences. Project Objectives: (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit). Objectives during fiscal year 2022 may include: ● Support a minimum of 5 initiatives in the area of Accountable Governance and Stability, including at least three youth-led and two based in a rural areas; ● Expose to alternative opportunities a minimum of 300 beneficiaries, including a minimum of 80% from underserved groups (youth, women, minorities); ● Train a minimum of 200 beneficiaries (trainers, influencers, mediators, and decision-makers), including 30 representatives of local/national government agencies.",01/18/2022,04/30/2022,337405,"Dept. of State",19.040
"FY 2022 Young Leaders of the Americas Initiative Fellowship Program","The Young Leaders of the Americas Initiative (YLAI) Fellowship Program, launched in 2015, is the Department of State’s flagship initiative to empower emerging entrepreneurs from the Western Hemisphere to enable the full economic potential of the region’s citizens. Combining a yearly fellowship program, an active and open online YLAI Network, and ongoing engagement from U.S. embassies, YLAI fosters prosperity, inclusive development, and democratic values. The YLAI Fellowship Program is a two-way global exchange program designed to promote mutual understanding; empower innovative business and social entrepreneurs to contribute to social and economic development in their communities and countries; and build a lasting and sustainable network of entrepreneurs across Latin America, the Caribbean, Canada, and the United States. YLAI directly serves U.S. foreign policy objectives as defined by the interim National Security Strategy and Joint Regional Strategy for the Western Hemisphere.",01/21/2022,03/25/2022,337484,"Dept. of State",19.415
"Juvenile Correctional Institution Management Training Course Development","The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State (INL) announces an open competition for organizations to submit applications to carry out a project to develop and deliver a curriculum on juvenile corrections management. INL section at the U.S. Embassy in Mexico (INL/Mexico) Prison program’s key goal is to support the Government of Mexico (GOM) in improving the capacity of its prisons system, to manage its inmate population, and conduct meaningful reforms at the federal, state, and municipal-level prisons and jails to, more effectively, prevent transnational criminal organizations from operating from within penitentiaries. The goal of this project is to help the GOM to achieve superior level of professionalism in Mexican correctional systems, specifically those prison officials working in juvenile facilities. The applicant shall develop and deliver curricula that results in juvenile correctional officials attaining the knowledge, skills, and abilities to effectively manage juvenile correctional institutions in accordance with international standards and best practices leading to lower juvenile recidivism rates and higher potential for successful reintegration. The curricula delivery will include, at least, 20 training courses tailored to the Mexican context and legal framework.",01/24/2022,03/11/2022,337523,"Dept. of State",19.703
"DRL: Youth Engaged in Democratic Processes for Community-Driven Change","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.",01/25/2022,03/28/2022,337534,"Dept. of State",19.345
"INTERETHNIC RECONCILIATION AND YOUTH TEACHER SUPPORT PROGRAM","This program supports initiatives with the primary goals of working with teachers, school administrators, and educators to integrate peacebuilding, reconciliation, interethnic and intercommunity exchange, collaboration, and community/relationship building among members of different ethnic groups into their classroom or after-school programs. We are seeking projects and initiatives that clearly support educators in using their curriculum or after-school programs to value and implement increased understanding, appreciation, and cooperation among the ethnically and geographically diverse communities of Bosnia and Herzegovina. Proposals should engage teachers, school administrators and educators who work with students either ages 10-17 or ages 18-25. The Embassy welcomes all innovative proposals aimed at accomplishing these goals.",01/26/2022,03/18/2022,337535,"Dept. of State",19.900
"Official U.S. Presentation at the 18th International Architecture Biennale","The Biennale is one of the oldest and most prestigious international exhibitions of architecture, showcasing leaders in contemporary design and architecture from around the world. The Biennale is a unique opportunity to reach non-traditional and underserved audiences (e.g., youth, urban communities, and people with disabilities) and the U.S. Department of State has special interest in engaging these audiences through outreach activities associated with the exhibition.",02/02/2022,03/24/2022,337784,"Dept. of State",19.415
"U.S. Embassy-Bishkek Democracy Commission Small Grants Program","1) Priority Program Area One: Advancing Business Empowerment and Social Entrepreneurship This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: high level of poverty in rural locations; lack of core competencies and skills needed in the modern workplace; and/or, lack of economic opportunities and resources. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase knowledge, skills, and available tools for at least 50 potential and current women entrepreneurs in a targeted field, such as information technology (IT), to start and/or improve their businesses; 2) Increase capacity of at least 20 young women and men (age 18-35) from rural communities to improve access to top IT professions through providing training, mentorship support and/or internship in local leading IT companies; 3) Improve understanding of sustainable business practices through mentorship/speakers/exchange programs for at least 30 small business owners to learn and apply innovative approaches in sustainable business development; 4) Improve and expand public-private collaboration and information sharing through events with participation of a minimum of 30 representatives of interested local state agencies and business associations; 5) Empower at least 50 potential entrepreneurs to use online digital resources or other new resources to promote their businesses through hands-on training. 2) Priority Program Area Two: Promoting Democratic Institutions This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: limited information flow and low level of media literacy, especially among rural populations; limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; limited CSO capacity in strategic planning, project design and management, monitoring and evaluation, public relations and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or limited cooperation between rural civil society and local government. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase awareness of the importance of civil participation among at least 200 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs; 2) Increase media literacy and critical thinking skills of at least 150 young people from rural communities on how to recognize and respond to the dissemination of fake news; 3) Increase opportunities for youth decision-making and contribution to governance through supporting at least 7 regional youth leadership initiatives on environmental challenges and/or governmental accountability implemented with local self-governments and local councils; 4) Promote sustainable civic education practices, engagement, and leadership involving a minimum of 150 high school students so that youth more actively and positively participate in civic, social and economic life and contribute to the development of their families and communities through long-term partnerships with governing bodies and local civil society organizations; 5) Improve access to public services in rural communities through strengthened partnership between civil society and local government bodies to support the needs of underserved communities; 6) Establish robust communication plans and strategies for at least 8 rural (or relatively low-capacity) CSOs to improve their skills utilizing traditional and social media for outreach campaigns, in support of program goals; and/or 7) Engage a minimum of 8 rural NGOs working with youth, women, and other underserved groups to develop better connectivity with each other and with local government bodies, as well as better-formulated strategies resulting from associated networking and mentoring programs. 3) Priority Program Area Three Combatting Gender-Based Violence This funding opportunity seeks to build upon previous projects and strengthen the efforts to effectively prevent and respond to gender-based violence by addressing specific current challenges: entrenched gender stereotypes and prejudice; lack of economic resources and economic vulnerability; and/or, normalization and general acceptance of gender-based violence. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase awareness of positive masculinity, respectful relations, breaking stereotyped gender roles and discrimination through online informational campaigns; 2) Promote new notions of masculinity associated with non-violence, respect, and equality by engaging at least 100 men and boys in programs; 3) Improve access to economic empowerment resources/programs at least 100 vulnerable women and victims of GBV through personal development programs; 4) Support civil participation in shaping policy that counters gender-based violence through increasing the coordination between local authorities and other stakeholders, including at least 5 civil society organizations; and/or 5) Increase capacity of key decision-makers working in governmental bodies to address gender-based violence through improved implementation of existing laws on countering domestic violence. 4) Priority Program Area Four Preventing Violent Extremism (PVE) This funding opportunity seeks to build upon previous projects and expand PVE programming in the Kyrgyz Republic through strengthening individual and community resilience and local capacity by addressing specific current challenges: lack of sense of belonging to a community, along with low civic participation and proactivity; lack of media literacy and critical skills to recognize and reject violent extremist narratives; and/or low capacity of local government and civil society actors in PVE and lack of effective collaboration in prevention of radicalization and extremism. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase positive stories and messaging on tolerance, diversity, and inclusivity through at least 5 media messaging and alternative/counter-narrative information campaigns in social media and/or traditional media; 2) Promote media literacy and critical thinking skills in rural regions or new urban communities through training at least 50 young people (aged 14-28) in recognizing and critically assessing online extremist content and propaganda, while promoting narratives based on human rights, tolerance, and democratic values; 3) Using local expertise and credible voices within communities, increase community development opportunities for at least 25 young people (aged 14-28) in rural regions or new urban communities to promote intergroup trust and increase the identification with and sense of belonging to their communities 4) Increase capacity of local government and civil society actors to address PVE and more effectively collaborate on the prevention of radicalization and extremism. 5) Priority Program Area Five Countering Trafficking in Persons (CTIP) This funding opportunity seeks to build upon previous projects and expand trafficking-in-persons programming in the Kyrgyz Republic by addressing specific current challenges: lack of approved standard operating procedures (SOPs) for state bodies including local administrations and local self-governments to implement NRM; low capacity of local government officials, including regional TIP coordination council members, as well as NGO representatives, to implement NRM and identify victims based on four identification criteria; and/or limited public awareness on trafficking-related issues, risks of illegal migration and the legal rights of migrants. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Build capacity of 50 government officials working on countering trafficking-in-persons (CTIP) issues and members of the National Database of CTIP NGOs on the national referral mechanism, including relevant SOPs to clearly delineate the respective roles of the various agencies involved; 2) Establish a network of at least 5 civil society organizations working to combat trafficking in persons, who can provide expertise and coordinate with government officials on TIP issues; 3) Raise the awareness of at-risk youth and women, as well as current labor migrants, on trafficking-related issues, basic human rights, cyber-safety, and digital literacy, reaching at least 100 current and potential labor migrants; 4) Raise the awareness of the media by providing at least 5 journalists and media professionals with tools that will support their efforts to address and/or report on human trafficking in an ethical and professional way, including the technology-facilitated methods employed by traffickers and the risks to victims.",02/02/2022,03/20/2022,337404,"Dept. of State",19.900
"FY 2022 Study of the U.S. Institutes for Global Student Leaders","The Study of the U.S. Branch (ECA/A/E/USS), Office of Academic Exchange Programs, Bureau of Educational and Cultural Affairs (ECA), invites proposal submissions from accredited U.S. post-secondary education institutions (community colleges, liberal arts colleges, public and private universities) and other U.S. public and private non-profit organizations (see NOFO Section C. Eligibility Information) for the design and implementation of five Study of the U.S. Institutes (SUSIs) for Global Student Leaders. Four Institutes will take place over the course of five weeks in summer 2023 and one Institute will take place in winter 2024. See details in NOFO section A.4. Program Administration. The SUSIs for Global Student Leaders provide multinational groups of undergraduate students with a deeper understanding of U.S. society, culture, and institutions. Each of the five Institutes focuses on a theme or topics in U.S. studies and will be five weeks in duration, including an approximately four-week academic residency at a U.S. academic institution and an approximately one-week integrated educational study tour. The academic residency should take place on a U.S. university or college campus and should include academic coursework as well as weekly community service activities, weekly leadership and skills development sessions, and opportunities for interaction with speakers from diverse backgrounds and interaction with American peers. The study tour should take participants to another region of the United States and complement the academic residency. The program should include opportunities for continued follow-on engagement once participants return home. Please see the full announcement for additional information.",02/07/2022,04/07/2022,337876,"Dept. of State",19.009
"DRL Program to Promote Youth Engagement in Democratic Processes and the Protection of Human Rights in Bangladesh and Nepal","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 a regional project that enables young people to proactively engage in democratic processes, including policy development and decision-making, and the protection of human rights in Bangladesh and Nepal. DRL’s goal is to increase youth mobilization to foster inclusion and participation in policy development and decision making at all levels of government. The bureau seeks proposals that empower youth to become agents of positive change within their own communities and strengthen young people’s knowledge of basic principles of leadership, transparency, accountability, inclusivity, and civic participation, enabling them 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.",02/09/2022,04/12/2022,337914,"Dept. of State",19.345
"Request for Statement of Interest (SOI) for Zimbabwean University Partnership Development Catalyst Projects","A. The Public Diplomacy section at the U.S. Embassy in Zimbabwe announces an open competition for eligible Zimbabwean universities to submit a statement of interest (SOI) to fund projects that catalyze existing or nascent university partnerships in key focus areas between accredited Zimbabwean universities and one or more U.S. university counterparts. Please carefully follow all instructions below. The submission of the SOI is the first step in a two-step process. Applicants must first submit a concise 1 – 2 page statement of interest designed to clearly communicate program idea and objectives. This is not a full proposal. The purpose of the SOI process is to allow applicants to submit program ideas for evaluation prior to requiring the development of a full proposal application. Upon a merit review of eligible SOIs, selected applicants will be invited to expand on their program idea(s) by submitting a full proposal application. Full proposals will go through a second merit review before final funding decision are made. Program Objectives: Funding will support U.S.-Zimbabwean University Partnerships in key areas that support academic research collaboration, student and faculty mobility programs, dual degree/twinning projects, campus internationalization, and commercialization and tech transfer initiatives. Funding can include the following activities: · International travel costs; · Minimal personnel costs; · Office equipment; and · Administrative support. The ideal application must include the following: · An accredited Zimbabwean university with an existing partnership agreement with an accredited U.S. university; · Letter of support from the Zimbabwean university’s leadership; · Letter of support from the U.S. university’s leadership; · Resume or CVs from key contacts from both universities. · Clear and well-organized plan for future collaboration. · Copy of a valid Memorandum of Understanding or Partnership Agreement. Participants and Audiences: · Accredited Zimbabwean universities; and · Accredited U.S. universities. FULL ANNOUNCEMENT IS ATTACHED",02/10/2022,04/15/2022,337945,"Dept. of State",19.040
"DRL Youth Empowered to Protect Human Rights and Fundamental Freedoms in Sri Lanka","DRL’s goal is expanded youth mobilization, engagement, and participation in democratic reforms to uphold the protection of human rights in Sri Lanka. The bureau seeks proposals that support and enable Sri Lankan youth to play a critical role in ensuring an inclusive democratic society that is responsive to all its citizens. The program objectives are: 1) youth and youth-led organizations are empowered to address and respond to existing and new challenges to fundamental freedoms in Sri Lanka; and 2) youth and youth-led organizations have increased leadership skills and participation in addressing accountability, transparency, and inclusive governance processes.",02/09/2022,04/12/2022,337915,"Dept. of State",19.345
"FY 2022 John McCain Study of the U.S. Institute (SUSI) for Student Leaders on the Rule of Law and Public Service","The Study of the U.S. Branch (ECA/A/E/USS), Office of Academic Exchange Programs, Bureau of Educational and Cultural Affairs (ECA), invites proposal submissions from accredited U.S. post-secondary education institutions (military colleges, community colleges, liberal arts colleges, public and private universities) and other U.S. public and private non-profit organizations (see NOFO Section C. Eligibility Information) for the design and implementation of the John McCain Study of the U.S. Institute (SUSI) for Student Leaders on the Rule of Law and Public Service. The SUSI will take place over the course of five weeks in summer 2023. See details in NOFO section A.4. Program Administration. The John McCain SUSI for Student Leaders on the Rule of Law and Public Service will provide a multinational group of undergraduate students from military and law enforcement colleges and universities with a deeper understanding of U.S. society, culture, values, and institutions. The Institute will focus on the theme of the rule of law and public service and will be five weeks, including a three-to-four-week academic residency at a U.S. academic institution and a one-to-two-week integrated educational study tour. The academic residency should take place on a U.S. university or college campus and should include academic coursework; leadership and skills development sessions; community service activities; opportunities for interaction with speakers from diverse backgrounds; and interaction with American peers. The study tour should complement the academic residency and take participants to another region of the United States, as well as Washington, DC. The program should include opportunities for continued follow-on engagement once participants return home. See NOFO section A. Program Description for further information.",02/17/2022,04/18/2022,338185,"Dept. of State",19.009
"FY2022 EducationUSA Opportunity Funds Program","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.",02/18/2022,03/31/2022,338196,"Dept. of State",19.022
"FY2022 U.S. Embassy Tokyo: U.S-Japan Bilateral Youth Programs","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for proposals to design, manage, and administer projects to engage with Japanese youth and deepen the understanding of U.S.-Japan relations, roles of bilateral corporations, and U.S. values among Japanese youth. These projects shall focus on direct engagements, whether in person, virtual, or hybrid styles, between Japanese and American youth and/or offer significant weight on topics on U.S.-Japan relations in the Mission priorities for Japanese youth. Cultural exchanges and study-abroad programs without significant weight on topics that focus on U.S.-Japan relations will not be considered.",02/22/2022,04/15/2022,338120,"Dept. of State",19.040
"FY2022 U.S. Embassy Tokyo: Youth Empowerment and Multilateral Engagement","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for proposals to design, manage, and administer innovative and creative projects to empower Japanese youth in participating in global issue dialogues. The programs shall help Japanese youth deepen their understanding of regional and global issues and prepare them for their active participation in dialogues on regional and global issues in international settings. Programs focused on U.S.-Japan bilateral youth programs shall refer to the NOFO on the specific topic. Also, applicants shall strategically choose platforms (in-person, virtual, or hybrid) to demonstrate your definition of youth and program impact on them.",02/22/2022,04/15/2022,338133,"Dept. of State",19.040
"FY2022 U.S. Embassy Tokyo: Ambassador’s Youth Council Japan Conference 2023","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for cooperative agreement proposals to design, implement, and oversee the inaugural Ambassador’s Youth Council Country-Wide Conference (AYC Japan Conference), pending the availability of FY 2022 funds. The three-day conference (Friday evening through Sunday) will gather approximately 50-70 countrywide AYC alumni, aged 18-24. The award recipient should design a youth-focused, high-energy, and dynamic AYC Japan Conference to give the next generation of Japanese leaders the opportunity to develop solutions, partnerships, and ideas on bilateral and multilateral cooperation towards global issues (see the “Participants and Audiences” section below for information about the AYC).",02/22/2022,04/15/2022,338121,"Dept. of State",19.040
"FY 2022 Southeast Asia Youth Leadership Program (SEAYLP)","The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs announces an open competition for the FY 2022 Southeast Asia Youth Leadership Program (SEAYLP), pending the availability of funds. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct a three-week, U.S.-based youth leadership program for the FY 2022 base year for 60 youth and adult mentors from the ten member states of the Association of Southeast Asian Nations (ASEAN). Exchange activities will focus on civic education, leadership, diversity, and community engagement and address ways youth can unite around common goals and lead inclusive change in their communities. Individual or small group follow-on projects in the home communities of the exchange alumni will complete the program. Please see the full announcement for additional information.",02/23/2022,04/29/2022,338285,"Dept. of State",19.415
"Democracy Commission Small Grants Program","Program Office: Public Affairs Section, U.S. Embassy, Ashgabat Funding Opportunity Title: Democracy Commission Small Grants Program Announcement Type: Grant or Cooperative Agreement Executive Summary: The U.S. Embassy Ashgabat Public Affairs Section (PAS) of the U.S. Department of State is pleased to announce that funding is available through the Embassy’s Democracy Commission Small Grants Program. This program supports the development of the country's democratic institutions and civil society by competitively awarding small grants to nonprofit, nongovernmental organizations (NGOs) and associations, to nonprofit civil society organizations (CSOs), and to independent local media organizations in Turkmenistan. Applicants are strongly encouraged to submit joint proposals with another NGO, such as a regional NGO collaborating with a Ashgabat-based organization, to build partnerships and strengthen civil society capacity. Background: The Public Affairs Section (PAS) of the U.S. Embassy in Turkmenistan is soliciting Statements of Interest for grants from Turkmen civil society and independent media organizations that focus on one of the priority areas/themes specified below. Applicants should pay close attention to PAS priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Note: A specific goal and objectives for each theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: 1. Non-governmental organizations (NGO) capacity buildingThe Turkmen NGO sector is limited, and many NGOs lack essential capacities, especially in rural areas, that limit their impact. The registration process is opaque, complex, and difficult to navigate. Previous PAS-funded projects have focused on empowering cooperation between local governments and civil society, strengthening advocacy efforts and raising awareness on universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: ● limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; ● limited CSO capacity in strategic planning, project design and management, monitoring and evaluation, public relations and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or ● limited cooperation between rural civil society and local government. Project Goal: Create strong, representative, and independent civil society organizations to hold government and all institutions accountable, deter corruption, and increased CSO capacity to respond to social needs in Turkmenistan. Project Audience(s): Potential and current urban and rural NGOs, including youth organizations, rural youth and university students aged 14-28, their families and community leaders, local and state government officials. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase the number of institutions engaged in the civil society sector that report making positive organizational changes. 2) Increase awareness of the importance of civil society career opportunities among at least 60 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs 3) Promote sustainable civic education practices, engagement, and leadership involving a minimum of 60 high school students so that youth more actively and positively participate in civic, social and economic life and contribute to the development of their families and communities through long-term partnerships with governing bodies and local civil society organizations; 4) Increase opportunities for youth decision-making and contribution to governance through supporting at least 7 regional youth leadership initiatives on environmental challenges and/or governmental accountability implemented with local self-governments and local councils; 5) Improve access to public services in rural communities through strengthened partnership between civil society and local government bodies to support the needs of underserved communities; 6) Establish robust communication plans and strategies for at least 8 rural (or relatively low-capacity) CSOs to improve their skills utilizing traditional and social media for outreach campaigns, in support of program goals; and/or 7) Engage a minimum of 8 rural NGOs working with youth, women, and other underserved groups to develop better connectivity with each other and with local government bodies, as well as better-formulated strategies resulting from associated networking and mentoring programs. 2. Advancing Human Capacity and EntrepreneurshipThe economy of Turkmenistan relies heavily on external factors, contributing to the country’s economic instability in recent decades. The limited economic opportunities and high level of poverty, especially in rural locations, led to mass labor migration, which caused additional socio-economic problems within communities. The pandemic has presented further economic challenges. The ability to speak and read English is an important first step to improve economic opportunity for individuals in Turkmenistan because it increases access to key information and opportunities in higher education, business, trade, and a host of other fields. In addition to English language, it is essential to enhance entrepreneurship skills to expand economic opportunity and secure economic independence, particularly for vulnerable populations. Previous PAS-funded projects have focused on strengthening English language, academic preparation and alumni development initiatives by providing beneficiaries with necessary tools and knowledge; increasing the level of financial literacy and business skills; and providing English-related training programs and vocational courses to ensure economic independence and self-sustainability. This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: ● high level of poverty in rural locations; ● insufficient number of academic slots in Turkmenistan; ● lack of English skills to successfully matriculate into U.S. universities; ● lack of core competencies and skills needed in the modern workplace; and/or, ● lack of economic opportunities and resources. Project Goal: To support socio- economic empowerment of youth in Turkmenistan through educational and professional development opportunities Project Audience(s): Youth and university students aged 14-28, their families and community leaders, local and state government officials, alumni and underserved and vulnerable populations, especially in rural regions. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) To strengthen English language skills and academic prep for at least 80 recent high school graduates (ages 17-21) to successfully enter university and create future economic opportunities. 2) Increase knowledge, skills, and available tools for at least 50 secondary high school students or university students through activities like debate, advocacy, speaker programs, entrepreneurship and leadership programs, 3) Increase capacity of at least 20 young women and men (age 18-28) from rural communities to improve entrepreneurship skills through providing training, mentorship support and/or internship with local companies; 4) Improve understanding of sustainable business practices through mentorship/speakers/exchange programs for at least 30 youth (ages 18-28) and small business owners to learn and apply innovative approaches in sustainable business development; 5) Increase awareness of at least 50 potential youth entrepreneurs on ways to use online digital resources or other new resources to promote their businesses through hands-on training. STATEMENT OF INTEREST SUBMISSION INFORMATION: FIRST ROUND Please follow all instructions below carefully. Statements of Interest that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible. Application Deadline: All Statements of Interest must be received by April 11, 2022, 11:59 p.m. Ashgabat time as determined by the time-stamp when received by PASAshgabatGrants@state.gov or, for any submissions by Grants.gov, the time-stamp provided by Grants.gov. This deadline is firm and is not a rolling deadline. If organizations fail to meet the deadline noted above, their application will be considered ineligible and will not be considered for funding. Each Statement of Interest must: 1. Clearly indicate the grant priority area to which it is being submitted for consideration; 2. Focus on the key audiences specified in the areas (i.e., women, youth, etc.), and note key geographic areas and other indicators of focus populations; 3. Clearly delineate how elements of the program will have a multiplier effect and be sustainable beyond the life of the grant; 4. Identify specific outcomes to be achieved by the end of the grant period; 5. Provide a plan for program outcomes, including social media outreach and monitoring, where applicable; and 6. Provide an approximate funding amount along with a short budget proposal. Content and Form of Statement of Interest Submission Please ensure: The Statement of Interest clearly addresses the goals, audiences, and objectives of this notice. Applicants may choose to use the attached Statement of Interest template (Attachment 1) to submit their concept paper application. All documents are in English. All budgets are in U.S. dollars. Applicants are encouraged to use the Budget Proposal template in Attachment 1 to submit the short budget proposal. All applicant authorized signatures are provided where indicated on the various required forms. Statements of Interest, including the short budget proposal, cannot exceed three pages. All Statements of Interest should address the following areas: Explain the problem your project will address and why this project is needed. Give a short summary that outlines your proposed project. List your project goal and objectives. The “goal” describes what the project is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Describe a sample project activity and how it will help achieve the objectives. Describe the expected results of the program. Provide a short, but clear overview of expected costs/expenses associated with the project activities. Application Submission Process: There are two application submission methods available to applicants. Applicants may submit their application using Submission Method A or Submission Method B outlined below. ● Submission Method A: Submitting all application materials directly to the following email address: PASAshgabatGrants@state.gov. Applicants opting to submit applications via email to PASAshgabatGrants@state.gov must include the Funding Opportunity Title and Funding Opportunity Number in the subject line of the email. ● Submission Method B: Submitting all application materials through Grants.gov. For those opting to apply through Grants.gov, thorough instructions on the application process are available at http://www.grants.gov. For questions relating to Grants.gov, please call the Grants.gov Contact Center at 1-800-518-4726 (U.S. toll-free number) or for international callers: 1-606-545-5035. Technical support may also be available at https://www.grants.gov/support.html or via email at support@grants.gov. Please note that PASAshgabatGrants@state.govn is unable to assist with technical questions or problems applicants experience with Grants.gov. Full infomation is provided in the attached NOFO.",02/24/2022,04/11/2022,338297,"Dept. of State",19.900
"FY 2022 Benjamin A. Gilman International Scholarship Program","The U.S. Study Abroad Branch within the Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition to administer the FY 2022 Benjamin A. Gilman International Scholarship Program (hereinafter referred to as the “Gilman Program”). U.S. public and private academic and cultural institutions, exchange-of-persons, and other not-for-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals for the purpose of administering a scholarship program for credit-bearing academic study or internships outside the United States by U.S. undergraduate students with demonstrated financial need. Applicants may submit only one proposal under this competition. If multiple proposals are received from the same applicant, all submissions will be declared ineligible and receive no further consideration in the review process. Please see the full announcement for additional information.",02/28/2022,04/28/2022,338410,"Dept. of State",19.011
"Georgian Media Education Program - “Strengthening Journalism Education in Georgia”","The Public Diplomacy (PD) Section of the U.S. Embassy in Tbilisi, Georgia encourages U.S. organizations to apply for the Media Education Program – “Strengthening Journalism Education in Georgia” for media educators and administrators. Applicants must have a demonstrated expertise in developing and implementing programs related to journalism training, designing and carrying-out study tours for university administrators and media professionals, and organizing trainings at U.S. schools of journalism/mass communication. Expertise and established relationships with higher education institutions/journalism schools in Georgia will be considered favorably. The grantee is expected to coordinate the solicitation process of the program participants, including placement at a U.S. school of journalism/mass communication, with PD Section. To mitigate risk because of the ongoing COVID-19 pandemic, grantee will be asked to work with PD Section Tbilisi to enable alternate or supplemental virtual delivery of certain segments of the program in the event of COVID-19 travel restrictions. EXECUTIVE SUMMARY The Public Diplomacy Section (PD) of the U.S. Embassy in Tbilisi is pleased to announce an open competition for a Media Education Program (MEP) – “Strengthening Journalism Education in Georgia.” U.S. non-profit/non-governmental organizations and accredited American higher education institutions may submit proposals to manage a year-long project to support the professional development of Georgian media educators from public and private higher education institutions through a robust professional study tour at U.S. schools of journalism, media and mass-communication, with complementary site visits to U.S.-based media organizations and journalism education associations, e.g., Journalism Education Association, etc.. Additional means for achieving objectives of the program may include participation in annual conventions or conferences promoting excellence in journalism education and media literacy. Proposals should include a component to engage approximately 40 MEP alumni through the MEP Alumni Association. This might include a micro-grant opportunity to encourage alumni projects that advance journalism education and media literacy. The applicant should work closely with PD Section throughout the grant period to identify Georgian participants. The project will award $249,900 to defray the costs of a two- week intensive study tour for up to 10 participants. Applicants should include provisions for non-English speaking participants and secure international travel insurance for duration of the study tour. OBJECTIVES The purpose of the Georgian Media Education Program is to support the professional development of media educators, strengthen journalism programs in Georgian HEIs through adopting the best practices of journalism education in the United States, and establish collaborative linkages between Georgian and U.S. schools of journalism. These visits should also demonstrate the important role quality journalism education plays in establishing and maintaining a vibrant press corps and accountable democracy. The program should focus on introducing MEP participants to the latest trends in journalism education, multimedia and media literacy. In today’s consumer-driven and media saturated world, it’s becoming increasingly important for teachers to understand how to teach media literacy. Media educators can play a significant role in helping students understand the differences in media outlets, the messages they receive and ethical methods for producing their own content. Apart from consultation meetings with professors and media administrators, campus tour and intensive hands-on trainings at a selected U.S. school of journalism/communication, participation in events and workshops organized by professional journalism organizations should help achieve the program objectives. Exposure to emerging media tools, instruments, and digital platforms would enable selected Georgian media educators to learn modern practices in journalism education and to successfully adopt them in their professions. The program will also enable media professionals to examine technological advances in an American university and the influence it has on expanding academic opportunities for the educational achievement. The MEP has provided professional development to three previous cohorts comprising about 40 journalism educators, who remain active through a newly developed alumni association. MEP proposal may entail a component that ensures continued alumni engagement. Funds up to $15,000 can be encumbered to support a micro-grant competition through which alumni may submit proposals that will strengthen their programs. The program envisages exchanges in both directions – a combination of trips to the United States for Georgian participants and trips to Georgia of American partners, who will be engaged in active trainings on specific topics identified in consultation with MEP participants. For the visits to Georgia, activities should focus on completing those activities conducted in the United States and increasing the professional capacity of the Georgian participants and their colleagues who may not travel to the United States. EXPECTED RESULTS The program should emphasize hands-on experience that will build the professional expertise of Georgian media educators and contribute to strengthening journalism education in Georgia. It will also help journalism professors get acquainted with strategies for teaching media literacy and supporting students in developing skills that allow them to effectively evaluate content from a variety of media sources. The program may include such topics as: · Curriculum and instruction (including course design and curriculum development for BA and MA programs in journalism and mass communication, multimedia journalism, digital media and strategic communications); · Assessment of student learning outcomes; · Course evaluation and accreditation of media programs; · Modern textbooks, journalism coursework and curriculum designs, e-libraries; · Media Literacy teaching/ resources and increasing digital literacy skills; · Social media and Multimedia teaching; · Online programs for journalism, development of online course design; · Faculty development; Journalism Education Association: JEA mission and standards of media education; · Student internship and support; · Teaching academic writing for journalism students; · Media school partnerships and student exchanges; · Multidisciplinary teaching and use of integrated methods (academic research combined with practical work); · Current trends and “hot button” issues in journalism education Applicants may propose other project topics/activities not specifically mentioned in this solicitation if the activities reinforce the impact of the project. A detailed program timeline for the entire grant period that outlines how components unfold and complement each other must be included in the proposal. The names of proposed Georgian participants must be reviewed and approved in advance of U.S. travel by the Public Diplomacy (PD) Section of the U.S. Embassy in Tbilisi. PD Section anticipates that the majority of Georgian participants will not have working-level competency in English. The applicant should describe the provisions (interpretation, international travel insurance, visa B1/B2 fee, meals and incidental expenses) that will be made for the proposed study tour participants.",03/10/2022,05/16/2022,338646,"Dept. of State",19.900
"FY2022 Jovenes en Accion Program","The Office of Citizen Exchanges, Youth Programs Division of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the FY 2022 Jóvenes en Acción (Youth in Action) Program, an exchange program for Mexican high school students. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to administer a program to provide the participants with a four-week summer exchange program in the United States focused on civic education, community service, and youth leadership development, and to support the implementation of service projects in their home communities. The Jóvenes en Acción program directly supports the U.S. foreign policy goal of youth empowerment and development by equipping exchange participants with the knowledge and skills to become active and responsible members of their communities. The program will build mutual understanding, tolerance, and respect through shared culture and values; empower participants to be actively engaged in addressing issues of concern in their schools and communities upon their return home; and foster relationships among youth from different ethnic, religious, and national groups. This program will be funded as a joint initiative between the U.S. Department of State, the Mexican government, and the private sector. Please see the full announcement for additional information.",03/16/2022,05/16/2022,338724,"Dept. of State",19.415
"FY 2022 Kennedy-Lugar Youth Exchange and Study (YES) Program Overseas Components","The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for a cooperative agreement to manage the FY 2022 Overseas Components of the Kennedy-Lugar Youth Exchange and Study (YES) program. The YES program advances the U.S. foreign policy goals of engaging youth populations and building civil society by providing in-person, academic-year exchanges, and building lasting ties between foreign and U.S. high school students and the communities that host them. The program consists of two exchange programs: (1) the “YES inbound” program that brings international high school students to the United States, and (2) the “YES Abroad” program that sends American high school students to select YES countries. The FY 2022 Overseas Components cooperative agreement will fund the recruitment, selection, orientation, travel, liaison activities with natural parents, and alumni support. This award will also fund the placement and support of American participants abroad. Note: Placement and support of the international students coming to the United States will be conducted under separate awards through the Kennedy-Lugar Youth Exchange and Study (YES) Placement Components. The relationship and interactions among award recipients is explained further under section A. Program Description in the NOFO. Please see the full announcement for additional information.",03/22/2022,05/20/2022,338823,"Dept. of State",19.415
"FY 2022 Kennedy-Lugar Youth Exchange and Study (YES) Program Placement Components","The Office of Citizen Exchanges of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for cooperative agreements for the FY 2022 Kennedy-Lugar Youth Exchange and Study (YES) Program Placement Components. The YES program advances the U.S. foreign policy goals of engaging youth populations and building civil society by providing physical, academic-year exchanges, and building lasting ties between foreign high school students and the communities that host them. The YES program will provide scholarships for international high school students to live in the United States for an academic year (a semester for Malaysian participants) and attend a U.S. high school. In turn, these students will expose U.S. citizens to the culture and traditions of people in their home countries. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to identify host schools; vet, select, and monitor host families; and place and monitor a portion of the students participating in the YES program during the 2023-24 academic year. Please see the full announcement for additional information.",03/22/2022,05/20/2022,338837,"Dept. of State",19.415
"Access to Justice for the Juveniles in the Justice System: Opportunities for Judicial and Cultural Change - Phase III","The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project to: Improve the capacity of the Poder Judicial Restorative Justice Office and the Public Defenders' Office to implement effective juvenile restorative justice mechanisms and procedures that promote youth's successful diversion from the adult penal system, alternatives to incarceration, reduce recidivism and facilitate successful reintegration into the community.",03/28/2022,05/09/2022,338974,"Dept. of State",19.703
"DRL Hungary Youth Engagement in the Media","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 a project that strengthens responsible youth engagement in the media and free flow of information in Hungary.",03/29/2022,05/27/2022,338977,"Dept. of State",19.345
"Empowering Saudi Women and Youth through Sports","The U.S. Embassy in the Kingdom of Saudi Arabia Public Affairs Section (PAS) of the U.S. Department of State is pleased to announce that limited funding is available through the Embassy’s Public Affairs grants program to support activities that promote U.S.-Saudi bilateral relations in the following priority area: Empowering women and youth in Saudi Arabia through sports. This is a Notice of Funding Opportunity (NOFO) outlining our funding priorities, the strategic themes we focus on, and the procedures for submitting requests for funding. Eligibility is limited to those who qualify to receive U.S. grants and have the ability to develop and implement their proposed programs in Saudi Arabia within the timeframe indicated on their applications. The U.S. Embassy in the Kingdom Saudi Arabia and the Department of State encourage organizations that have not previously received international program funding from the U.S. government to apply. Applicants must have demonstrated expertise in one or more of the following subject areas: sports business or academic programming, sports management and entrepreneurship, sports training, sports entrepreneurship training, building sports-related institution-to-institution partnerships. The U.S. Embassy in the Kingdom Saudi Arabia requests proposals for projects aimed at empowering women and youth in Saudi Arabia through sports. While a wide range of project proposals will be considered, successful projects will incorporate many of the following elements: A clearly defined project objective, with specific supporting goals and quantifiable project milestones. A focus on sports programming that complements, rather than competes with, programs already active in Saudi Arabia by reaching currently underserved populations, working in areas where little training is currently offered, or addressing important topics underrepresented in current programs. For example, priority will be given to proposals that include participants from outside of the major cities (Riyadh, Jeddah, Dhahran/Damman) and/or that focus on sports disciplines such as (but not limited to) soccer, basketball, motorsports, American football, or other sports where Saudi women and youth are traditionally underrepresented. The creation, strengthening, or expansion of a women’s sports or sports federations network that encourages and facilitates the transfer of skills and sharing of resources between members. The expansion and the creation of a diverse group of certified referees and coaches in different sports disciplines with a priority on training and certifying women referees. A mentorship program that aims to accelerate initial success in women/girl-focused Saudi sports federations by pairing them with related, successful sports federations in the United States in an organized and sustainable fashion. A sustainable strategic plan to provide program participants with knowledge or skills of lasting value and application beyond the term of the project. Use of traditional and innovative educational programs and networking tools in the pursuit of broader goals such as empowering women, economic development, job creation, understanding the value of diversity, sports business development, acquisition of sports leadership skills, etc. An integrated project messaging/media plan designed to amplify the reach of key program messages to Saudi participants who do not participate in the program. An innovative approach that highlights American expertise or U.S.-Saudi partnerships and creates/strengthens networks between Americans and Saudis. All project proposals must meet the eligibility criteria and carefully follow the instructions in the document containing the full Notice of Funding Opportunity under the Related Documents tab.",04/06/2022,06/01/2022,339221,"Dept. of State",19.040
"DRL Youth Empowered to Protect Human Rights and Fundamental Freedoms in Sri Lanka","DRL’s goal is expanded youth mobilization, engagement, and participation in democratic reforms to uphold the protection of human rights in Sri Lanka. The bureau seeks proposals that support and enable Sri Lankan youth to play a critical role in ensuring an inclusive democratic society that is responsive to all its citizens. The program objectives are: 1) youth and youth-led organizations are empowered to address and respond to existing and new challenges to fundamental freedoms in Sri Lanka; and 2) youth and youth-led organizations have increased leadership skills and participation in addressing accountability, transparency, and inclusive governance processes.",04/05/2022,04/19/2022,339230,"Dept. of State",19.345
"2021 TIP Office International Programs to Combat Child Trafficking in Colombia - Prevalence Study","The TIP Office announces an open competition for prevalence study projects to combat child trafficking in Colombia under a new Child Protection Compact (CPC) Partnership (hereinafter the CPC Partnership).",04/05/2022,06/06/2022,339240,"Dept. of State",19.019
"B1/B2-Level Multi-Media Georgian-to-English Curriculum for English Teachers and Those Seeking to Become English Teachers","PROGRAM DESCRIPTION The U.S. Embassy Tbilisi of the U.S. Department of State announces an open competition for individuals, private companies, educational institutions, and non-profit organizations to submit applications to carry out a program to offer a B1/B2-level multi-media Georgian-to-English curriculum specifically designed to meet the needs of adult learners who are English teachers or seeking to become English teachers. Please follow all instructions below. Program Objectives: The U.S. Embassy seeks to provide, through a program competed with a separate Notice of Funding Availability, virtual English language classes of 12 to 16 weeks to adult learners whose primary language is Georgian and who are either seeking to become certified as English teachers or who are already certified as English teachers and seeking to strengthen their subject matter expertise. To support those classes, the objective of this Notice of Funding Opportunity is to select an appropriate multi-media curriculum for virtual instruction that can be used by instructors and students and to provide access to that curriculum for teachers and students during the first year of the program. The curriculum may be newly developed, adapted for this purpose, or already available for use. Applicants with the appropriate experience and capacity may wish to make proposals for either or both funding opportunities. The objective of this funding opportunity is to select a curriculum that meets the following requirements: · Access to an assessment tool to determine if students are at the appropriate level to enroll in the course; · Access to teacher training for up to four instructors; · Access to resources for four instructors and up to 320 adult learners for a virtual, multi-media B1/B2-level Georgian-to-English course designed to be completed in 12-16 weeks; · Access to an end-of-course evaluation tool; and · Consultations between the curriculum developer and the course implementer. Access can be provided via software licenses, class registration fees, or other types of standard user agreements. Access must be provided no later than January 1, 2023, with an expectation that courses will be completed between January 1, 2023, and September 30, 2023. The applicant must either hold or have secured copyright to any curriculum or elements of the curriculum that the applicant proposes to adapt to meet the needs of this project. The proposal does not necessarily need to grant the Embassy copyright ownership of the curriculum, only access to the curriculum for the instructors and adult learners listed above. The multi-media content should be accessible for students from a tablet or other mobile devise. Participants and Audiences: Proposals should assume that all of the instructors for the program are native Georgian speakers with strong English skills (appropriate for teaching students to the B2 level) and experience leading groups either in formal or informal educational settings, and that the adult learners are also native Georgian speakers representing diverse geographic regions, ages, and levels of experience using multi-media materials and technology.",04/11/2022,05/10/2022,339364,"Dept. of State",19.900
"Organization of Classes of B1/B2-Level Georgian-to-English for English Teachers and Those Seeking to Become English Teachers","PROGRAM DESCRIPTION The U.S. Embassy Tbilisi of the U.S. Department of State announces an open competition for individuals, private companies, educational institutions, and non-profit organizations to submit applications to carry out a program to offer virtual English language classes for B1/B2-level students using a multi-media Georgian-to-English curriculum designed to meet the needs of adult learners. Please follow all instructions below. Program Objectives: The U.S. Embassy seeks to provide virtual English language classes of 12 to 16 weeks to adult English language teachers seeking to strengthen their English speaking, listening, reading, and writing skills to strengthen their subject matter expertise. The program will target adult English language learners whose primary language is Georgian and who either certified as English teachers or who are seeking to become certified as English teachers. To support those classes, through a separate Notice of Funding Availability, the Embassy will select an appropriate virtual/distance-learning multi-media curriculum that can be used by instructors and students and provide access to that curriculum for teachers and students during the first year of the program. Applicants with the appropriate experience and capacity may wish to make proposals for either or both funding opportunities. The objective of this funding opportunity is to select a partner to organize classes who will: · Recruit and hire up to four instructors who are native Georgian speakers with strong English skills and experience leading groups in either formal or informal educational settings; ensure they complete the appropriate training to use the multi-media B1/B2-level Georgian-to-English curriculum selected by the Embassy; · Provide teachers with the necessary resources to provide virtual instruction, including laptop computers, software licenses, and appropriate compensation; · Recruit adult learners who speak Georgian as their primary language and are either teachers of English or people seeking to become certified to teach English in Georgia, noting that the majority of these adult learners should live and work in rural or mountainous regions where professional development opportunities are limited, and the number of highly qualified English teachers is low; · Select up to 320 adult learners for the course, using an assessment provided in the curriculum to ensure their current reading, writing, speaking and listening levels are appropriate for the course; · Organize virtual class meetings over a 12-16 week period, providing 50-80 hours of classroom instruction in this format, between February 1, 2023 and June 30, 2023; · Distribute to learners tablets provided by the Embassy which are preloaded with curriculum; · Monitor the class meetings to ensure instructors use the curriculum appropriately, as they were trained to do, and that learners remain engaged in the program with a goal of having at least 75 percent of those who start the course regularly attend sessions and complete the course; · Utilize the end-of-course evaluation tool to assess the reading, writing, speaking and listening levels of every student who completes the course; · Validate that end-of-course evaluation with standardized testing of a subset of program participants; and · Engage regularly with Embassy staff and the curriculum provider to ensure common goals are achieved. Participants and Audiences: Proposals should assume that all of the instructors for the program are native Georgian speakers with strong English skills and experience leading groups either in formal or informal educational settings, and that the adult learners are also native Georgian speakers representing diverse geographic regions, ages, and levels of experience using multi-media materials and technology.",04/11/2022,05/10/2022,339384,"Dept. of State",19.900
"2022 TIP Office International Programs to Combat Child Trafficking in Colombia - Implementer NOFO","The TIP Office announces an open competition for projects to combat child trafficking in Colombia under a new Child Protection Compact (CPC) Partnership (hereinafter the CPC Partnership).",04/12/2022,05/31/2022,339429,"Dept. of State",19.019
"Esports 4 Youth: Engaging Gamers through Esports Club","Based on funding availability, this year-long youth-centric project seeks to establish a chain of well-managed Esports Clubs across the American Spaces in India to engage with Emerging Voices (EVs), primarily in the age group of 13-24 years, on key U.S. government priorities such as STEM education, gender equality, and English language learning, and to promote studying gaming related college majors in the United States, and help develop an esports culture in India. The proposed chain of American Spaces Esports Clubs India will provide a common platform for gaming, creative learning in the areas of STEM, and building leadership skills. These clubs will offer Indian youth an opportunity to game for good and shoulder club responsibilities as content developers, creative directors, tournament organizers, shout casters, marketing directors, stream producers, game designers and many more, offering opportunities to practice their crafts, expand their creative skills and improve their communication and leadership abilities. This immersive hands-on engagement would act as the precursor to help Indian youth identify their future aspirations and interests that would connect them with gamers in the United States and expose them to the esports culture of the U.S. (Please refer to the full announcement available under 'related documents' tab)",04/20/2022,06/03/2022,339644,"Dept. of State",19.040
"Reimagining Juvenile Reintegration Centers in El Salvador","The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. The Department of State announces an open competition for organizations to submit applications to carry out a project to study and make recommendations for improvements to El Salvador’s juvenile justice system. El Salvador has a long history of less than adequate capabilities and low public investment in justice institutions and a lack of social services to provide support for at-risk youth and communities. Juvenile offenders have limited access to alternative options and are subjected to unstandardized and unreliable judicial processes that often do not serve the best interests of the juvenile offenders, the communities where the juveniles live, and the overall interests of the state.",04/26/2022,05/26/2022,339828,"Dept. of State",19.703
"FY2022 EducationUSA Opportunity Funds Program","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.",04/28/2022,05/31/2022,339890,"Dept. of State",19.022
"Logistics support for the Gang Resistance Education And Training (GREAT) in El Salvador","The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project to provide logistics support to the National Civilian Police (PNC) in the implementation of the Gang Resistance Education And Training (GREAT) in El Salvador. The targeted population is youth at risk in El Salvador coursing Elementary and Middle grades plus PNC prevention officers who are certified as GREAT instructors.",05/04/2022,07/05/2022,340057,"Dept. of State",19.705
"University Partnership","Sub-Saharan Africa’s youth population will double to 830 million by 2050, and helping young people meet their aspirations and have the tools to improve their communities and futures will be key to U.S. policy objectives of regional stability, inclusive economic growth, and promoting democratic values. Higher Education in Africa is under-resourced and ill-prepared to meet this tidal wave of demand. Africa has just 1,500 public and private universities, less than 1% of the world’s top 250 universities, contributes less than 1% to global research, and only 9% of its youth are enrolled in higher education institutions (HEIs). The sector is also struggling with virtual education due to inadequate infrastructure, administration and training. The U.S. Embassy Windhoek of the U.S. Department of State announces an open competition for organizations to submit applications to create and sustain academic partnership between American and Namibian universities. This may include student and professor exchanges, joint research, curriculum development, joint degree programs. Program Objectives: To establish a sustainable partnership between an American and a Namibian institution of higher education one of the following fields: Public Health (or Medicine, like Telemedicine) Education University administration Climate change and environment Entrepreneurship development Renewable energy, particularly solar and green hydrogen Journalism and Media Disinformation Other topics will be considered by the committee",05/05/2022,06/01/2022,340069,"Dept. of State",19.040
"FY 2023 International Visitor Leadership Program","The United States Department of State’s Bureau of Educational Cultural Affairs’ Office of International Visitor’s (ECA/PE/V) announces an open competition for up to four cooperative agreements to support the staff expenses and overhead costs of the FY 2023 International Visitor Leadership Program (IVLP). Launched in 1940, the IVLP is a professional exchange program that seeks to build mutual understanding between the United States and other nations through carefully designed short-term visits to the U.S. for current and emerging leaders. These visits support U.S. foreign policy goals and reflect the participants’ professional interests. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. It is the ECA’s intent to award up to four cooperative agreements in FY 2023 for a total of approximately $6,420,000, pending the availability of FY 2023 funding, plus two non-competitive continuations. Please see the NOFO for additional details.",05/06/2022,07/18/2022,340131,"Dept. of State",19.402
"FY 2023 International Visitor Leadership Program Collaborative Services","The U.S. Department of States’ Bureau of Educational and Cultural Affairs’ Office of International Visitors (ECA/PE/V), announces an open competition for the FY 2023 International Visitor Leadership Program (IVLP) Collaborative Services. The IVLP is the U.S. Department of State’s premier professional exchange program. It seeks to build mutual understanding between the United States and other nations through carefully designed short-term visits to the United States for current and emerging foreign leaders. These visits reflect the International Visitors’ professional interests and support the foreign policy goals of the United States. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. It is the Bureau’s intent to award one cooperative agreement for one base year plus two non-competitive continuations for an estimated total amount of $3,300,000, pending the availability of funds. Please see the NOFO for additional details.",05/06/2022,07/18/2022,340154,"Dept. of State",19.402
"Youth and Climate Entrepreneurship Exchange","Program Objectives: This exchange will focus on entrepreneurship and innovation in the climate change sphere, including renewable energy; energy efficiency and sustainability; environmental engineering; climate adaptation; resilient and clean technologies; carbon reduction; food production; design; or other innovative fields addressing climate challenges today and in the future. The goal is to provide university students, business start-up leaders, and founders between 20 and 25 residing permanently in Austria with intensive, hands-on entrepreneurship education and leadership development training, as well as a greater understanding of U.S-Austrian collaboration on business-focused climate change solutions. Entrepreneurs help countries respond to specific problems, demands, or gaps in the market by identifying and pursuing new business opportunities; entrepreneurs and startups generate economic value, create jobs, and accelerate development, while often delivering social and environmental benefits for the customers and communities they serve.[A1] As such, this program should give participants first-hand and theoretical knowledge of founding, financing, and growing a startup in climate change-focused sectors, as well as how to maintain momentum and spur additional growth through programming, promotion, and networking opportunities. This program, which would take place between July and September 2023, should highlight the U.S. entrepreneurial ecosystem of a particular U.S. city or region that excels in climate change entrepreneurship. The program should include an in-person component in the United States that will expose participants to American culture, values, and business practices and highlight the United States as a destination for future business partnerships, investment, and ongoing education. The U.S. component should be preceded and followed by a substantial programming and educational component in Austria (in-person and virtual, as local health regulations allow) to include networking with Austrian leaders in the business and climate sectors; team building; pre-departure orientation, and knowledge and sector expertise-building elements. This component should also include engagement and mentoring opportunities with alumni from previous U.S. entrepreneurship exchange programs. As this will be a cooperative agreement, U.S. Embassy Vienna will have substantial involvement in this effort including participant selection and approval of the program structure and content of the U.S. component. The Public Diplomacy Section of the U.S. Embassy is providing maximum flexibility for applicant organizations to offer program models that effectively meet the overall goals of the program. In addition to those listed above, required elements of the program are as follows: - Participants should learn about the essential elements of an entrepreneurial ecosystem and how these elements inter-relate. Participants should have the opportunity to experience these elements in a local U.S. community through interactive, hands-on training, which might include, for example: presentations, meetings with entrepreneurs, social events, or business pitch presentations. Internships or practicums in businesses, NGOs, innovation hubs, or economic/business-related organizations could also be included. - Participants, specifically those with already established start-ups, participants should have interaction with top companies, founders, incubators, and venture capitalists in both countries. - Social entrepreneurship: Participants should learn how entrepreneurial principles can be addressed to remediate social ills, and how entrepreneurial concepts can spur civic action. - The program should include elements for post-program engagement with the Austrian participants that includes mentoring and supporting participants as alumni of this and other similar programs. - The recipient will identify specific and measurable outputs and outcomes based on the project specifications provided in the solicitation. Additional program goals include: - Promote the awareness of future Austrian entrepreneurs of the entrepreneurial ecosystem as practiced in the United States. - Encourage identification of the United States as a destination for future business partnerships, investment, and ongoing education. - Foster professional and personal ties with local entrepreneurs and U.S. citizens in the local community. - Promote mutual understanding between the people of the United States and the people of Austria. Participants and Audiences: Target audience and participants are students, business start-up leaders, and founders between 18 and 29 residing permanently in Austria, including aspiring entrepreneurs or youth actively engaged in a start-up. [A1]Pulled from https://www.state.gov/connecting-climate-entrepreneurs-cce/",05/10/2022,06/30/2022,340204,"Dept. of State",19.040
"Supporting Adolescent Girls’ Economic Advancement (or Security) in India","The U.S. Department of State’s Bureau of South and Central Asian Affairs (SCA) announces a Request for Statements of Interest (RSOI) for organizations to submit a statement of interest (SOI) to carry out programs that work with the private sector in India and the United States to foster a platform to develop career pathways for vulnerable adolescent girls in India, focused on but not limited to science, technology, engineering, and math (STEM) careers and/or entrepreneurship. This program will address SCA’s goal of fostering co-creation with the private sector and philanthropic foundations to support adolescent girls’ long term economic empowerment in coordination with the U.S.-India Alliance for Women’s Economic Empowerment, a public-private partnership advancing women’s workforce participation, entrepreneurship and access to career enhancing educational opportunities in India. The program seeks to advance priorities outlined in the U.S. National Gender Strategy advancing women's economic security. A proposed program must support the development of a consortium of corporations, civil society organizations, foundations, and/or social enterprises that work collaboratively to advance programs and investments in adolescent girls in India with a clear linkage to establishing long term economic security and workforce participation.",05/18/2022,07/17/2022,340502,"Dept. of State",19.108
"Youth Ambassadors for Community Service 2023","Program Description The U.S. Embassy France Public Diplomacy Section of the U.S. Department of State announces an open competition for U.S. and French organizations to submit applications to implement an exchange program for 30 to 40 French high school students, in the United States, for ten to fifteen days in July and/or August 2023. Through the Youth Ambassadors for Community Service program, 30 to 40 young adults from France between the ages of 15 and 18 will develop the knowledge and leadership skills necessary to become more engaged in their communities, learn about the U.S. education system, and will further their understanding of the United States. Please carefully follow all instructions below. Purpose of the Youth Ambassadors for Community Service Program: Established in 2008, the Youth Ambassadors for Community Service Program selects high-school participants from underserved backgrounds across France, including the French Caribbean, to participate in a yearlong leadership training program that encourages volunteerism, self-confidence, intercultural sensitivity, and independence. Participants will attend pre-departure training sessions before the travel to the U.S., as well as a debriefing upon their return, organized by a different French implementing NGO, in coordination with the organization awarded the overall grant. In partnership with the U.S. Embassy in Paris, the recipient organization will design the two-week U.S. exchange program, in July and/or August 2023[2], which will enhance participants’ understanding of American democratic institutions and volunteer initiatives. Participants will travel to Washington D.C. for initial programming. After spending time in Washington D.C., they will be divided into subgroups in different cities/host communities, where they will be placed with American host families and meet American students their age. They will then return to Washington D.C. for debriefing and evaluation, as well as visits to the Department of State and the French Embassy to the U.S. Participants will engage in a variety of activities, including but not limited to workshops on leadership and community service, community site visits related to program themes, interactive training and discussion groups, volunteer opportunities, visits to educational facilities, local cultural activities, homestays, and other activities designed to achieve the program’s stated goals. The exchange must include multiple opportunities for participants to have significant, meaningful interactions with their American peers. Follow-on activities with the participants are an essential part of the program, and the exchange activities should prepare participants to apply the knowledge and skills that they will have acquired during their time in the United States in the planning of concrete projects in their home communities. Program Objectives: • Promote equal opportunities for all and encourage knowledge-sharing and intercultural dialogue between French and American youth; • Raise awareness about civic engagement and volunteerism among young people; • Strengthen Franco-American friendship and understanding through soft diplomacy; • Offer French youth the chance to represent their peers and participate in civic initiatives abroad; • Build leadership skills, encourage volunteerism, self-confidence, intercultural sensitivity, and nurture excellence and civic engagement among young leaders from underserved communities; • Allow participants to become pillars of community organization, keeping their peers involved in positive social activities and promoting tolerance and achievement; and • Provide participants with tools to build alliances with American counterparts and to produce positive change in underserved communities. Program Outline: Applicants must demonstrate their capacity for conducting international exchanges in the U.S.; administering exchanges focused on youth that involve different geographic regions; implementing exchange projects that address specific policy challenges; and providing substantive programming and leadership training for youth. The award recipient will be responsible for the oversight and management of performance of all sub-award recipients under the award. U.S. Embassy France reserves the right to reduce, revise, or increase proposal project configurations, budgets, participating countries and regions, and participant numbers in accordance with the needs of the program and the availability of funds. The budget should include international travel to and from the U.S. for 30 to 40 participants (including domestic travel for 20 to 30 metropolitan participants to and from Paris and their French city of residence). One staff member must accompany participants for the international travel (France-U.S.-France). The budget should include the in-country travel and local transportation, lodging, activities, food, insurance, and ESTA costs for 30 to 40 participants. As participants are under 18, they must be accompanied by facilitators and the host families must be validated by the recipient organization. Participants and Audiences: 30 to 40 outstanding French high school students, between the ages of 15 and 18, from underprivileged backgrounds with leadership potential and commitment to civic engagement. For more information, eligibility, and deadlines please read the Notice of Funding Opportunity PDS-France-FY2022-04 and/or refer to the U.S. Embassy in France website (Grants Programs). Questions can be directed to GrantsFrance@state.gov. Please note: We do not provide any pre-consultation for application related questions that are addressed in the Notice of Funding Opportunity",05/20/2022,07/18/2022,340548,"Dept. of State",19.040
"All Hands-on Deck: Youth Participation for Green Technology","Based on funding availability, Regional Public Engagement Specialist (REPS) Office within the U.S. Embassy’s Public Diplomacy Section (PDS) announces an open competition for a cooperative agreement to plan, develop, design, and implement a touring exhibit with the environmental theme of renewable/green technologies, targeting youth audiences, including a supplemental programming plan (workshops, lectures, activities, etc.) and companion virtual museum. The proposed touring exhibition will promote the messaging of U.S. Embassies in the South Asian region on renewable/green technologies. The exhibition will also emphasize the United States' current and historical leadership in the environmental challenges of renewable energy and/or green technologies. The campaign will run under the American Spaces banner and is intended for emerging voices in middle and high school, as well as college students.(Please refer to the full announcement available under 'related documents' tab)",06/02/2022,07/15/2022,340854,"Dept. of State",19.040
"English Language Immersion Camps for Russian University Students","The U.S. Embassy’s Regional English Language Office based in Tallinn (RELO Tallinn) and Public Affairs Section in Moscow (PAS Moscow) of the U.S. Department of State announces an open competition for organizations to submit applications to carry out the “FY22 English Language Immersion Camps for Russian University Students,” a program to create intensive English language immersion camp opportunities for Russian university students to learn English in context, interact with other students, counselors, and teachers using authentic language, and develop cross cultural competency as well as improve speaking, listening, reading, and writing skills. The immersion setting should be tailored for Russian speakers in a retreat-like setting to maximize the short-term learning for participants and be two weeks in duration with typical daily activities starting at breakfast and continuing through evening activities. The audience for the immersions should be focused on university students who are motivated to improve their language skills in an intensive format and with small group (class) sizes. Multiple levels of groups will need to be offered either in the same immersion or separate immersion cohorts. One or more groups should be dedicated to working with future English language teachers enrolled in university programs who would benefit from advanced language and cultural study. The implementer should plan to provide a placement test in its management of the recruiting and selection phases and also design an experiential curriculum that maximizes opportunities for authentic language use, cross-cultural opportunities to learn about U.S. culture, and modern methodologies in classroom and out-of-classroom activities. Russian university students should be recruited from geographically diverse regions, and camps may be held in regional hubs in Russia to maximize participation, particularly from regions with fewer English learning opportunities. Finally, the grant recipient should include a marketing plan for recruitment, selection, and placement, including social media or other means of distributing the program announcement to Russian universities and university students. The grant recipient will work closely with RELO Tallinn and PAS Moscow to select participants and content, develop, and promote the immersion camp programs.",06/08/2022,08/31/2022,340986,"Dept. of State",19.040
"Professional Development & Exchange for Ukrainian Educators of Preservice Teachers","A. PROGRAM DESCRIPTIONThe Public Affairs Section of the U.S. Embassy Kyiv (PAS Kyiv) announces an opencompetition for organizations to submit applications to carry out a program to administer the FY2022-2023 Professional Development for Instructors for Preservice Teachers grant. The granteefacilitates preservice teacher educators’ professional development, to include regular onlinetraining and a short-term exchange to the United States. Please carefully follow all instructionsbelow.Award recipients will consult closely with PAS Kyiv throughout the development,implementation, and evaluation of the program. The grantee will be responsible for providing ahigh-quality, coherent online professional development program for selected instructors atpedagogical colleges and universities in Ukraine, to be accompanied by an approximately 3-week professional exchange trip to the United States offered to a subset of participatinginstructors (8-10). The professional development will address effective methods of training newEnglish language teachers; observation and feedback techniques for preservice teachers; bestpractices for hybrid and virtual teacher education; and training teachers to incorporate social-emotional learning. The exchange trip should provide Ukrainian teacher educators anopportunity to interact with U.S. teacher education programs. The grantee will provide logisticalsupport during the exchange, including travel and program support, as well as all kinds ofsupport needed to make the programs successful, as directed by PAS Kyiv. The grantee willimplement virtual follow-up activities to help participants adapt and apply lessons learned duringthe exchange experience. The Grantee will be required to provide the Embassy with programaccount records on a regular basis.Priority Region: The U.S. Embassy Kyiv will advise on priority pedagogical colleges anduniversities.Program Objectives:1. Provide professional development opportunities for instructors for preservice Englishlanguage teachers at pedagogical colleges and universities.2. Strengthen people-to-people ties between the United States and Ukraine throughactivities, information sharing, and experiences between American experts and targetaudiences that increase mutual understanding between the people of the United States andUkraine.3. Build capacity of Ukrainian pedagogical colleges and universities through long-term, self-sustaining relationships and institutional linkages between American and Ukrainian individualsand organizations.The goal of this program is to provide space for dialogue between the peoples of bothcountries and foster American engagement with a wide range of Ukrainian audiences throughEnglish language teaching and learning.Participants and Audiences:Ukrainian instructors of methodology for preservice English language teachers in Ukraine;approximately 30 instructors will be audience for online professional development, of whichapproximately 10-12 will participate in the exchange.B. FEDERAL AWARD INFORMATIONLength of performance period: October 1, 2022 to December 31, 2023Number of awards anticipated: oneTotal available funding: $300,000, pending the availability of fundsType of Funding: FY22 Foreign Assistance FundsAnticipated program start date: October 1, 2022This notice is subject to availability of funding.Funding Instrument Type: Cooperative agreementIn a cooperative agreement, PAS Kyiv is substantially involved in program activities aboveand beyond routine monitoring. The Embassy will identify and work closely with partners tocarry out the activities, serving as the main conduit of information to the Ukrainian organizationsand partners. The Embassy will also be responsible for monitoring the activity and representingthe U.S. Government during the course of the programming. In addition, PAS Kyiv will:• provide guidance and feedback on the topics for the professional development program;• advise in the selection of participating instructors• provide feedback at regular intervals and upon program completion.Program Performance Period: Proposed programs should be completed in December 31, 2023The Department of State will entertain applications for continuation grants funded under theseawards beyond the initial budget period on a non-competitive basis subject to availability offunds, satisfactory progress of the program, and a determination that continued funding would bein the best interest of the U.S. Department of State.C. ELIGILIBITY INFORMATION1. Eligible ApplicantsThe following organizations are eligible to apply: U.S. non-commercial organizations andacademic institutions (both Public and Private) are eligible to apply. U.S. public and private non-profit organizations must meet the provisions described in Internal Revenue Code section 26USC 501(c)(3).2. Cost Sharing or MatchingCost sharing is encouraged, but there is not requirement for cost sharing or matching funds forthis competition.3. Other Eligibility RequirementsIn order to be eligible to receive an award, all organizations must have a valid registration onwww.SAM.gov. Please see Section D for information on how to obtain these registrations.a) Technical Eligibility: All proposals must comply with the requirements and guidanceincluded in this NOFO. Not following the guidance will result in the proposal being declaredtechnically ineligible and given no further consideration in the review process.b) Eligible applicants may not submit more than one proposal in this competition.If more than one proposal is received from the same applicant, all submissions will be declaredtechnically ineligible and will receive no further consideration in the review process.Please note: Applicant organizations are defined by their legal name, and EIN number as statedon their completed SF-424 and additional supporting documentation outlined in the PSIdocument.c) Taxes: Successful applicants are responsible for complying with all applicable tax treaties andfederal, state and local laws on tax withholding and reporting for project participants.D. APPLICATION AND SUBMISSION INFORMATION1. Address to Request Application PackageInterested applicants may request the full text of this Notice of Funding Opportunity (NOFO) viaemail to KyivRELO@state.gov. The NOFO may also be found on www.grants.gov as well as thewebsite of the U.S. Embassy in Kyiv: https://ua.usembassy.gov/education-culture/Applicants may also request a NOFO in writing to: Grants Team, Public Affairs Section, U.S.Embassy Kyiv, Public Affairs Section, 4, Igor Sikorsky Street, Kyiv 041122. Content and Form of Application SubmissionPlease follow all instructions below carefully. Proposals that do not meet the requirements of thisannouncement or fail to comply with the stated requirements will be ineligible.Content of ApplicationPlease 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 8 1⁄2 x 11 paper, and All Microsoft Word documents are single-spaced, 12-point Times New Roman font, with1-inch margins.The following documents are required:1. Mandatory application forms SF-424 (Application for Federal Assistance – organizations) SF424A (Budget Information for Non-Construction programs) See https://ua.usembassy.gov/uk/education-culture-uk/media-development-fund... formore information regarding the process to obtain required registrations.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 (4-page maximum): The applicant must include all the items below. The proposalshould contain sufficient information that anyone not familiar with the topic would understandexactly what the applicant wants to do. The narrative should detail the applicant’s experience andorganizational capability in carrying out the facilitation of exchange program logistics. Proposal Summary: Short narrative that outlines the proposed program, includingprogram objectives and anticipated impact. Introduction to the Organization applying: A description of past and presentoperations, showing ability to carry out the program, including information on allprevious grants from the U.S. Embassy and/or U.S. government agencies. This sectionshould also address the organization’s knowledge of the Ukrainian legal and politicalenvironment as it relates to cultural and professional exchanges. Problem Statement: Clear, concise and well-supported statement of the problem to beaddressed and why the proposed program is needed Program Goals and Objectives: The “goals” describe what the program is intended toachieve. The “objectives” refer to the intermediate accomplishments on the way to thegoals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve theobjectives. Program Methods and Design: A description of how the program is expected to work tosolve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the programactivities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles and experience/qualifications of key personnelinvolved in the program. Please provide as much detail about proposed personnel aspossible, such as prior places worked, connections to exchange program management,and their readiness to work on this project. Please list where they will work and whatproportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizationsand sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successfulgrants. Throughout the time-frame of the grant, how will the activities be monitored toensure they are happening in a timely manner, and how will the program be evaluated tomake sure it is meeting the goals of the grant? Future Funding or Sustainability Applicant’s plan for continuing the program beyondthe grant period, or the availability of other resources, if applicable.BudgetThe budget should outline the administrative costs involved in carrying out the online andexchange activities. For example, the proposal should indicate the anticipated administrativecosts for hiring and maintaining staff who will make travel arrangements for Ukrainian exchangeparticipants, building a landing page, and the other tasks outlined in this notice of funding. Thebudget should also include the costs for participant travel as part of the exchange experience.Please note that the number of participants to be supported is estimated. Final number ofparticipants will be determined in consultation with the Embassy. During the administration ofthe program, actual costs of exchange participant travel must be used, not estimates submitted onthe budget.4. Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separatesheet of paper to describe each of the budget expenses in detail. See section H. OtherInformation: 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 eachpartner (if applicable) If your organization has a NICRA and includes NICRA charges in the budget, your latestNICRA should be included as a PDF file. Unique Entity Identifier and System for Award Management (SAM.gov)Required Registrations: Any applicant listed on the Excluded Parties List System (EPLS) inthe System for Award Management (SAM) is not eligible to apply for an assistance award inaccordance with the OMB guidelines at 2 CFR 180 that implement Executive Orders 12549 (3CFR, 1986 Comp., p. 189) and 12689 (3 CFR, 1989 Comp., p. 235), “Debarment andSuspension.” Additionally, no entity listed on the EPLS can participate in any activities under anaward. All applicants are strongly encouraged to review the EPLS in SAM to ensure that noineligible entity is included.All organizations applying to receive Federal assistance must have a CCR (NCAGE) number,and an active account with the System for Award Management (SAM.gov) before an award canbe made.Step 1: Apply for a NCAGE number (these can be completed simultaneously)NCAGE application. Application page here:https://eportal.nspa.nato.int/AC135Public/scage/CageList.aspxInstructio... for the NCAGE application process:https://eportal.nspa.nato.int/AC135Public/Docs/US%20Instructions%20for%... NCAGE help from within the U.S., call 1-888-227-2423For NCAGE help from outside the U.S., call 1-269-961-7766 Email NCAGE@dlis.dla.mil forany 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.Note that SAM registration are free of charge!You may start getting emails from commercial companies offering to process or extendregistration for you at extra fee. It is in your organization’s discretion to choose the way ofprocessing these registrations. U.S. Government does not commit to reimburse you these costs.Submission Dates and TimesApplications are due no later than July 11, 2022Funding Restrictions: Please note that award funds cannot be used for alcoholic beverages.a) Indirect Charges: An organization with a Negotiated Indirect Cost Rate Agreement (NICRA)from a cognizant (primary) federal government agency should include a copy of the cost-rateagreement. Applicants should indicate in the proposal budget how the rate is applied and if anyof the rate will be cost-shared. Organizations claiming indirect costs should have an establishedNICRA. If sub-grantees are claiming indirect costs, they should have an established NICRA thatis also submitted with the proposal package. If your organization does not have a NICRA, andthe proposal budget has a line item for indirect cost charges, those indirect charges may notexceed 10%.b) Pre-award Costs: Any costs incurred prior to the award start date in the Federal Notice ofAward are incurred at the recipient’s own risk. Approval of these costs require authorization ofthe Grants Officer to be considered allowable, will only be considered on a case-by-case basis,and will only be authorized in extraordinary circumstances. Applicants should assume that anycosts incurred before the start date on the Federal Notice of Award will not be authorized.",06/10/2022,07/11/2022,341035,"Dept. of State",19.900
"Supporting Youth Rehabilitation and Reintegration in Jordan","The U.S. Embassy of Amman of the U.S. Department of State announces an open competition for organizations to submit applications to develop and implement a groundbreaking program to meet the rehabilitation and reintegration needs of recently released youth in Jordan. Please follow all instructions below.Program Objectives:The Public Affairs Section at the U.S. Embassy in Amman is soliciting proposals that address the rehabilitation and reintegration needs of youth who come in close contact with the law, with a special emphasis on those recently released from juvenile detention centers or prisons in Jordan.Program goals are to increase opportunities for formerly incarcerated youth ages, 15-30, to address their social and emotional needs as well improve their career and job skills to enable them to become constructive members of society. Multi-stakeholder approaches that bring together or coordinate the actions of central and local government or law enforcement as well as civil society, religious communities, academia, the private sector, and other groups are encouraged. All proposals should include a digital media plan to amplify the results of the program, such as by sharing participant testimonials through podcasts or webisodes, to serve as a public awareness and prevention tool.Priority programming areas include:• Designing comprehensive psycho-social and mental health interventions within local communities for recently released youth and their families to build social cohesion and reduce stigma following incarceration;• Creating opportunities to improve the life skills and career training offered to formerly incarcerated youth to support their successful re-entry and reintegration into society and reduce recidivism.",06/16/2022,08/04/2022,341184,"Dept. of State",19.021
"AEECA: Youth Academy for Civic Participation","The U.S. Embassy in Bulgaria announces an open competition for organizations to submit applications to carry out a program to foster the development of civil society and public engagement in Bulgaria through the creation of a Youth Academy for Civic Participation. This project will encourage young people throughout Bulgaria, especially outside of Sofia and in underserved communities, to understand the importance of civic participation, especially the importance of exercising the right to vote and doing so in an informed manner. The primary goal is to increase high-school-age Bulgarians’ interest in democracy through interactive workshops on the right to vote, elections, and public participation tools. Through project activities, including the simulation of elections at various high schools throughout Bulgaria and collaborations with election observation organizations, the academy will help Bulgarian youth have a voice and become actively involved in solving problems that directly affect them, including corruption, freedom of speech, and minority rights. This project will also boost youth understanding of “issue advocacy” – i.e. how citizens and civil society organizations engage communities and government institutions at various levels (local, national, and international) to raise awareness of problems and to identify and push for solutions. Target audiences include high school students in traditionally underserved areas with large minority populations, and a geographic focus on southern and northwestern Bulgaria.",06/17/2022,08/01/2022,341156,"Dept. of State",19.900
"Reducing Violent Extremis through strengthening of Youth Political Participation at the local level","On April 1, 2022, the White House announced the list of priority countries and regions under the U.S. Strategy to Prevent Conflict and Promote Stability. Priority countries include Haiti, Libya, Mozambique, Papua New Guinea, and one region Coastal West Africa, including Benin, Côte d’Ivoire, Ghana, Guinea, and Togo.As part of this initiative to prevent conflicts and promote stability in Togo, the U.S. Embassy in Lomé, Togo, through this Notice of Funding Opportunity (NOFO), is pleased to announce an open competition for organizations to submit applications to implement a project that will increase youth political participation at the local level across Kpendjal 1, Kpendjal Ouest 2, Tone 1, Oti Sud 1, Keran 1, Tchamba 1, Tchaoudjo 1, Anié 1 and Agoe-nyive 4 (Zongo).",06/27/2022,07/27/2022,341505,"Dept. of State",19.701
"YOUTH LEADERSHIP PROGRAM – LOCAL PARTNER","The Public Diplomacy Section (PDS) invites proposal submissions from Bosnia and Herzegovinian (BiH) public and private non-profit organizations to implement the Youth Leadership and Teacher Professional Development Program, pending the availability of FY 2022 AEECA funds. This NOFO is for the implementation of the BiH component of the Youth Leadership Program. Mandatory Components: 1. The Youth Leadership Program (YLP) should be organized for 18 high school students aged 15-19, and 3 teachers from three communities in BiH to reflect the country’s diversity and administrative divisions, for a total of 21 participants in one program. 2. The Youth Leadership Program is a substantive three to four week exchange program in the United States, and it takes place in at least two different cities. The program should incorporate a pre-departure orientation in Sarajevo and an 8-month period during which participants conduct a Community Action Project (CAP) in their hometowns. 3. The program should include group discussions, experiential learning activities, and exercises that focus on the themes outlined below and include aspects of leadership, teambuilding, collective problem-solving skills, effective communication, appreciation of diversity, and management skills. Participants should gain both theoretical knowledge and practical skills. 4. The program should represent diverse BiH political and social viewpoints, as well as other aspects of diversity. The program should foster the Embassy’s mission to promote mutual understanding between citizens of other countries and citizens of the United States. 5. The program should include a monitoring plan for follow-on engagement and project implementation once participants return home. In addition to developing participants’ leadership skills, the program should provide participants with an in-depth examination of one of the themes outlined below. Youth Leadership Program Themes: The Youth Leadership Program will introduce participants to a comprehensive survey of civic education, community service, and youth leadership development. Activities will focus on building their knowledge and skill levels in these areas. The students and educators will participate in workshops, community service activities, meetings with community leaders, and discussion groups and will have opportunities for substantive interaction with each other and their American peers. The program should explore topics such as citizenship, community building, economic development, grassroots activism, political leadership, and volunteerism in the modern age. The Program should require participants to develop innovative and practical plans to become engaged citizens in their own communities and to implement an action plan to address a particular need. Detailed Outline of Award Recipient’s Responsibilities: 1) Preparation a) In cooperation with Public Diplomacy Section (PDS), participate in the recruitment and selection of the program participants. b) In consultation with PDS, hire psychologists and other staff necessary for project implementation. c) In cooperation with PDS, and the American implementing partner, conduct a pre-departure orientation for participants in Sarajevo, providing general and program-specific information, as well as intercultural training. d) Administer the booking of flights and purchasing plane tickets for participants’ travel to U.S. e) Administer per diem and travel allowances for the participants for pre-departure, departure, and arrival. f) Provide logistical support for the program participants (renting of the conference rooms, hotels, organization of local transportation for pre-departure orientation, departure, and arrival, etc.) g) Optional: One to two team members travel to the U.S. to participate in 7 days of activities with program participants and the U.S. partner, in cooperation with the U.S. partner and PDS. 2) Follow-on Activities a) In cooperation with PDS, provide additional follow-on instruction and practical skills training to implement their projects after the conclusion of the program. b) Provide logistical support for the program participants in participating cities (renting of the conference rooms, hotels, organization of the local transportation for follow-on activities, etc.) c) Provide a closing session to summarize project activities, prepare participants to present their follow-on activities to U.S. partners and the U.S. Embassy d) In cooperation with PDS, organize follow-up gatherings with program participants and their parents in participating cities and Sarajevo. 3) Alumni Activities a) In cooperation with PDS, organize a reunion of the alumni program participants. 4) Design and implement an evaluation plan that assesses the impact of the program. 5) Work in consultation with PDS in the implementation of the program, provide timely reporting of progress, and comply with financial and program reporting requirements. 6) Manage all financial aspects of the cooperative agreement, including per-diem disbursements to the participants and management of sub-award relationships with partner organizations. Detailed Outline of the PDS’s Responsibilities: 1) Provide assistance in managing the recruitment and selection of the participants. 2) Make the final decision on program participants. 3) Provide advice and assistance in the execution of all program components. 4) Provide assistance for visa interviews for the participants. 5) Facilitate interaction within the Department of State, to include ECA, the regional bureaus, and post. 6) Arrange meetings with Department of State/Embassy officials if necessary. 7) Approve host family applications, publicity materials, and the calendar of exchange activities. 8) Monitor and evaluate the program, through regular communication with the award recipient and possibly one or more site visits. 9) Perform an annual performance evaluation/review. Satisfactory performance and the availability of funds is a condition of continued administration of the program and execution of all option years.",06/28/2022,07/29/2022,341463,"Dept. of State",19.900
"Support for Distance English Language Education for Ukrainian Secondary Schools","U.S. DEPARTMENT OF STATE U.S. EMBASSY KYIV Notice of Funding Opportunity Funding Opportunity Title: Support for Distance English Language Education for Ukrainian Secondary Schools Funding Opportunity Number: PAS-Ukraine-2022-13 Email address: KyivRELO@state.gov A. PROGRAM DESCRIPTION The Public Affairs Section of the U.S. Embassy Kyiv (PAS Kyiv) announces an open competition for proposals for cooperative agreements that foster the development of online English language learning and teaching in Ukraine. The grantee will provide assistance to the Ministry of Education and Science (MOES) in Ukraine to streamline the online English language teaching process in Ukrainian secondary schools and to support the Distance Education Model for Learning English. The Grantee will coordinate closely with administrators and curriculum specialists at MOES to address the following needs: develop a new online English language teaching content; provide technical and software support and advice; and train in-service teachers in implementing the content. As appropriate, a U.S. English Language Specialist may support this project through advising and training. The work is expected to impact Ukrainian students learning online. Program Objectives: 1. Improve English language education for Ukrainians, including education delivered virtually and in blended formats. 2. Build capacity of Ministry of Education and Science in Ukraine to offer high-quality online education for Ukrainian secondary students. 3. Strengthen ties between the United States and Ukraine through collaborative activities and products that promote mutual understanding and democratic values. Participants and Audiences: · The grantee will be expected to work closely with Ukrainian MOES administrators and curriculum specialists, as well as English language teachers in Ukraine. · The activities will directly inform the work of Ukrainian teacher trainers, teachers, and students. B. FEDERAL AWARD INFORMATION Length of performance period: September 25, 2022 to December 31, 2023 Number of awards anticipated: one Total available funding: $175,000, pending the availability of funds Type of Funding: FY22 Foreign Assistance Funds Anticipated program start date: September 25, 2022 This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement In a cooperative agreement, PAS Kyiv is substantially involved in program activities above and beyond routine monitoring. The Embassy will identify and work closely with partners to carry out the activities, serving as the main conduit of information to the Ukrainian organizations and partners. The Embassy will also be responsible for monitoring the activity and representing the U.S. Government during the course of the programming. In addition, PAS Kyiv will: • provide guidance and feedback on the topics for the professional development program; • advise in the selection of participating instructors; • provide feedback at regular intervals and upon program completion. Program Performance Period: Proposed programs should be completed on or before December 31, 2023 The Department of State will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State. C. ELIGILIBITY INFORMATION 1. Eligible Applicants The following organizations are eligible to apply: Ukrainian and U.S. non-commercial organizations (both Public and Private) are eligible to apply. U.S. public and private non-profit organizations must meet the provisions described in Internal Revenue Code section 26 USC 501(c)(3). 2. Cost Sharing or Matching Cost sharing is encouraged, but there is no requirement for cost sharing or matching funds for this competition. 3. Other Eligibility Requirements In order to be eligible to receive an award, all organizations must have a valid registration on www.SAM.gov. Please see Section D for information on how to obtain these registrations. a) Technical Eligibility: All proposals must comply with the requirements and guidance included in this NOFO. Not following the guidance will result in the proposal being declared technically ineligible and given no further consideration in the review process. b) Eligible applicants may not submit more than one proposal in this competition. If more than one proposal is received from the same applicant, all submissions will be declared technically ineligible and will receive no further consideration in the review process. Please note: Applicant organizations are defined by their legal name, and EIN number as stated on their completed SF-424 and additional supporting documentation outlined in the PSI document. c) Taxes: Successful applicants are responsible for complying with all applicable tax treaties and federal, state and local laws on tax withholding and reporting for project participants. D. APPLICATION AND SUBMISSION INFORMATION 1. Address to Request Application Package Interested applicants may request the full text of this Notice of Funding Opportunity (NOFO) via email to KyivRELO@state.gov. The NOFO may also be found on www.grants.gov as well as the website of the U.S. Embassy in Kyiv: https://ua.usembassy.gov/education-culture/regional-english-language-of...",06/30/2022,08/03/2022,341610,"Dept. of State",19.900
"Youth Empowerment Through International Exchange","The U.S. Embassy Tashkent Public Diplomacy Section (PDS) of the U.S. Department of State announces an open competition for organizations to submit applications to conduct innovative and creative short-term, youth-focused exchange programs to promote and improve mutual understanding and people-to-people ties between the United States and Uzbekistan. Applications outlining initiatives or exchange programs that focus on leadership skills and global citizenship will be supported. The rapid economic development and the expansion of international relations between Uzbekistan and the rest of the world have created a tremendous need for citizens who have the knowledge and skills to act as key interlocutors and implement the Government of Uzbekistan’s ambitious reform agenda into the future. With most of the population under the age of 30, there is a critical need to support youth-focused programming in order to prepare the next generation of leaders in Uzbekistan. Through exchanges to the United States, youth will be able to connect with other leaders, both from home and abroad, to make long-lasting connections that will shape their future educational and professional lives. This funding opportunity seeks to support secondary and university students through the development of leadership skills, global citizenship, and addressing shared challenges through partnership with the United States. Grant activities should be short-term, youth-focused exchange programs, with participants spending 10 to 30 days in the United States. Grantees are expected to publicize project activities, including through social media and/or traditional press outlets; and highlight U.S. Embassy support, with our logo included on project-related materials.",07/01/2022,08/01/2022,341644,"Dept. of State",19.900
"Cyber Security Youth Program","U.S. DEPARTMENT OF STATE U.S. Embassy Morocco Notice of Funding Opportunity Funding Opportunity Title: “Cyber Security Youth Program” Open Cooperative Agreement 2022 Funding Opportunity Number: PAS-MOROCCO-FY22-07 Deadline for Applications: August 05, 2022 Assistance Listing Number: 19.040 Total Amount Available: $50,000 A. PROGRAM DESCRIPTION The U.S. Embassy in Morocco announces an open competition for organizations to submit applications to compete for a Cooperative Agreement (CA) award for a new youth cyber security program. The Public Affairs Office invites proposals from established Moroccan associations, committed, and organized civil-society organizations and academic institutions, to design and implement a cyber security awareness program for 60 to 80 Moroccan youth between the ages of 18 and 24 years old. U.S. and third-country organizations or nationals are not eligible for grants under this program unless in partnership with a Moroccan NGO. Program Objectives: Youth are on the front lines of the risks and the rewards of the online world. Their passion for tech, games and other online activities makes them vulnerable to cyber-attacks, cyber bullying, and misinformation. Cyber touches everything. We use computer networks for just about everything we do in our current way of life. Therefore, it is important to defend our devices and services from electronic attacks by nefarious actors such as hackers, spammers, and cybercriminals. This program will teach 80 participants about the exciting world of cybersecurity and will provide hands on training on the basics of cybersecurity during workshops on Information Systems, Cyber Defense, Data Communications & Networking, Cryptography, Digital Forensics, the Internet of Things, and Combatting Mis- and Disinformation. The program should also include true-to-life security simulation, where participants will learn how to root out cyber threats and defend against a targeted attack. Participant will also be taught the fundamentals of securing computer operating systems such as Windows. They will also learn security features and settings in the operating systems—like password policies—and techniques for updating and creating a stronger, more secure system. Each proposal should meet the following objectives: Strengthen young Moroccans' knowledge of cyber security by exposure to U.S. experts and experience. Equip participants with the right tools to protect them from dangerous cyberattacks against networks, data systems and personal information. Help participants identify and combat mis- and disinformation, particularly from malign international actors. Learn to harness new technologies to confront tomorrow’s security challenges. Increase interest in cybersecurity career. Awardees will work closely with the Embassy’s Public Affairs Office to design and execute the youth cyber security program The activities should be innovative, interactive, and hands-on. The program should target youth ages 18-24 from across Morocco. A clear methodology of participant recruitment and selection should be detailed in the proposal including efforts to ensure gender parity and geographic and socio-economic inclusion. Awardees should be prepared to design and implement surveys, polls, or other methods for evaluating the program’s effectiveness before, during and after the program’s completion. The proposal should include information about how the awardee will identify and recruit local trainers. The proposal should contain a detailed sample agenda of sessions and activities. Equipment cannot account for more than 10% of the total project cost. The cooperative agreement will be only awarded to Moroccan associations, committed, and organized civil-society organizations and academic institutions that already have a final registration receipt and an established bank account at the time that they apply. U.S. and third-country organizations or nationals are not eligible for awards under this program unless in partnership with a Moroccan NGO. All proposals must be submitted to the U.S. Embassy by Friday August 5, 2022, using the forms provided – no late proposals will be considered. Length of performance period: 6 to 9 months Number of awards anticipated: 1 award Award amounts: awards may range from a minimum of $40,000 to a maximum of $50,000 Projects for lesser or greater values will be considered on a case-by-case basis. Funding may be renewed for up to an additional two years on a non-competitive basis pending successful performance and availability of funds. Total available funding: $50,000 Type of Funding: FY22 Smith-Mundt Public Diplomacy Funds Anticipated program start date: January 2023 This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement. U.S. Embassy staff will: · Provide standardized logos/branding guidelines for promotional materials · Initiate and participate in promotional activities, to include promotion of the program through the U.S. Mission to Morocco’s social media platforms and media engagements. · Approve the selection of the venue. · Approve participant and trainer recruitment and selection plans. · Assist in identifying and contacting alumni of U.S. government exchange program, representatives of U.S. companies, and U.S. Mission personnel as potential speakers or trainers. · Identify, recruit, and fund the travel and lodging of one American expert to participate in the program. · Review and approve proposed program speaker and trainer rosters and activity/workshop/site visit topics and formats. Program Performance Period: Proposed programs should be completed in nine months or less. APPLICATION AND SUBMISSION INFORMATION • Applications are due by August 05, 2022. • The proposal should be $40,000-$50,000. • Complete UEI, NCAGE and SAM registration. • The project should not have an intended start date before January 2023. • All proposals must adhere to the policy explained in the Youth Cyber Security Program Notice of Funding Opportunity (NOFO) including the “eligibility requirements.” Please review these requirements carefully. Upload and complete these required forms: · SF424 (Application for Federal Assistance) · SF424A (Budget Information) · SF424B (Assurances) · Project Narrative Form (in English) · Applicant Organizational Information Form · Budget Proposal (in USD) (please use $1 = 9.5 MAD as exchange rate) · CVs for Director and key project personnel Submit all forms in electronic format to Rabatgrants@state.gov no later than Friday August 05, 2022, at midnight. All questions about the Coalition Training for Women Parliamentarians should be addressed to: Rabatgrants@state.gov Eligibility Requirements: 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 (UEI) from SAM.gov NCAGE/CAGE code www.SAM.gov registration Submit all forms in electronic format to Rabatgrants@state.gov no later than August 05, 2022 All questions about Cyber Security Youth Program NOFO should be addressed to: Rabatgrants@state.gov To find the proposal forms and for full details of this funding opportunity, please go to the Related Documents tab.",07/05/2022,08/05/2022,341744,"Dept. of State",19.040
"Sustainable U.S.-Palestinian Higher Education Partnerships","The Public Diplomacy Section (PD) of the U.S. Office of Palestinian Affairs (U.S. OPA) announces an open competition for a grant through this Notice of Funding Opportunity (NOFO). The Sustainable U.S.-Palestinian Higher Education Partnerships is designed to partner with U.S. Higher Education Institutions (HEIs), U.S. Not-for-Profit Organizations, and Palestinian to implement activities which advance the applicant’s goals and the U.S. OPA-PD mission: to advance a comprehensive and lasting peace through a negotiated two-state solution to the Israeli-Palestinian conflict and the development of a vibrant, representative, and responsive Palestinian civil society, private sector, and governing institutions through substantive engagement with American people, institutions, ideas and ideals in order to improve American-Palestinian relations and create greater opportunities for mutually beneficial partnership and cooperation. Priority Region: Jerusalem, West Bank, and/or Gaza Program Objectives: All proposed projects must aim to advance the OPA-PD mission goals stated above, a partnership between American and Palestinian institutions, and achieve at least one of the following specific objectives: 1. Internationalization: Supports Palestinian universities’ global and regional integration and prepares students to become globally-empowered citizens. 2. Relationships: Reinvigorates or builds upon existing partnerships or brings a new U.S. university or education sector partner to the Palestinian higher education landscape. The partnership agreement should delineate a well-defined purpose and objectives that align with the objectives of the respective institutions. Given the unique conditions of the global pandemic, it is not required that such partnership agreement be finalized at the time of proposal submission but a letter of intent from each institution to complete such an agreement should be included if a full agreement is not.3. Sustainability: The proposal should clearly demonstrate how both institutions will successfully sustain the relationship after the end of the U.S. government-funded award and how this partnership will be embedded within the institutional framework of bothorganizations.Successful proposals should incorporate the following elements:1. The proposal should establish a partnership and joint activities that support thedevelopment of a substantive and long-term linkage between the cooperating U.S. andPalestinian educational institutions to encourage collaboration; engagement at theadministrative and faculty level (and student-level as appropriate); and the sharing ofknowledge and expertise.2. The proposal should explain the importance of the area of collaboration for both highereducation institutions and how it aligns with their priorities; provide details about theproposed internationalization model and how it will operate; and clearly show how theexpected results will help the partnering organizations achieve their objectives.3. The proposal should contain clearly stated, measurable goals and objectives, and specificindicators of success along with a plan for measuring those indicators to evaluate theproject’s success in achieving its goals and objectives. Use of Specific, Measurable,Attainable, Relevant, and Time-bound objectives (SMART) is recommended.4. While there are no requirements about specific subject matter/fields of collaboration, theOPA hopes to fund a partnership with this award that is not purely focused on Englishlanguage capacity building, since the U.S. government has many other resourcessupporting this field. We understand and expect that English language will be a criticaland necessary element of most partnership proposals, yet the goal of this call forproposals is to expand to other subjects and fields.",07/08/2022,08/10/2022,341862,"Dept. of State",19.021
"Saudi Young Leaders Exchange Program (SYLEP)","Funding Opportunity Title: Saudi Young Leaders Exchange Program (SYLEP) Funding Opportunity Number: DOS-SAU-PD-2207 Deadline for Applications: August 15, 2022 Total Amount Available: $350,000 PROGRAM DESCRIPTION The U.S. Embassy Riyadh, Saudi Arabia, Office of Public Affairs (PAS) of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to support English-speaking undergraduate students and recent graduates from Saudi Arabia in a three-week U.S.-based exchange program in Summer 2023 that explores the themes of community engagement to promote peace and prosperity, leadership development, respect for diversity, tolerance of religious beliefs, and a mutual cultural understanding. The program should continue after the U.S.-based exchange with follow-on activities in the participants’ home communities, including through alumni activities focused on social entrepreneurship and projects promoting peaceful coexistence with other members of society and the world at large. A total of 30 participants would travel to the United States in up to two delegations from Saudi Arabia in the summer of 2023. U.S. Embassy Riyadh funding will support the planning and implementation of U.S.-based programming, including a period of homestays with American families, and participant international travel. The U.S. Embassy Riyadh and the U.S. Consulates in Jeddah and Dhahran will recruit, screen, and select the participants and support program alumni, in coordination with the award recipient. Pending the availability of funds, it is U.S. Embassy Riyadh’s intent to award one cooperative agreement for an estimated total amount of $350,000 for a one-year program. Please follow all instructions below. Program Objectives: The U.S. Mission’s support of this youth leadership exchange, SYLEP, which seeks to build leadership, civic responsibility, respect for diversity, and community engagement among Saudi university students and recent graduates through a three-week summer exchange started in the summer of 2014. This successful program is being revised to strengthen additional components such as promotion of peace and prosperity, as well as tolerance and cultural understanding. The goals and objectives of the program are to: Promote mutual understanding between the people of the United States and the people of Saudi Arabia. Prepare youth leaders to become involved in sowing the seeds of tolerance and cross-cultural understanding in their own communities. Inspire youth leaders to become actively engaged in social entrepreneurship programs that help their communities in areas such as addressing the needs of persons with disabilities, developing opportunities for those facing unemployment and underemployment, and assisting the underprivileged in their own society. Teach students techniques for conflict analysis and resolution. Participants and Audiences: Applicants should propose to implement a three-week U.S.-based exchange for 30 recent graduate and undergraduate students. Applicants may propose a plan to break the delegation into smaller cohorts for some of the exchange activities. This is to ensure all participants benefit from exchange activities and to increase the effectiveness of monitoring and evaluation, including the participants’ safety and well-being while on the U.S.-based program. Participants will be recent graduate and undergraduate university students, who have demonstrated leadership abilities in their schools and/or communities, are able to demonstrate fluency in English, and are Saudi citizens residing in Saudi Arabia. FEDERAL AWARD INFORMATION Length of performance period: 9 to 12 months Number of awards anticipated: 1 award. The Public Affairs Section, U.S. Embassy Riyadh reserves the right to award less or more than the amount above in the absence of suitable applications or under such other circumstances as PAS may deem to be in the best interest of the U.S. Government. Award amounts: awards may range from a minimum of $300,000 to a maximum of $350,000 Total available funding: $350,000 Anticipated program start date: June 2023 This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement The U.S. Embassy in Riyadh and the U.S. Consulates in Jeddah and Dhahran will help recruit, screen, and nominate participants beginning in early 2023. The award recipient will conduct an initial screening of applications and recommend approximately 50-75 top candidates for consideration to the Public Affairs Sections of the U.S. Embassy and Consulates in Saudi Arabia. The Embassy and Consulates will select the final participants for the exchange. In addition to recruitment, the U.S. Embassy in Riyadh and the U.S. Consulates in Jeddah and Dhahran will provide pre-departure briefings, facilitate visa application processes, and oversee follow-on alumni projects. The award recipient must consult regularly with the Public Affairs Section at the U.S. Embassy to implement the project and coordinate participants’ international travel. The award recipients will also be responsible for preparing materials for the pre-departure briefings and providing follow-on support to participants. Program Performance Period: Proposed programs should be completed in 12-months or less. ELIGILIBITY INFORMATION The following organizations are eligible to apply: public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501 (c)(3). In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information. Individuals are not required to have a UEI or be registered in SAM.gov. Organizations should have significant experience working with international audiences, particularly youth. Additionally, they should have a history of successful program implementation and a proven capacity for designing effective exchanges in fields such as economics, entrepreneurship, healthcare, STEAM, volunteer and community services, and capacity-building and fostering leadership skills. Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding. COST SHARING OR MATCHING There is no minimum or maximum percentage required for this competition; however, PAS encourages cost sharing, contributions in-kind, and other forms of cost participation. APPLICATION AND SUBMISSION INFORMATION For assistance with the requirements of this solicitation, contact Brittani DiPaolo, Deputy Cultural Attaché, U.S. Embassy Riyadh at: Email: dipaolobm@state.gov Phone: +966-11-835-4000 ext. 4522 SUBMISSION DEADLINE Applications are due no later than midnight Eastern Standard Time on August 15, 2022. APPLICATION REVIEW INFORMATION Each application will be evaluated and rated on the basis of the evaluation criteria outlined below. Applicants should note that the following criteria (1) serve as a standard against which all proposals will be evaluated, and (2) serve to identify the significant matters that should be addressed in all proposals. The USG will award grants to the applicant whose offers represent the best value to the USG on the basis of technical merit and cost. The evaluation criteria have been tailored to the requirements of this NOFO: Project Goals/Implementation Plan (70 points): Applicants should describe what they propose to do and how they will do it. The proposed activities must directly relate to meeting the goals and objectives, and applicants should include information on how they will measure activities’ effectiveness and provide milestones to indicate progress toward NOFO-stipulated goals. The review panel will be viewing the implementation plan in terms of how well it addresses the goals and objectives, feasibility of the proposed activities and their timeline for completion, and the extent to which the impact of the project will continue beyond the conclusion of the funding period. Organizational Capability (15 points): Proposals should demonstrate the ability to develop and implement youth exchanges. Applicants must demonstrate how their resources, capabilities, and experience will enable them to achieve the stated goals and objectives. Appendices (15 points): Budget: Costs shall be evaluated for realism, control practices, and efficiency. PAS must determine that the costs paid for this award are reasonable, allowable, and allocable to the proposed project activities. This will consist of a review of the budget to determine if the overall costs are realistic for the work to be performed, if the costs reflect the applicant’s understanding of the allowable cost principles established by OMB Circular A-122, and if the costs are consistent with the program narrative. Resume: The review panel will consider the appropriateness of the selected project director; in view of the role and responsibility that person will play in guiding the project through implementation to completion. Position descriptions submitted in lieu of the resume will be reviewed for the appropriateness of the qualifications and skills identified. Review and Selection Process: A review committee will evaluate all eligible applications. Each application will be evaluated by a peer review committee of Department of State and U.S. Embassy Riyadh and other experts, as deemed appropriate. In accordance with the Executive Order on Advancing Racial Equity and Underserved Communities, proposals should demonstrate how the program advances equity with respect to race, ethnicity, religion, income, geography, gender identity, sexual orientation, and disability. The proposal should also demonstrate how the program will further engagement in underserved communities and with individuals from underserved communities. Proposals should demonstrate how addressing racial equity and underserved communities will enhance the program’s goals and objectives, as well as the experience of participants. The support of underserved communities will be part of the review criteria for this opportunity. Therefore, proposals should clearly demonstrate how the program will support and advance equity and engage underserved communities in program administration, design, and implementation. Anticipated Announcement and Federal Award Dates: By September 1, 2022 This information is provided as a summary reference. Please see the full Notice of Funding Opportunity located in the documents section for complete eligibility and submission requirements. All application materials must be submitted by email to RiyadhGrants@state.gov and applications may be submitted electronically through www.grants.gov.",07/13/2022,08/15/2022,342105,"Dept. of State",19.021
"2023 Brazil Youth Ambassadors Program","Mission Brazil seeks for institutional assistance to support the development and implementation of the Brazil portion of 2023 Youth Ambassadors program for up to 50 selected students and 2 adult escorts. The Youth Ambassadors exchange program offers outstanding, yet underprivileged, high school students from the public education system a short-term full immersion in U.S. culture and society, as well as skill-building opportunities for the 21st Century work environment. Awarded students get to visit the capital of the United States, attend meetings with public and private institutions, visit schools and social projects, participate in training sessions to help improve communication skills, leadership, teamwork, entrepreneurship and innovation, as well as to develop a creative action plan to help address a key issue in their respective communities. Since its inception in 2003, Mission Brazil’s Youth Ambassadors program (YAP) has evolved from a small exchange program for a dozen high school students to Brazil’s internationally recognized – and hemisphere-wide replicated – flagship youth engagement initiative. The YAP brand is easily recognizable throughout the country and reaches audiences from the dense urban centers of São Paulo and Rio de Janeiro to the most remote parts of rural Brazil. Beyond the exchange itself, this program has become the catalyst for the Mission to build on strategic and lasting partnerships with the government of Brazil by pursuing complementary policy goals in the areas of education, English language teaching, strengthening civil society, as well as by keeping the U.S. as the top destination for Brazilians interested in studying abroad. As a result of its positive impact, since 2010, State Department started funding the program throughout Latin America. Therefore, this funding opportunity will allow the implementing organization to help Mission Brazil: screen and pre-select Brazilian candidates, coordinate and purchase participants' in-country travel, book and purchase round-trip international tickets traveling in the same flights for the participants going to the U.S. and back, include travel insurance during pre-departure orientation in Brazil, as well as for the day of the group’s return to Brazil and their return flights back home, include travel allowance (in dollars) for minor incidental expenses during the program, include a COVID-19 mitigation plan and specific measures, develop and implement a comprehensive pre-departure orientation for participants so that they can feel confident and ready for their first exchange experience in the U.S. Provide advice/support for the participants as they try to implement the action plans developed during the exchange program in the U.S. Participants and Audiences: This funding opportunity aims at supporting the full and positive participation of up to 50 Brazilian public high school students selected for this 2023 Youth Ambassadors program, as well as 2 adult escorts selected from the pool of Partner Institutions spread all over the country.",07/15/2022,08/15/2022,342469,"Dept. of State",19.040
"Education Influencers Exchange Program","Funding Opportunity Title: Education Influencers Exchange Program Funding Opportunity Number: PD-SEOUL-FY22-03 Deadline for Applications: OOB August 19, 2022, GMT+9 Assistance Listing Number: 19.040 Total Amount Available: $100,000 A. PROGRAM DESCRIPTION The U.S. Embassy Seoul / Bureau of East Asian and Pacific Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to implement the Education Influencers Exchange Program. Please follow all instructions below. Program Objectives: The United States has historically been the top destination for degree-seeking Korean students studying at colleges and universities overseas. However, we have seen a yearly decline in the number of Korean students studying in the United States with the figures for 2020-2021 (39,491 Korean students) reflecting a 32% decrease compared to five years ago (2016/17 recorded 58,663 Korean students) and 45% decrease compared to ten years ago (2011/12 recorded 72,295 Korean students). According to the National Center on Education and the Economy, up to 80% of Korean high schoolers each year use private tutoring, including college agents or application preparation services. This is illustrative of Korea's infamous ""education fever,"" fueled by the decision-making power Korean parents wield in their kids' educational decisions. Additionally, as a country with nearly 100% of households with internet access, online forums including internet cafes and vlogs have become key sources for information exchange among parents of school age children. This exchange program will focus on working with 5-7 influencers within this arena, whom the U.S. Embassy in Seoul will select as the participants. NOTE: After issuance of the award, depending on availability of FY22 EOY funding, the number of participants may be increased to 10 and the award will be amended accordingly. The exchange program will consist of three parts: 1. Consultation The selected organization will perform group consultations with candidates, either in-person or remotely, to assess the chief interests and concerns of their audiences (students and their parents) as they pertain to U.S. higher education. The findings will be incorporated into the design of a 10-day exchange program to best address their interests and concerns and promote U.S. higher education. 2. 10-day Exchange program in the United States Findings of the consultation will be incorporated into the design of a 10-day exchange program in the United States. The itinerary will be largely driven by the results of the consultation, but we anticipate that visits to U.S. college campuses and meetings with successful Korean alumni of U.S. higher education institutions will be included in the itinerary. The exchange program may also include stays in two different cities to provide participants a wide view of the United States. Ideally one stop would be more urban, and one more suburban/rural. Throughout the exchange, the participants will be given ample opportunities to collect material for their social media channels. Embassy Seoul will also work with our media/communications team to post snapshots from the tour and brief interviews with participants about their experiences. 3. Social Media Posts As part of the program, each participant will be required to publish three blog or vlog features about study in the United States via their social media accounts within 3 months of the conclusion of the program. The proposal should incorporate 1-3 sessions during the trip to workshop ideas with participants to outline and gather content for these posts. Proposals should budget for two Korean-language interpreters to accompany the group during the ten-day program. One Embassy Seoul employee may also accompany the group to engage, liaise, and troubleshoot any challenges. The applicant organization should plan to include the Embassy staffer in making logistical arrangements, including any cultural activities or ground transport. However, funding for the Embassy staffer’s flights and hotels will be borne directly by the Embassy (i.e., not included in the award budget). Participants and Audiences: The participants of this exchange program will be comprised of 5-7 online influencers selected by the U.S. Embassy who are actively engaged in exploring overseas educational opportunities for South Korean undergraduate university students via online forums including YouTube, online internet cafes, and vlogs. B. FEDERAL AWARD INFORMATION Length of performance period: October 2022 to July 2023 Number of awards anticipated: 1 award Award amounts: awards may range from a minimum of $10,000 to a maximum of $100,000 Total available funding: $100,000 (might be increased upon availability of funding) Type of Funding: FY22 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 2022 (actual trip schedule will be in April 2023) This notice is subject to availability of funding. Funding Instrument Type: Cooperative Agreement. Post will select participants of the exchange program and provide feedback on the consultations and proposed itinerary for the U.S. trip. Program Performance Period: Proposed programs should be completed in 12 months or less. C. ELIGILIBITY INFORMATION 1. 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 Public International Organizations and Governmental institutions NOTE: Preferably US-based NPOs that have a partnership with organizations in ROK, or vice-versa.",07/20/2022,08/19/2022,342575,"Dept. of State",19.040
"Youth Democracy Dialogues","The U.S. Embassy in Dar es Salaam, Tanzania of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to convene Tanzanian youth for a series of public forums focusing on questions of democracy and governance. The end goal of the program is to produce and disseminate a comprehensive report documenting youth views on the kind of system of governance that they feel is best suited to achieving their aspirations. Priority Regions: Dar es Salaam, Zanzibar, Lake Region, Kilimanjaro Region, Southern Highlands Region, Southern Region Program Objectives: In recent years some politicians have attempted to redefine the definition of democracy to legitimize autocratic rule and undermine the importance of values such as universal human rights, the rule of law, free markets, and limited state intervention in the political and social lives of citizens. This project will push back against these efforts by convening young Tanzanians from around the country at a series of youth dialogues where they will debate and define the kind of democracy they want for their country. The findings of these dialogues will be consolidated into a report and shared widely through a national launch, a social media campaign, targeted media engagements, and key-leader meetings. The project will include the following outputs: · Six Youth Democracy Dialogues organized in different parts of the country · Report issued with conclusions from the dialogues · Social media campaign launched to amplify findings from the dialogue · Media engagements conducted to amplify findings from the dialogues · Summit with key leaders and policymakers held to share findings from the dialogues Successful proposals will provide detailed explanations of the following: · The criteria for selecting participants in the youth dialogues · The methodology for soliciting, collecting, and analyzing the views of the participants · The methodology for designing the summary report cataloguing the findings from the dialogues · The media strategy for amplifying the findings of the report in the public sphere The monitoring and evaluation strategy for the project",08/04/2022,09/02/2022,342971,"Dept. of State",19.040
"FY 2023 BridgeUSA STEM Scholarship Fund","The Office of Private Sector Exchange (BridgeUSA) of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the administration of the FY 2023 BridgeUSA STEM Scholarship Fund. The Office plans to issue one cooperative agreement of approximately $260,000, pending the availability of FY 2022 recovery funds that are being carried over for obligation in FY 2023, to implement the BridgeUSA STEM Scholarship Fund in the academic and professional categories. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to provide approximately 50 STEM scholarships to foreign university students, scholars, and professionals evenly distributed across Africa (AF), East Asia and Pacific (EAP), and Western Hemisphere (WHA) regions. Proposals must include a focus on climate change and should include U.S. partnership collaboration with institutions that focus on various STEM fields shared across continents, including improving understanding of climate systems, developing precision agricultural capabilities, enhancing risk assessment tools, and increasing societal resilience in the face of catastrophic natural or human induced disasters. Please see the full announcement for additional information.",09/16/2022,11/14/2022,343558,"Dept. of State",19.451
"FY2023 BridgeUSA Journalism and Rule of Law Scholarship Program","The Office of Private Sector Exchange (BridgeUSA) of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the administration of the BridgeUSA Journalism and Rule of Law Scholarship (JROL) Program. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to provide 20 exchange visitors from select European countries with scholarships in the Intern, Trainee, and Specialist program categories of the Exchange Visitor Program. The program will be administered over 36 months from the date the award is made. The award recipient will recruit and select exchange visitors from marginalized populations (social, political, and economic) in Albania, Belarus, Bosnia and Herzegovina, Bulgaria, Estonia, Finland, Georgia, Greece, Hungary, Kosovo, Latvia, Lithuania, North Macedonia, Moldova, Poland, Romania, Russia, Serbia, Slovakia, and Ukraine. BridgeUSA JROL scholarship selection should ensure that at least five countries are represented among the exchange visitors and ensure a balance of exchange visitors with any of the following academic or professional backgrounds: media and communications, governance and rule of law, or public administration and policymaking. Exchange visitors may come from any of these three backgrounds but should be able to demonstrate a clear nexus to journalism and/or rule of law in their intern/trainee/specialist exchange program. The scholarships would be used to cover exchange visitors’ program fees, including placement at a U.S.-based host organization, health benefits coverage, visa fees, SEVIS fees, and airfare. The award recipient shall oversee all aspects of the BridgeUSA JROL Scholarship Program including, but not limited to, recruitment, screening and selection of candidates, distribution of scholarship funds to exchange visitors, placement of exchange visitors with pre-selected host organizations, providing pre-arrival and in-country orientations, monitoring of exchange visitors, and evaluation of program the effectiveness. Please see the full announcement for additional information.",09/30/2022,11/28/2022,343835,"Dept. of State",19.451
"Zimbabwe University Library Resources Program (ULRP)","A. PROGRAM DESCRIPTION The Public Diplomacy section at the U.S. Embassy Zimbabwe 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, Mental Health, 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 information communication equipment to adequately access the Internet for a host institution; these requests should be reasonable and explicitly explained in the budget, not to exceed 20% of the overall budget. All materials funded by this program must ensure open access to all students and faculty 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, Mental Health, 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 specific relevant faculty departments will be considered: · Access to Academic Journal and Electonic Thesis Databases: programs that promote access to academic journals and electronic thesis database subscriptions that cover One Health, STEM in Agriculture, Mental Health, and Peace and Conflict resolution. · Higher Education Collections: Programs collaborating with faculty in One Health fields, STEM in Agriculture, Mental Health, and Peace and Conflict resolution to source the relevant materials and enhance student access to higher education print collections and resources. · Access to Internet: Programs that seek to strengthen library Internet connection to 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 a specific university faculty involving undergraduate and post- graduate students in the priority subject areas and academic library staff. B. FEDERAL AWARD INFORMATION Length of performance period: 12 months or less Number of awards anticipated: 5 awards Award amounts: US$10,000 Total available funding: US$50,000 Type of Funding: Public Diplomacy Funds – Smith Mundt Anticipated program start date: April 1, 2023 Funding Instrument Type: Grant THIS NOTICE IS SUBJECT TO AVAILABILITY OF FUNDING. C. ELIGILIBITY INFORMATION 1. Eligible Applicants: The following organizations are eligible to apply: Zimbabwean or U.S. media organizations, civil society, academic institutions, and non-governmental organizations. *For-profit or commercial entities are not eligible to apply. 2. Cost Sharing: Cost sharing is not required but encouraged. 3. Registration: In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information. D. APPLICATION AND SUBMISSION INFORMATION 1. To Request Application Package: Email PublicDiplomacyGrants-ZIM@state.gov; an automatic reply with the application forms will be sent. Forms are also available at www.grants.gov 2. Content and Form of Application Submission: Content of Application – the proposal should: · Clearly serve the goals and objectives of this funding opportunity; · Be specific and concise in describing the who, what, why, when, where, how and cost aspects of the project; · Provide all documents in English; and · Include a budget narrative and a budget table in U.S. dollars breaking down costs per unit rates, quantities as well as totals. Application Forms required: · Completed application (form attached) · Detailed projected budget (form attached) · SF-424 (Application for Federal Assistance – Organizations) or SF-424-I (Application for Federal Assistance – Individuals) · SF-424A (Budget Information for Non-Construction programs) · SF-424B (Assurances for Non-Construction programs) Attachments · 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. If you do not have a NICRA, indirect and overhead costs can’t be over 10% of the budget. · Official permission letters, if required for program activities. 3. Required Registrations: All organizations (not individuals) applying for grants must obtain these registrations. All are free of charge: · www.SAM.gov registration which will generate a unique entity identifier (UEI) · NCAGE/CAGE code 4. Submission Dates and Times PD Harare will accept proposals starting November 1, 2022. All applicants should submit their proposals prior to January 31, 2023 for consideration. 5. Other Submission Requirements All application materials may be emailed to PublicDiplomacyGrants-ZIM@state.gov (with “Democratic Principles Grant Proposal” in the subject line). E. APPLICATION REVIEW INFORMATION Review and Selection Process Applications are reviewed on a competitive basis by the Public Diplomacy Grants Committee. Organizations whose applications are not selected for funding will be notified via email no later than September 30, 2023. All qualified proposals will remain on file for up to 12 months for the committee for consideration at any time, if funds become available. If you wish to receive an update on the status of your proposal, please email PublicDiplomacyGrants-Zim@state.gov with the Subject line: “Request for Update on my Submitted Proposal [Title/Date of submission].” F. FEDERAL AWARD ADMINISTRATION INFORMATION 1. Federal Award Notices The grant award or cooperative agreement will be written, signed, awarded, and administered by the Grants Officer. The award agreement is the authorizing document and it will be provided to the recipient for review and signature by email. The recipient may only start incurring program expenses on, not before, the start date shown on the grant award document signed by the Grants Officer. If a proposal is selected for funding, the Department of State has no obligation to provide any additional future funding. Renewal of an award to increase funding or extend the period of performance is at the discretion of the Department of State. Issuance of this Funding Opportunity announcement 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. Payment Method: Payments will be made via electronic funds transfer. 2. Administrative and U.S. National Policy Requirements Terms and Conditions: 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. These include: · 2 CFR 200, 2 CFR 600, Certifications and Assurances, and the Department of State Standard Terms and Conditions, all of which are available at: https://www.state.gov/m/a/ope/index.htm. · Note the U.S. Flag branding and marking requirements in the Standard Terms and Conditions. 3. Reporting Requirements Recipients will be required to submit financial reports and program reports. Reports will include an accounting for expenditure of amounts already received before the next tranche of funds can be released. The award document will specify how often these reports must be submitted. G. FEDERAL AWARDING AGENCY CONTACTS If you have any questions about the grant application process, please contact PD Harare at PublicDiplomacyGrants-Zim@state.gov . Note: Once an application has been submitted, State Department officials and staff — both in the Department and at embassies overseas — may not discuss this competition with applicants until the entire proposal review process is completed.",11/01/2022,01/31/2023,344300,"Dept. of State",19.040
"Strength in Partnership: Call for Proposals","Strengthen the Relationship: The Public Affairs Section (PAS) of the U.S. Mission to South Africa of the U.S. Department of State announces an open competition for Federal financial assistance to support projects that strengthen ties and build relationships between the United States and South Africa. PAS welcomes proposals from South African organizations with a U.S. partner. U.S. organizations may also submit proposals, so long as they have a South African partner. Project Objectives: PAS is seeking proposals that address one or more of the following challenges from a public diplomacy perspective. Public Diplomacy (PD) seeks to promote partnerships and information/knowledge exchange between the Americans and South African publics and institutions to enable more effective, mutually beneficial cooperation with the United States globally, benefitting the U.S. national interest and the national security as well as South Africa. PD aims to identify and fund programs and projects that broaden and deepen dialogue and empower cooperation between American citizens and institutions – including civil society and educational organizations – and their South African counterparts. 1. Adapting to Climate Change and Implementing a Just Green Energy Transition The Challenge: Mitigating and adapting to climate change is a key policy priority for the global community. Climate change is already altering ecosystems, economies, and livelihoods. Floods, drought, and water shortages, driven by climate disruptions, have been severe over the last few years, with parts of the world facing water scarcity issues and others suffering devastating floods. As we move from fossil-fuel based energy production to renewables, livelihoods based on fossil fuels will shift, requiring social safety nets and reskilling to build resilience in these communities. A just transition aims to realize a quality life for those impacted by a transition from fossil fuels to renewables. PAS seeks proposals that will create exchanges of information and experience, as well as partnerships between Americans and South Africans. Projects may generate awareness and promote shared action/collaboration on mitigating and adapting to climate change. Projects may also facilitate the response to the evolving climate crisis with an emphasis on identifying shared challenges and solutions in implementing a just transition to green energy sources. Project proposals should identify a primary audience that the project seeks to influence. An audience related to a just energy transition in South Africa might be, for example: vocational students; secondary school or university educators; start-up entrepreneurs; leadership in community organizations; civil society representatives or government officials working on climate and energy issues. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: fostering economic opportunity and facilitating a green energy transition; sustainable waste management and recycling; urban and peri-urban clean water solutions; climate change adaptation; or urban gardening and greening. 2. Promoting Equity, Social Justice, and Social Cohesion The Challenge: The Black Lives Matter protests in the United States in 2020 quickly grew into mass protests in the United States and around the world, including Africa. Citizens and civil society organizations raised concerns about social injustice that had manifested as racial violence, economic inequality, and non-inclusive historical narratives. The United States has since seen increases in anti-Black, anti-Asian, and anti-Semitic violence but also efforts by government, business, and civil society to address questions of inequity and discrimination within American society. In South Africa, violent social unrest in July 2021, centered predominantly in KwaZulu Natal and Gauteng, led to the loss of two million jobs and a substantial contraction in the South African economy. These events have highlighted continued racial and social cleavages within South Africa, raising important questions around social and economic inequality in the current post-Apartheid era. In response to these events, PAS would like to create safe spaces for dialogue and exchange on topics that address equity, racial justice, and social inclusion in an effort to create greater social and economic security for all citizens. PAS seeks proposals that build on shared American and South African goals to promote respect for human rights and advance racial equity, social justice, and social cohesion. Proposals should align with the U.S. Government’s commitment to acknowledge and protect members of marginalized racial and ethnic communities, including indigenous communities, in keeping with White House Initiatives to advance racial equity and the U.S. Department of State’s Equity Action Plan. Project proposals should complement existing equity efforts, particularly those focused on women and girls, as well as LGBTQI+ persons, persons with disabilities, persons belonging to religious minorities, and members of other marginalized communities. Preference will be given to proposals that engage audiences and help them address the existing disparities and unique circumstances faced by members of marginalized communities, including those who experience compounded discrimination due to multiple and intersecting social identities. Proposals should foster dialogue, encourage civic engagement, and increase understanding about the historical injustices in the United States and South Africa to make concrete connections with contemporary applications of the lessons learned from those histories. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the promotion of equity, social Justice, and social cohesion might be, for example: secondary school or university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Outreach to underscore connections between the struggle for equality of marginalized groups in the United States and South Africa’s liberation struggle; Exploration of the literature, culture, and histories of marginalized groups in the United States with South African audiences; or Facilitation of dialogues and exchanges which increase connections between individuals and communities in the United States and South African committed to increasing equity and social inclusion in both countries, sharing challenges and best practices from contemporary scholarship. Proposals may incorporate use of sport or art that addresses the American experience that is relevant to the South African experience. Competitive proposals will outline how the activities will resonate with South African audiences. 3. A Global Crisis: Trafficking in Persons The Challenge: Through force, fraud, and coercion, human traffickers violate the most basic right of people everywhere to freedom. Traffickers’ exploitative practices negatively impact countries like South Africa and the United States by diminishing and destroying communities, a sense of security, and the global economy. How can we use public diplomacy to combat human trafficking in South Africa, especially in the most at-risk communities? PAS seeks proposals that aim to improve the public’s ability to recognize and report TIP, to identify TIP risk factors, and to reduce demand for labor and sexual exploitation. Proposals should facilitate awareness of and generate grass-roots action on TIP-related issues in South Africa. Proposals should address recommendations in the most recent U.S. Department of State’s Trafficking in Persons Report for South Africa with the goal of increased public knowledge, understanding, and calls for action to prevent this abuse of human rights. Project proposals should identify a primary audience that the project seeks to influence. An audience related to the fight against trafficking in persons might be, for example: members of a vulnerable population (children, LGBTQI+ persons, refugees, migrants, or commercial sex workers); university educators; leadership in community organizations; religious leaders; journalists or editors; civil society representatives; or government officials. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. PAS welcomes proposals incorporating South African government entities as partners. Priority project areas include: Increasing the public’s understanding of trafficking in persons; Increasing TIP awareness among populations vulnerable to trafficking and exploitation; Reducing demand for labor and sexual exploitation; or Increasing the public and civil society’s reporting of TIP offenses and official complicity to appropriate South African authorities. 4. Expanding Cooperation in Higher Education and Vocational Training The Challenge: Universities, colleges, community colleges, and vocational schools are important community institutions in both the United States and South Africa. Economically, they have a role to play in identifying and addressing gaps in skills and other needs. Socially, they can effect positive change in relation to pressing political, social, and economic problems – from youth unemployment to countering gender-based violence to climate change and adaptation. Ties between American and South African institutions should enable societies in both countries to look around the corner at the challenges of tomorrow. PAS seeks proposals that strengthen existing ties and foster new collaborations between U.S. and South African higher education institutions under the University Partnership Initiative (UPI). Proposals should address the option to scale up the scope and reach of the project pending funds availability and should address potential significant involvement by PAS. Collaboration with existing U.S. Mission South Africa programs or alumni of USG-funded exchanges is encouraged. Project proposals should identify a primary audience that the project seeks to influence. An audience related to cooperation in higher education might be, for example: South African university and Technical Vocational Education and Training (TVET) students; South African government officials in positions responsible for funding and programmatic decisions linked to South African higher education institutions; Leadership of NGOs working to improve access to higher education and higher education outcomes; Out of school and other historically underserved individuals and groups who can benefit from restored linkages to educational and vocational opportunities; or Administrators of university, TVET, or community education training centers. While a project may mention or incorporate multiple groups of people, a proposal must identify a single countable primary audience composed of human beings. Proposals should estimate how many people are in the primary audience. Note that short-term impact may lay the groundwork for longer-term outcomes. Priority project areas include: Promoting U.S.- South Africa faculty and student exchanges, particularly the development of dual degree programs that have South Africans complete their studies locally and address South Africa’s shortage of qualified academic staff and that facilitate collaboration on addressing shared challenges in the United States and South Africa; Sharing best practices and expertise in curriculum development and aligning curricula to address job market needs and skills gaps; Developing the use of instructional technology to increase access to educational opportunities, including in the context of challenges like the COVID-19 pandemic; Facilitating early-career training for academics; Joint research, especially in agriculture, food security, health, and STEM; Providing training and transfer skills in all aspects of university and TVET college administration through subject-matter exchange programs; Sharing best practices for student recruitment, retention, and job placement while battling misconceptions about the utility of TVET and community college education; or Exploring public-private partnerships, with an emphasis on commercialization, technology transfer, and job creation as well as post-graduate job placement. Proposals should address how relationships between institutions will be sustained after U.S. government-funded efforts end. Proposals that develop linkages between South African technical universities and their American counterparts are strongly encouraged.",11/22/2022,04/30/2023,344613,"Dept. of State",19.040
"DRL FY22 IRF Empower Youth Leaders to Advance Religious Tolerance in Nigeria","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 support religious freedom in Nigeria.",12/16/2022,02/13/2023,344974,"Dept. of State",19.345
"FY2023 U.S. Embassy Tokyo: The U.S.-Japan Diplomacy Academy for University Students in Northern Japan","The U.S. Consulate General in Sapporo’s Public Affairs Section announces an open competition for organizations to submit applications to carry out The U.S.-Japan Diplomacy Academy for University Students in Northern Japan.Youth in predominantly rural, agricultural communities throughout northern Japan are less likely to graduate from university and study in foreign countries than their peers elsewhere in the country. However, with rising geopolitical tensions involving the Northern Territories, DPRK missile launches, and PRC and Russian naval activity in the waters around Hokkaido and Tohoku, as well as increasing economic reliance on international trade, it has never been more important for the future leaders of northern Japan to be equipped with the knowledge and skills to help navigate these and other critical issues in the decades ahead. This project will arrange fictional but realistic, diplomatic scenario-based “Diplomacy Academy” seminars for students at major universities in Hokkaido and the four northernmost prefectures of Tohoku. Participants will assume the role of U.S. and Japanese diplomats to study, negotiate and solve fictional but realistic issues in the realms of at least one of the following; 1. security/defense, 2. trade/economic security, 3. energy security/climate solutions, and 4. human rights. Preferably the applicant attaches a sample scenario of one of the 4 categories above. The amount $40,000 should cover the travel costs for facilitators/teachers. The applicant must identify and arrange the participants and the venue(s).The program can be conducted in Japanese and/or English.Expected participants will be university students who are interested in international politics, diplomacy, negotiation, or SDGs in northern Japan (defined as Hokkaido, Aomori, Akita, Iwate, and Miyagi Prefectures).",12/21/2022,02/19/2023,344944,"Dept. of State",19.040
"Promoting U.S. Undergraduate Schools","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition to promote study abroad, focusing on U.S. undergraduate educational institutions to Japanese high school students. American and/or Japanese non-profit organizations or individuals may submit proposals to manage and administer programs designed to increase the number of Japanese students studying in the U.S. undergraduate schools.",12/21/2022,02/19/2023,344979,"Dept. of State",19.040
"FY2023 U.S. Embassy Tokyo: Youth Engagement Programs in Bilateral and Multilateral Issues for “Young Specialists”","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for proposals to design, manage, and administer projects to nurture and engage with university undergraduate and graduate students, Ph.D. candidates/young researchers, and young professionals under 30 years-old in dialogue on specific U.S.-Japan policy priorities. These priorities include, but are not limited to, advancing bilateral, regional, and cyber security issues, economic security and collaboration, climate change, women empowerment, and STEM education in advanced technologies such as 5G, quantum information science, biotechnology, and artificial intelligence. These projects should be direct engagements, using in-person, virtual, and/or hybrid styles, between Japanese and American youth, or among Japanese, American, and youth from a third-country (or countries). Cultural exchanges and study-abroad programs without significant weight on topics that focus on U.S.-Japan relations will not be considered.",12/21/2022,02/19/2023,344983,"Dept. of State",19.040
"FY2023 U.S. Embassy Tokyo: Grassroot Efforts in Bilateral and Multilateral Youth Engagement","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for proposals to design, manage, and administer projects to engage with Japanese youth and deepen the understanding of U.S.-Japan relations, the importance of the U.S.-Japan relations, and shared values among Japanese youth as grassroot projects. These projects should focus on direct engagements, whether in person, virtual, or hybrid styles, between Japanese and American youth and/or offer significant weight on topics on U.S.-Japan relations in the Mission priorities for Japanese youth. Cultural exchanges and study-abroad programs without significant weight on topics that focus on U.S.-Japan relations will not be considered.",12/21/2022,02/19/2023,344988,"Dept. of State",19.040
"English Language Teacher Training","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for organizations to submit proposals for English teacher training projects to improve the communicative English language teaching skills of Japanese elementary school teachers in Japan.1. Priority Region: Japan2. Program Objectives: To enhance English language education in Japan to foster a young generation who can compete in and contribute to the global society, the Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) implemented a new policy in April 2020 to teach English as a regular subject for fifth and sixth graders. However, Japanese elementary school teachers are not formally trained to teach English and are in need to learn how to teach English communicatively.The U.S. Embassy has set strengthening English language education as a Mission priority and is committed to providing Japanese teachers of English with Teaching of English to Speakers of Other Languages (TESOL) opportunities to improve their English teaching, with the goal of promoting more student exchange between the United States and Japan.The Embassy proposes to address this complex issue by accepting proposals for English teacher training projects to improve the future communicative English language teaching skills of Japanese elementary school teachers through innovative engagement with teacher training institutions in Japan.",12/22/2022,02/19/2023,345060,"Dept. of State",19.040
"FY2023 U.S. Embassy Tokyo: Ambassador’s Youth Council Japan Conference 2023-2024","U.S. Embassy Tokyo’s Public Affairs Section of the U.S. Department of State announces an open competition for cooperative agreement proposals to design, implement, and oversee the inaugural Ambassador’s Youth Council Country-Wide Conference (AYC Japan Conference), pending the availability of FY2023 funds. The multi-day conference will gather approximately 50-70 alumni of AYC Tokyo and AYC Kansai, ages 18-24. The award recipient should design a youth-focused, high-energy, and dynamic AYC Japan Conference to give the next generation of Japanese leaders the opportunity to develop solutions, partnerships, and ideas on bilateral and multilateral cooperation towards global issues (see the “Participants and Audiences” section below for information about the AYC).",12/23/2022,02/19/2023,344991,"Dept. of State",19.040
"DRL FY22 IRF Empower Youth Leaders to Advance Religious Tolerance in Nigeria","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 support religious freedom in Nigeria.",12/27/2022,02/13/2023,345136,"Dept. of State",19.345
"Project to create and foster a supportive community for secondary school-age youth to challenge harmful gender norms","S/GWI announces a Request for Statements of Interest (RSOI) outlining concepts and capacity to design, implement, manage, and evaluate a project to create and foster a supportive community for primarily secondary school-age youth, roughly between the ages of 13-19 years, with an objective of mitigating systemic barriers that limit the full economic and social participation of girls in all their diversity. Through these communities, these key populations will have access to more safe, equitable, and inclusive opportunities, with a focus on science, technology, engineering, and mathematics (STEM) education and eventual careers. With this support and increased access, secondary school-age youth will be well-positioned to challenge harmful gender norms and contribute meaningfully to their communities. This project is the successor to S/GWI’s existing successful SHE’s GREAT project.",01/13/2023,03/10/2023,345390,"Dept. of State",19.801
"Global Girls Climate Coalition: A project to build a movement of girl-centered climate action","The U.S. Department of State Secretary's Office of Global Women's Issues (S/GWI) announces a Request for Statements of Interest (RSOI) outlining concepts and capacity to design, implement, manage, and evaluate a project that will build a movement of girl-centered climate action, leveraging the power and potential of girls, in all their diversity, to shape and inform policies and actions to combat climate change and related social and environmental issues. Competitive RSOIs may propose a consortium of U.S.-based and/or international organizations with global reach, with one lead organization serving as the primary recipient/applicant. Consortium members must demonstrate strong ties to local non-governmental organizations (NGOs) and/or community-based organizations (CBOs) across chosen countries (particularly those specified for “In-Country Programming”) who can serve as local partners as appropriate. Project activities will support girls in communities across different regions of the world with tailored training in science and technology as well as holistic support in economic skills and social and emotional learning to further their innovations in solutions to the negative effects of climate change. The project will also form a global coalition of young innovators and change agents, supporting them to engage in policy and decision-making at local and international levels. Project activities must support girls from historically marginalized groups, particularly girls from groups and geographies that are disproportionately affected by climate change.",01/13/2023,03/10/2023,345393,"Dept. of State",19.801
"Cybersecurity Youth Academy","The U.S. Embassy of Amman of the U.S. Department of State announces an open competition for not-for-profit organizations to submit applications to develop and implement a cybersecurity academy that will increase cybersecurity awareness, technical skills, and capacity building for 50 Jordanian youth between the ages of 18-24 years old. Proposals should present a curriculum and program that will teach youth how to properly leverage new technologies to combat future security challenges. The activities should be interactive and hands-on with practical and tangible deliverables for program participants.",01/18/2023,05/01/2023,345433,"Dept. of State",19.040
"U.S. Embassy Seoul PD Small Grants Program","Total Amount Available: $300,000 Award Ceiling: $100,000 (with typical grants expected in the $25,000 range) Award Floor: $1,000 Expected Number of Awards: 3ea – 10ea Deadline for Applications: March 17, 2023, 11:59 p.m. GMT+9 This notice is subject to availability of funding. The U.S. Embassy Seoul Public Diplomacy Section (PD) of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is a Notice of Funding Opportunity, outlining our funding priorities and the process to submit applications for funding. Purpose of Small Grants: PD Seoul invites proposals for programs that strengthen ties between the United States and the Republic of Korea (ROK) through programming that highlights shared values and promotes bilateral cooperation. All programs must include an American element, or connection with American experts, organizations, or institutions in a field that will promote increased understanding of U.S. policy and perspectives. Successful proposals will strengthen the capacity of Korean civil society organizations and individuals in order build sustainable activities that advance U.S.-ROK ties. Proposals may include requests for international travel and related costs of experts, speakers and key individuals in support of broader activities. However, participant exchanges should not be the exclusive program activity. Program activities should take place primarily in Korea or have strong justifications for activities in the U.S. or third countries. PD Small Grants Program priorities include, but are not limited to: - Academic and professional lectures, seminars and speaker programs; - Professional and academic exchanges and programs; - Youth leadership development exchanges and programs; - Capacity building programs for grassroots civil society groups; - Activities that focus on areas and audiences outside of the Seoul metropolitan region. Program Area 1) Programs between the United States and the Korea that build the capacity of organizations or individuals focused on the promotion and protection of human rights, the rule of law and civic participation either domestically or internationally. Applications should focus on developing the capacity of organizations or individuals to define a mission statement, fundraise, manage finances, promote effective advocacy and civic engagement, launch public awareness campaigns, monitor and evaluate programming, and other skills as appropriate. Participants and Audiences: Participants should reflect the United States government’s commitment to diversity, inclusion, equity, and accessibility Participants can range from high school and university-aged youth to established professionals who are active in civil society groups focused on the following areas: - LGBQTI+ or other gender minority rights - Disability rights and accessibility - Human rights (global or domestic) - Support for DPRK defector communities - Mitigating gender conflict or providing support for victims of gender-based violence - Religious diversity and interfaith understanding - Support for other marginalized communities Program Area 2) Programs that encourage meaningful discussion amongst either youth, academics, or established professionals in the United States, the Republic of Korea, and Japan on issues of importance to the trilateral relationship such as regional security protection and architecture; climate change and sustainability; international aid coordination and prioritization; economic growth and trade; economic security and supply chain resiliency; civilian space research and cooperation; pandemic response and public health; youth empowerment and global leadership; global affairs and volunteerism; and other issues as appropriate. Participants and Audiences: Participants should reflect the United States government’s commitment to diversity, inclusion, equity, and accessibility - Emerging youth voices (aged 18-29) from the Republic of Korea, Japan, and United States with major fields of study, research topics and/or careers related to the issues listed above and/or other issues affecting the trilateral relationship. - Established professionals from the Republic of Korea, Japan, and United States with academic expertise and/or careers related to the issues listed above and/or other issues affecting the trilateral relationship. Program Area 3) Programs building ties and understanding between Korean, U.S., and regional climate activists and leaders to help countries meet pollution reduction goals; promote sustainable local development; enhance the capacity of independent grassroots environmental groups; build connections between the ROK and other regional environmental activist groups and/or journalists (especially those from natural resource exporting nations in ASEAN); raise youth awareness of climate issues; mediate conflicts arising due to environmental degradation; build capacity and networks of climate-focused social enterprises; and other related issues as appropriate. Priority will be given to proposals that include audiences from both within and outside of the Seoul Metropolitan Region. Participants and Audiences: Participants should reflect the United States government’s commitment to diversity, inclusion, equity, and accessibility - Youth members of climate and sustainability-focused civil society or other independent activist groups - Key influencers, including but not limited to journalists, civil society leaders, academics, regulators, legislative aides, and members of regional governments Program Area 4) Programs to highlight the 70th Anniversary of the U.S.-Korea Mutual Defense Treaty, with a particular focus on exploring the future of the comprehensive security, trade, scientific, and people-to-people cooperation. Applications should include public campaigns and engagements that demonstrate the connection between the comprehensive bilateral alliance and Koreans’ daily lives and livelihoods. Participants and Audiences: Participants should reflect the United States government’s commitment to diversity, inclusion, equity, and accessibility - Key influencers, including but not limited to journalists, civil society leaders, academics, youth interested in issues relevant to the comprehensive bilateral alliance including: o Trade and shared economic security o Economic cooperation in critical industries (semiconductors, electric vehicles, computing, space, etc.) o Indo-Pacific security and stability o Support for Ukraine o Economic development in the global south o Technological research and development o Democratic shared values and press freedom o Cross-cultural exchange and the cultural economy o Other issues as appropriate",01/20/2023,03/17/2023,345455,"Dept. of State",19.040
"FY 2023 On-Demand Youth Leadership Program","The Bureau of Educational and Cultural Affairs (ECA), Office of Citizen Exchanges (CE), Youth Programs Division announces an open competition for the FY 2023 On-Demand Youth Leadership Program. The On-Demand Youth Leadership Program supports U.S. foreign policy goals by allowing the U.S. Department of State to respond quickly to evolving priorities and support U.S. embassies worldwide to meet mission-specific goals stemming from changing or emerging local conditions. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to implement two (2) separate three-week exchanges in the United States for a total of approximately 50 teenage youth (ages 15-18) and adult educators/community leaders. Please see the full announcement for additional information.",01/30/2023,03/31/2023,345649,"Dept. of State",19.415
"Democracy Commission Small Grants Program","The Public Diplomacy Section (PDS) of the U.S. Embassy in the Kyrgyz Republic is soliciting Statements of Interest for grants from Kyrgyz civil society and independent media organizations that focus on one of the priority areas/themes specified below. Applicants should pay close attention to PDS priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Proposals which exceed three pages limit will be disqualified from consideration. Support for Diversity, Equity, Inclusion, and Accessibility (DEIA) All programs should consider strategies for expanding the pool of individuals/organizations/beneficiaries to afford opportunities for as diverse and inclusive a population as is feasible to bring perspectives based on religion, sex, disability, race, ethnicity, sexual orientation, gender identity, gender expression, sex characteristics, national origin, and age to implementation of the program. Note: A specific goal and objectives for each theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: 1. Advancing Business Empowerment and Social Entrepreneurship The economy of the Kyrgyz Republic relies heavily on external factors, contributing to the country’s economic instability in recent decades. The limited economic opportunities and high level of poverty, especially in rural locations, led to mass labor migration, which caused additional socio-economic problems within communities. Previous PDS-funded projects have focused on strengthening entrepreneurship and small business development initiatives by providing beneficiaries with necessary tools and knowledge; increasing the level of financial literacy and business skills; and providing business-related training programs and vocational courses to ensure economic independence and self-sustainability. This funding opportunity seeks to continue to support projects that strengthen the enabling environment for economic growth by addressing specific current challenges: ● high level of poverty in rural locations; ● lack of core competencies and skills needed in the modern workplace; and/or, ● lack of economic opportunities and resources. Project Goal: To strengthen rural entrepreneurship and small business development by increasing knowledge and tools that entrepreneurs and small businesses owners need to make their businesses successful. 2. Promoting Democratic Institutions The Kyrgyz Republic has made democratic gains since its independence; however, democracy in the Kyrgyz Republic continues to face challenges and risks. Independent observers have noted violations of electoral processes; high levels of corruption and low levels of transparency; attempts to impose regulations on NGO/CSOs in a discriminatory manner, persecution of independent media and political repression of freedom of speech; poor public understanding of democratic institutions and legal rights, especially in rural regions; and overall political instability due to social, economic and geographical divisions. Furthermore, while the Kyrgyz NGO sector is vibrant and provides a wide range of educational, social, and legal services, many NGOs lack essential capacities, especially in rural areas, that limit their impact. Previous PDS-funded projects have focused on increasing political participation in decision-making processes, promoting cooperation between local governments and civil society, and strengthening advocacy efforts and raising awareness on universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote more inclusive and accountable democracy by addressing specific current challenges: ● limited knowledge of the importance of the rule of law, civic engagement, civil society, and advocacy; ● limited CSO capacity in communication and public relations, digital storytelling and technology skills, especially in rural areas; and/or ● limited cooperation between rural civil society and local government. Project Goal: To strengthen democracy in the Kyrgyz Republic through increased civic engagement of rural youth, increased positive perceptions of the role of civil society and the rule of law at the citizen level, increased collaboration between citizens and government bodies on good governance, and/or increased organizational capacity of rural NGOs. 3. Combatting Gender-Based Violence Combatting Gender-based violence (GBV) is a key sub-theme of promoting the rule of law and gender equality, which are essential to democratic norms. Despite extensive work and assistance to ensure gender equality in the Kyrgyz Republic, GBV remains a widespread issue in the country. Due to many factors, including, but not limited to poverty, economic dependence, traditionalism, patriarchy and gender discrimination, women in particular face different types of violence such as domestic violence, sexual violence, early marriages, sexual harassment, and physical and mental abuse. GBV is disproportionately underreported, ignored, and silenced by the government and society. Previous PDS-funded projects relating to GBV have primarily focused on raising awareness about human and legal rights, providing economic and leadership empowerment programs, strengthening the capacity of relevant bodies to effectively respond to GBV, and assisting with legal counseling to GBV victims. This funding opportunity seeks to build upon previous projects and strengthen the efforts to effectively prevent and respond to gender-based violence by addressing specific current challenges: ● entrenched gender stereotypes and prejudice; ● lack of economic resources and economic vulnerability; and/or, ● normalization and general acceptance of gender-based violence. Project Goal: To strengthen civil society and government capacity to address gender-based violence in the Kyrgyz Republic through preventative measures. 4. Preventing Violent Extremism (PVE) A significant number of young adults and teenagers in the Kyrgyz Republic experience challenges with social integration, including lack of educational and economic opportunities, especially in rural areas and new urban settlements around Bishkek. Without a strong sense of purpose, these young people are at risk of drifting into violent extremism, leading to further exclusion by their communities. One significant obstacle to young people’s positive engagement in society is a lack of critical thinking skills and ability to filter the information available to them. Previous PDS-funded projects on prevention of violent extremism have primarily focused on promoting tolerance, interethnic dialogue, and socio-economic empowerment of youth through employment partnerships, traineeship programs, and outreach events; increasing skills of positive interaction among youth in the multi-confessional environment of the Kyrgyz Republic; mitigating radicalization among young people through an educational program on media literacy and critical thinking; and working with an interfaith council to promote understanding between people of different faiths to increase acceptance and tolerance. This funding opportunity seeks to build upon previous projects and expand PVE programming in the Kyrgyz Republic through strengthening individual and community resilience and local capacity by addressing specific current challenges: ● lack of sense of belonging to a community, along with low civic participation and proactivity; ● lack of media literacy and critical skills to recognize and reject violent extremist narratives; and/or ● low capacity of local government and civil society actors in PVE and lack of effective collaboration in prevention of radicalization and extremism. Project Goal: To strengthen individual and community resilience among youth in rural regions and new urban communities and build capacity of rural civil society organizations to prevent radicalization through better coordination with key stakeholders, such as youth and government. 5. Countering Trafficking in Persons (CTIP) In 2019, the Kyrgyz Republic formally adopted a national referral mechanism (NRM) to help counter trafficking in persons (TIP.) The NRM established formal policies on victim identification, assistance referral, provision of social services, and protection of victims’ personal data, but the government provided very limited training on the NRM to key implementers. Previous PDS-funded projects have primarily focused on prevention of human trafficking through strengthened partnerships with government authorities, regional TIP coordination councils, and NGOs; improved understanding among local authorities and NGOs on the national referral mechanism policies; and raising public awareness on trafficking-related issues and risks of illegal migration through legal rights trainings to ensure safe migration and avoid exploitation abroad. This funding opportunity seeks to build upon previous projects and expand trafficking-in-persons programming in the Kyrgyz Republic by addressing specific current challenges: ● lack of effective standard operating procedures (SOPs) for state bodies including local administrations and local self-governments to implement NRM; ● low capacity of local government officials, including regional TIP coordination council members, as well as NGO representatives, to implement NRM and identify victims based on four identification criteria; and/or ● limited public awareness on trafficking-related issues, risks of illegal migration and the legal rights of migrants. Proposed projects should seek to address at least two of the three challenges above by leveraging local, state, and civil society stakeholders to strengthen interagency coordination in countering the problem of human trafficking; increase the capacity of officials in identification and protection of victims; and raise awareness of vulnerable migrants on their legal rights to ensure safe migration. Project Goal: To reduce trafficking-in-persons in the Kyrgyz Republic by educating and empowering labor migrants and at-risk groups, building capacity of government officials, and improving understanding of TIP issues.",01/31/2023,03/20/2023,345665,"Dept. of State",19.900
"FY 2023 Study of the U.S. Institute for Student Leaders from Pakistan on Comparative Public Policymaking","The Study of the U.S. Branch (ECA/A/E/USS), Office of Academic Exchange Programs, Bureau of Educational and Cultural Affairs (ECA), invites proposal submissions from accredited U.S. post-secondary education institutions (community colleges, liberal arts colleges, minority serving institutions, public and private universities) and other U.S. public and private non-profit organizations (see section C. Eligibility Information in the NOFO) for the design and implementation of one Study of the U.S. Institute (SUSI) for Student Leaders from Pakistan on Comparative Public Policymaking to take place in summer 2024.The SUSI for Student Leaders from Pakistan on Comparative Public Policymaking will provide approximately 20 undergraduate students from Pakistan with a deeper understanding of U.S. society, culture, values, and institutions. The SUSI will be approximately five weeks, including a four-week academic residency and a one-week integrated educational study tour. The study tour must complement the academic residency and should take participants to diverse communities in the United States. This component should include a minimum of three days in Washington, DC. The program should include opportunities for continued follow-on engagement once participants return to Pakistan. Please see the full announcement for additional information.",02/01/2023,04/03/2023,345735,"Dept. of State",19.009
"FY 2023 Community College Administrator Program (CCAP)","The Office of Global Educational Programs of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) announces an open competition to administer the FY 2023 Community College Administrator Program (CCAP). Accredited U.S. colleges and universities and other U.S. public or private non-profit organizations meeting the provisions described in Internal Revenue Code section 501(c)(3) may submit proposals to design, administer and implement one, approximately five to six-week intensive exchange program including a virtual component and a minimum of three weeks of programming in the United States. The program is designed for foreign participants, including institutional administrators and government officials, with significant responsibilities related to post-secondary vocational and technical education in selected countries. The program will examine the key tenets of community college administration and cutting-edge programs at U.S. community colleges that address local educational and workforce development needs. In support of U.S. foreign policy, the program will build participant skills in community college administration in key areas including, but not limited to, workforce development, leadership, governance, student affairs and student services, program assessment, finance and fundraising, private sector partnerships, community engagement, and distance learning. The successful applicant will provide responsive and flexible programming and exhibit an ability to tailor activities to selected countries’ priorities for vocational and technical education and workforce development that leads to measurable institutional and broader positive change in the sector. ECA, in consultation with the Department’s regional bureaus, embassies/consulates and/or Fulbright Commissions, will select the final participating country or countries to reflect current foreign policy priorities.",02/07/2023,04/10/2023,345859,"Dept. of State",19.408
"Democracy Commission Small Grants Program","The U.S. Embassy Ashgabat Public Diplomacy (PD) Section of the U.S. Department of State is pleased to announce that funding is available through the Embassy’s Democracy Commission Small Grants Program. This program supports the development of the country's democratic institutions and civil society by competitively awarding small grants to nonprofit, nongovernmental organizations (NGOs) and associations, to nonprofit civil society organizations (CSOs), and to independent local media organizations in Turkmenistan. Applicants are strongly encouraged to submit joint proposals with another NGO, such as a regional NGO collaborating with an Ashgabat-based organization, to build partnerships and strengthen civil society capacity. Background: The PD Section of the U.S. Embassy in Turkmenistan is soliciting Statements of Interest for grants from Turkmen civil society, economic union and independent media organizations that focus on the priority theme specified below. Applicants should pay close attention to PD priority goals, program areas, target audiences, and geographic location when developing their proposals. Statements of Interest, including the short budget proposal, cannot exceed three pages. Note: A specific goal and objectives for the theme are listed below. Please ensure you pay close attention to each of the goals, objectives, and target audiences when developing your proposal. Priority Themes: Development of a new generation of civil society leaders The Turkmen NGO sector is a developing sector, and many NGOs, especially in rural areas, are in need of certain skills in order to maximize their impact. Previously funded projects have focused on encouraging cooperation between local governments and civil society, strengthening advocacy efforts and raising awareness around universal human rights, especially among vulnerable and marginalized populations. This funding opportunity seeks to promote youth interest in civil society sector development, train youth in project management and fundraising skills, increase cooperation between existing NGOs and create new civil society organizations. The U.S. Embassy is seeking proposals that focus on addressing the following challenges: Increase knowledge on the importance of rule of law, civic engagement, civil society, and advocacy. Increase NGO capacity in strategic planning, project design and management, monitoring and evaluation, public relations, and organizational communications, building partnerships, and organizational and financial sustainability, especially in rural areas; and/or Increase cooperation between rural and urban civil society and local government. Project Goal: Create strong, diverse, and independent groups of youth representatives that will go on to engage government and all institutions, deter corruption, and increase civil society’s ability to respond to the needs our different groups in Turkmenistan. Project Audience(s): Potential and current urban and rural NGOs, including youth organizations, rural and urban youth and university students aged 14-28, community leaders, and local and state government officials. Project Objectives (Project proposals may address one or more of these objectives. While these numbers are suggestions, grantees may select different targets as they see fit.) Within 12 months: 1) Increase number of registered NGOs in Turkmenistan by improving organizational capacities of institutions engaged in the civil society sector, including assessment of institutional development needs of local organizations, providing training to strengthen organizational system capacities, guidance on budgets, strategic planning, communications, and policy and program infrastructure, etc. 2) Build awareness of civil society career opportunities among at least 60 secondary school students or university students through activities like debate, advocacy, speaker programs, and rule of law and leadership programs 3) Promote youth participation for a minimum of 60 high school students in civic, social, and economic life that promote sustainable civic education practices, engagement, and leadership and contribute to the development of their families and communities. 4) Establish long-term partnerships with local CSOs. 5) Encourage youth decision-making and contribution to governance that address environmental challenges and/or governmental accountability through at least seven regional youth leadership initiatives in partnership with local self-governments and local councils. 6) Improve skills of at least eight rural (or relatively low capacity) CSOs to utilize traditional and social media for outreach campaigns (e.g., establishment of robust communication plans and strategies) that support of program goals; and/or 7) Develop better connectivity between a minimum of eight rural NGOs working with youth, women, and other underserved groups and local government bodies, that include continued engagement strategies that were the outcome of associated networking and mentoring programs. C. ELIGIBILITY INFORMATION The following organizations are eligible to apply: ■ Not-for-profit organizations, ■ Civil society/non-governmental organizations, ■ Economic unions, ■ Media organizations. For this announcement, only organizations based in Turkmenistan are eligible to apply. Organizations unique to Turkmenistan will be prioritized over local branches of international NGOs/CSOs.",02/08/2023,03/28/2023,345887,"Dept. of State",19.900
"U.S. Embassy Teacher Academy","Please refer to the full funding opportunity and the FAQs attached to the Related Documents section.The Embassy of the United States of America is offering multi-year funding for the organization and implementation of an annual, nationwide teacher training seminar for educators on the high school level, curriculum developers, teacher trainers, senior, junior, and future teachers, as well as textbook editors in Germany. The seminar will focus on subjects such as English, American Studies, history, and the social sciences. Special attention will be given to “Quereinsteiger” teachers, who will be teaching in the English-language classroom without rigorous university training in American Studies.Input and materials should go beyond textbook content. They should significantly deepen the participants’ understanding of U.S. society and help them strengthen democratic values in the classroom. Expert speakers should focus on, for example,(1) balanced and broad political, historical, and cultural content(2) current developments in the U.S.(3) issues and measures related to diversity, equity, and inclusion (DEIA) to foster an appreciation of individual differences(4) innovative concepts to combat global challenges such as climate change and to modernize our educational, social, and economic systems(5) concepts to strengthen the transatlantic partnership that involve the next generation.Through their participation in the seminar, project participants should be empowered to provide their students with relevant, current, and profound insights into U.S. related content.The successful applicant (the “implementer”) should have a deep understanding of Germany’s federal educational landscape and school curricula in 16 German Länder in subjects that cover U.S. related content, among them predominantly English as well as history and the social sciences. The implementer should serve as a bridge between schools and the university and should be able to update teachers on state-of-the art research in American Studies and pedagogy conducted on the University level.The format of the teacher training seminar should include expert input via lectures, interactive workshops, and informed discussions. Participants should immerse themselves in an English-language environment as an alternative to an actual study tour to the U.S. The implementer should utilize technology where appropriate and state-of-the-art educational methods in conducting immersive and effective sessions. The implementer should look to integrate American voices into the program that cover a breadth of perspectives and experiences.The implementer will be responsible for selecting an appropriate venue and target audiences in all German states (described above), conducting outreach, recruiting participants, and developing and implementing session curricula. The implementer will consult with the Public Diplomacy (PD) section of the U.S. Embassy on already established resources and frameworks for teacher training programs such as the national Teacher Academy and regional seminars.The implementer should expand on existing expert networks and recruit speakers with a fresh and innovative viewpoint for the seminar. Speaker logistics will be administered by the implementer in cooperation with the Public Diplomacy (PD) section of the U.S. Embassy and Consulates. The implementer should also include designated measurement and evaluation procedures in their project design so the Embassy can continually assess project implementation quality and effectiveness.",02/15/2023,04/02/2023,346124,"Dept. of State",19.040
"DRL Youth Empowerment in Serbia","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 support youth civic engagement and empowerment in Serbia.",02/22/2023,04/26/2023,346297,"Dept. of State",19.345
"Official U.S. Presentation at the 60th International Art Biennale","The Biennale is one of the oldest and most prestigious international exhibitions of visual art, showcasing leading contemporary art from around the world. The Biennale is a unique opportunity to reach non-traditional and underserved audiences (e.g., youth, urban communities, and people with disabilities), and the U.S. Department of State has special interest in engaging these audiences through outreach activities associated with the exhibition.",02/24/2023,04/20/2023,346394,"Dept. of State",19.415
"INTERETHNIC RECONCILIATION AND YOUTH SMALL GRANTS PROGRAM","The United States Embassy in Bosnia and Herzegovina, through the Public Diplomacy Section, is pleased to announce a Notice of Funding Opportunity (NOFO) for the Interethnic Reconciliation and Youth Small Grants Program. INTERETHNIC RECONCILIATION AND YOUTH SMALL GRANTS PROGRAM This program supports projects and initiatives with the primary goals of fostering multi-cultural cooperation and dialogue and promoting intercommunity exchange, collaboration, and joint projects. We are seeking projects and initiatives that clearly develop increased tolerance and cooperation between the ethnically and geographically diverse communities of Bosnia and Herzegovina and create positive change that contributes to a multi-cultural, peaceful and stable Bosnia and Herzegovina (BiH) that thrives on its diversity. Proposals should engage youth, belonging to at least one of two specific age ranges: a. ages 14-17 or b. ages 18-24. The Embassy welcomes all innovative proposals aimed at accomplishing these goals.",02/27/2023,04/13/2023,346409,"Dept. of State",19.900
"FY 2024 Fulbright Teacher Exchange Programs","The Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA), U.S. Department of State, announces an open competition for one cooperative agreement to administer the Office's Fulbright Teacher Exchange Programs in Fiscal Year (FY) 2024. For more than 75 years, Fulbright Teacher Exchanges have offered opportunities for educators to learn, teach, consult, observe, and collaborate in classrooms and schools abroad. Fulbright Teacher Exchanges provide professional learning programs for elementary and secondary (K-12) educators in the United States and around the world. Fulbright Teachers develop their educational practice and bring global knowledge, skills, and perspectives to their schools. These educators forge lasting connections that foster mutual understanding and prepare their students to be future leaders, equipped to collaborate with others around the world to address global challenges. Fulbright Teachers’ participation in these programs has a powerful multiplier effect in their classrooms, influencing millions of students around the world over the course of their careers. More specific information for each program component is provided below and in the Project Objectives, Goals, and Implementation (POGI) document. Fulbright Teacher Exchanges are part of the suite of offerings within the Fulbright Program. The Presidentially appointed J. William Fulbright Foreign Scholarship Board (FFSB) is responsible for the programs listed below, and establishes policies and procedures that govern the Fulbright program including overall policy guidelines and selection criteria which are available at the following website: https://eca.state.gov/fulbright/about-fulbright/fulbright-foreign-schol.... The FFSB is responsible for the final selection of all Fulbright candidates. Organizations must ensure compliance with all FFSB policies and procedures and fully and properly identify this program as both a Fulbright Program and a U.S. Department of State Program in all communications. U.S. public and private non-profit organizations or consortia or other combinations of eligible organizations meeting the provisions described in Internal Revenue Code section 501(c)(3) may submit a proposal to cooperate with the Bureau in the administration of the FY 2024 Fulbright Teacher Exchange Programs. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. Applicants should submit one budget that clearly details the costs per program component. Applicant organizations are encouraged to develop synergies across and among program components, look for administrative efficiencies, and explore public and private partnership opportunities with U.S. for-profit and non-profit entities, school districts, and other education stakeholders to increase support for selected U.S. Fulbright educators. U.S. public and private applicant organizations meeting the provisions of a 501(c)(3) must be based in the United States. ECA anticipates issuing one cooperative agreement, pending the availability of FY 2024 funds. ECA reserves the right to fully fund, partially fund, or not to fund a given program component. Please see section B. Federal Award Information below for additional details. The amounts listed for each component are provided below to enable applicant organizations to prepare budgets for planning purposes only and are subject to change, pending the availability of FY 2024 funds.",03/02/2023,05/19/2023,346566,"Dept. of State",19.408
"Pakistan English Language Professional Development for Teachers, Students, and Young Professionals","The Regional English Language Office (RELO) in the Public Diplomacy Section of the U.S. Embassy Islamabad of the U.S. Department of State (hereafter referred to as “RELO Pakistan”) is pleased to announce an open competition for assistance awards through this Notice of Funding Opportunity (NOFO). RELO Pakistan’s purpose in funding projects under this opportunity is to improve human capacity by creating a better educated and more skillful workforce. This program will increase participants’ English language proficiency, employability, and leadership and critical thinking skills, enabling them to become productive members of their community and society.PDS Islamabad invites all eligible organizations (see Section C for Eligibility Requirements) to submit proposals for grants that address the project components listed below.Proposed budget cannot exceed $500,000 and will have a project duration of up to three (3) years. Each proposal should address the ability to implement all three program components outlined in this NOFO.Effective English language teachers can prepare Pakistanis, especially youth, to better participate in the global community and prepare them for success in the workplace, thus contributing to economic growth. The three program components announced in this Notice of Funding Opportunity (NOFO) include (1) Professional Development for English Language Teachers from Non-Mainstream Institutions; (2) Professional Development for novice Pakistani English language teachers; and (3) Professional Development for Transgender Youth and for Afghan Teachers, Students, and Young Professionals Residing in Pakistan. These program components will expand language learning opportunities for the Pakistani people, especially youth and marginalized populations. The award seeks a U.S. or Pakistani partner to promote the development of English language skills, knowledge of current English Language Teaching (ELT) pedagogies, and the leadership skills of select English language teachers, students, and young professionals, particularly from underserved, minority communities.This NOFO aims to support the Department of State’s initiatives to promote and strengthen English language teaching and learning in Pakistan through the following program components:1. Professional Development for English Language Teachers from Non-Mainstream Institutions2. Professional Development for Novice English Teachers3. Professional Development for Transgender Youth and for Afghan Teachers, Students, and Young Professionals Residing in Pakistan.Public Diplomacy GoalsPublic Diplomacy programming prioritizes communications and interaction with international audiences, educational and cultural programming, and professional and educational exchanges.English language programs are a key component of U.S. Government Public Diplomacy efforts in Pakistan, creating valuable opportunities for the Mission to engage key audiences, as well as providing lasting and meaningful professional, educational, and personal opportunities for Pakistan-based program participants.Proposals funded under this award will further the U.S. Mission to Pakistan’s following public diplomacy goals:1. Strengthen people-to-people ties between the United States and Pakistan through shared information, experiences, exchanges, and/or expertise.2. Strengthen civil society and local organizations to build long-term, self-sustaining relationships and institutional linkages between U.S. and Pakistani organizations, including capacity building for Pakistani organizations.3. Promote community cohesion through positive messages and inclusive perspectives that increase social tolerance and counter extremist narratives.More information about the Regional English Language Office can be found at:https://pk.usembassy.gov/education-culture/relopakistan/RELO Islamabad’s purpose in funding three program components under this NOFO is to improve human capacity by creating a better educated, inclusive, and more skilled workforce. Professional development for English language teachers and students in Pakistan will improve teachers’ and students’ English language proficiency and increase their classroom effectiveness, particularly for participants from marginalized and underserved communities. To this end, RELO Islamabad invites proposals that address all three program components listed in the NOFO.",03/03/2023,05/03/2023,346577,"Dept. of State",19.501
"U.S. Higher Education Guidance Counselor Training Program","The Embassy of the United States in Kathmandu announces an open competition for U.S. alumni (Nepali Graduates from U.S. institutions) or alumni from U.S. government-funded and U.S. government-sponsored exchange programs to submit applications to the 2023 U.S. Higher Education Guidance Counselor Training Program. Teams with at least two U.S. graduates/alumni who meet all the program's eligibility conditions are invited to submit applications. The deadline for submitting proposal to culturektm@state.gov by Sunday, April 16, 2023. Any submission received after the deadline will not be considered for this grant opportunity. A. PROGRAM DESCRIPTION This program provides grants to qualified teams with experience in U.S. higher education to train Nepali teachers and guidance counselors from local secondary schools and provide them with a comprehensive understanding of the U.S. higher education system, the college application process, and the U.S. student visa process. The program’s objective is to increase the number of informed counselors who can serve as mentors to students interested in studying in the U.S. With this foundational training under their belt, the counselors will return to their home institutions ready to excel in their counseling and academic role as mentors to students interested in studying in the U.S. PAS Kathmandu will oversee successful applicants which will: · In the first phase, find suitable locations in at least three major cities in Nepal including Kathmandu for holding a two-day training conference that will train 20 – 30 guidance counselors at each location to be U.S. higher education mentors. · In the second phase, conduct the training program in Kathmandu, and then conduct the training program in at least two different provinces outside the Kathmandu Valley. These programs should enable the guidance counselors and teachers to act as mentors to their students and deliver accurate information, as well as relevant skill-building activities and resources to interested students and parents at their local institutions. B. FEDERAL AWARD INFORMATION Program Office: Public Affairs Section, Embassy of the United States in Kathmandu, Nepal Funding Opportunity Title: U.S. Higher Education Guidance Counselor Training Program Announcement Type: Small Grant Deadline for Applications: Sunday, April 16, 2023, Kathmandu, Time Total Amount Available: $15,000 USD CFDA Number: 19.040 C. ELIGILIBITY INFORMATION 1. Eligible Applicants: The following individuals are eligible to apply: · Applicants must be U.S. Graduates or alumni of a U.S. government-funded or sponsored exchange program (https://alumni.state.gov/list-exchange-programs) · Projects teams must include at least two (2) alumni. · Alumni who are U.S. citizens may not submit proposals, but U.S. citizen alumni may participate as team members in a project. · Alumni teams may be comprised of alumni from different exchange programs and different countries. · Applications must be submitted by exchange alumni or alumni associations of USG exchange alumni. Not-for-profit, non-governmental organizations, think tanks, and academic institutions are not eligible to submit applications but can serve as partners for implementing project activities. 2. Cost Sharing Inclusion of cost share is not a requirement of this opportunity. 3. Grant Program Area: The proposed project will: · Provide open access to accurate, high-quality information that counters fee-based consultancy services’ misinformation in Nepal. · Increase the number of informed counselors to serve as mentors to students interested in studying in the U.S. · Foster strategic mentor/mentee pairings to cultivate informed families and students better prepared to apply for study in the U.S. The proposed program will take place in cities across Nepal over the course of one year, with the following requirements: · Number of participants: a minimum of 100 guidance counselors and teachers from Nepal trained, at least 50% of whom are women. · Training locations: At least one training in Kathmandu, and at least two trainings in cities in other provinces. Applicants may choose to partner with colleges, universities, and American Corners in the three cities. · Outputs: The creation of digital training resources, in both English and Nepali and targeted towards student and parent populations, on studying in the U.S. 4. Other Eligibility Requirements If the grant is awarded to a team of individuals only, those individuals are not required to have a UEI (Unique Entity ID) number or be registered in SAM.gov. However, if the team includes an organization as a partner in the project, that organization must have a UEI, as well as a valid registration on www.SAM.gov. Organizations must have a commitment to equal opportunity employment practices and to non-discrimination practices with regard to beneficiaries, without regard to race, religion, ethnicity, gender, sexual orientation, or political affiliation. Note: Applicants are only allowed to submit ONE proposal. If more than one proposal is submitted, all proposals from that alumni team will be considered ineligible for funding. D. APPLICATION AND SUBMISSION INFORMATION Important: Interested applicant must submit a project proposal and a clear budget electronically via email [culturektm@state.gov] to the Public Affairs Section of the U.S. Embassy in Kathmandu no later than April 16, 2023. Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible. 1. Project Team Information: At least two exchange alumni team members are required for a project to be considered for funding. Applications need to provide the name and contact information, describe the role each team member will have in the project, and their experience, qualifications, and ability to carry out that role. Applicants need to indicate what proportion of the team member’s time will be used in support of the project. 2. Proposal Summary: A short narrative which outlines the proposed project, including challenge/s to be addressed, project objectives, and anticipated impact. 3. Project Goals and Objectives: The goal/s of the proposed project need to describe what the project is intended to achieve and include the objectives which support the goal/s. Objectives should be specific, measurable, and realistically achievable in a set time frame. 4. Project Methods, Design, and Timeline: A description of how the project is expected to work to solve the stated problem and achieve the goal/s. This should include a description of the project’s direct and indirect beneficiaries as well as a plan on how to continue the program beyond the grant period, or the availability of other resources, if applicable. The proposed timeline for the project activities should include the dates, times, and locations of planned activities and events. Applicants may also submit proposed workshop or training agendas and materials. 5. Local Project Partners: A list of partners who will support the proposed project, if applicable. 6. Communication Plan: The communication plan should include a communication and outreach strategy for promoting the proposed project. It may include social media, websites, print news, or other forms of media intended to use to share information about the project to beneficiaries and the public. 7. Project Monitoring and Evaluation Plan: The Monitoring and Evaluation component of the proposal should outline in detail how the proposal’s activities will advance the program’s goals and objectives. This should include any outcomes showing a change in knowledge, awareness, and attitudes; improved quality of services; increased capacity at a school, group; etc. 8. Budget Justification Narrative: Applicants must submit a detailed budget and budget narrative justification. Line-item expenditures should be listed in the greatest possible detail. Budgets shall be submitted in U.S. dollars and final grant agreements will be conducted in U.S. dollars. Note: Applicants will be required to submit additional federal forms after their proposals are shortlisted. Disclaimer: This notice is subject to availability of funding. U.S. Embassy Kathmandu does not guarantee availability of funding by receiving applications under this announcement. Only successful applicants will be contacted. E. FEDERAL AWARDING AGENCY CONTACT Questions about the grant application process should be directed to: Culturektm@state.gov or Rekha Giri, Education Outreach Coordinator at girirk@state.gov or 01-423 4176.",03/03/2023,04/16/2023,346579,"Dept. of State",19.040
"FY 2023 BridgeUSA Global STEM Scholarship Fund","The Office of Private Sector Exchange (BridgeUSA) of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the administration of the FY 2023 BridgeUSA Global Science, Technology, Engineering, and Mathematics (STEM) Scholarship Fund. The Office plans to issue one cooperative agreement of approximately $360,000, pending the availability of funds, to implement the BridgeUSA STEM Scholarship Fund in the academic and/or professional categories. U.S. accredited colleges/ universities, U.S. consortia of accredited colleges and universities including consortia of community colleges, or U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) who are interested in collaborating with ECA to promote STEM education and career STEM initiatives in the United States, may submit proposals to provide between 20 and 30 STEM scholarships to foreign university students, scholars, and professionals evenly distributed across eligible countries in Africa (AF), East Asia and Pacific (EAP), and Western Hemisphere (WHA) regions. Exchange visitors will be recruited from any of the following eligible academic and professional J-1 visa categories: College/University Students, Interns, Research Scholars, and Trainees. U.S. consortiums representing universities/colleges are encouraged to apply. Proposals must include a focus on climate change and should include U.S. partnership collaboration with institutions that focus on various STEM fields shared across continents, including improving understanding of climate systems, developing precision agricultural capabilities, enhancing risk assessment tools, and increasing societal resilience in the face of catastrophic natural or human induced disasters. Please see the full announcement for additional information.",03/08/2023,05/10/2023,346686,"Dept. of State",19.451
"Women in STEM Mentorship Program","FUNDING OPPORTUNITY DESCRIPTION U.S. DEPARTMENT OF STATE U.S. MISSION IN MOROCCO PUBLIC DIPLOMACY GRANT PROGRAM Notice of Funding Opportunity for Fiscal Year 2023 Funding Opportunity Title: Women in STEM Mentorship Program Funding Opportunity Number: PAS-MOROCCO-FY23-05 Deadline for Applications: April 24, 2023 Assistance Listing Number: 19.040 Email: Rabatgrants@state.gov A. PROGRAM DESCRIPTION The U.S. Embassy Morocco is pleased to announce an open grant competition to award a cooperative agreement to organize a Women in STEM Mentorship Program. The Embassy’s Public Affairs Office invites proposals from established Moroccan associations, committed, and organized civil-society organizations to implement a Women in STEM mentorship program, an initiative designed to address the underrepresentation of women in the STEM fields. The program will foster a community of women in STEM and will provide a platform for young women to connect with each other, share their experiences and support one another. Please follow all instructions below. Priority Region: Morocco Program Objectives The program’s goals and objectives are to: 1. Increase the representation of women in STEM fields: The program aims to increase the number of women pursuing careers in STEM by providing mentorship support and resources to young women interested in these fields. 2. Promote gender equality in STEM: The program aims to address the barriers and biases that prevent women from participating in STEM fields and to create a more inclusive and equitable environment for women in STEM. 3. Enhance the employability of young women in STEM: The program aims to provide young women in STEM with the skills and experiences needed to succeed in the workforce and to increase their chances of getting hired in STEM fields. 4. Promote STEM education and awareness: The program aims to promote STEM education and awareness among young women and to encourage more girls to pursue studies in STEM fields. The applicant must meet the specific criteria below: - Project design and preparation: The Recipient will define, in consultation with the U.S. Embassy, the project scope, main outcomes and outputs including participants, projects, and participants’ profiles. The recipient will also handle all project logistics including venues, training dates, facilitators, trainers, and volunteers. - Call for applications: The Recipient will advertise the application to become a mentor and mentee using social media and direct engagement and outreach through their own youth networks. The Recipient will also develop and implement a competitive established recruitment process to select 200 female university students, create mentor-mentee teams, and make sure each team of mentor’s recruits and works with 15 mentees to develop pertinent technology projects. - Design of training: The Recipient will provide continuous training and support to the teams and complement the trainings with team building and leadership activities. - Program delivery: The Recipient will organize a three-day training of trainers for a selected number of mentors. Four months later, the recipient will organize regional and national events where teams will benefit from additional training and will pitch their projects. - Program locations and logistical support: The Recipient will select target (under-represented, under-served and at-risk) cities/regions/populations for recruitment and delivery of the training in coordination with the Public Affairs Section. The Recipient will be responsible for all logistics for the trainings including securing training facilities, hotel accommodation for staff and trainers, and arranging for the procurement of meals and supplies. - Monitoring and evaluation: The Recipient will develop a monitoring and evaluation plan. This M&E plan will consist of pre-training and post-training surveys to measure the impact of the program on the beneficiaries in consultation with PAS. The recipient will be responsible for sending an update about the participants’ projects six months after the national competition. - Sustainability: The Recipient will develop a sustainability plan to maintain close contact with participants and provide mentorship to the beneficiaries and include them in future events. Applicants are encouraged to submit proposals that use a mix of interactive activities and learning experiences to help participants develop their skills. All proposals should contain a proposed syllabus covering the title and content of sessions and how each relates to the overall program objectives. Proposals should also include a detailed explanation of how applicants will be recruited and a description of how program activities will bring about the intended results. All program activities should have a strong American focus. Curriculum modules should include U.S. models, examples, and precepts. GUIDELINES: B. FEDERAL AWARD INFORMATION Length of performance period: 10 to 12 months Number of awards anticipated: 1 award Award amounts: The award may range from a minimum of $60,000 to a maximum of $70,000 Type of Funding: FY23 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 2023 This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement. The Public Affairs Office will be actively involved in the award implementation. U.S. Embassy staff will: a. Provide standardized logos/branding guidelines for promotional materials b. Approve marketing materials and participating in promotional activities of the program and utilizing the U.S. Mission’s social media platforms and media contacts. c. Approve the selection of the venue. d. Approve participant and trainer recruitment and selection plans. e. Assist in identifying and contacting alumni of U.S. government exchange program, representatives of U.S. companies, and U.S. Mission personnel as potential speakers or trainers. f. Review and approve proposed program speaker and trainer rosters and activity/workshop/site visit topics and formats. Program Performance Period: Proposed programs should be completed in twelve months or less. The Department of State will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State. C. ELIGILIBITY INFORMATION 1. Eligible Applicants The following organizations are eligible to apply: - Only Moroccan associations and committed and organized civil-society organizations with full SAM registration and experience executing youth STEM programs will be eligible to receive funding. - U.S. organizations and NGOs are not eligible. 1. Cost Sharing or Matching There is no minimum or maximum percentage required for this competition. 2. Other Eligibility Requirements To be eligible to receive an award, all organizations must have a unique entity identifier as well as a valid registration on www.SAM.gov. Please see Section D.3 for information on how to obtain these registrations. D. APPLICATION AND SUBMISSION INFORMATION • Applications are due by April 24, 2023. • The proposal should be $60,000-$70,000. • Acquisition of a UEI number and a SAM.gov registration is required. • The project should not have an intended start date before October 2023. • All proposals must adhere to the policy explained in the Women in STEM Mentorship Program Notice of Funding Opportunity (NOFO) including the “eligibility requirements.” Please review these requirements carefully. Upload, complete, and return these required forms: •SF424 (Application for Federal Assistance) •SF424A (Budget Information) •SF424B (Assurances) •Project Narrative Form (in English) •Applicant Organizational Information Form •Detailed proposed program •Budget Proposal (in USD) (please use $1 = 10 MAD as exchange rate) •CVs for Director and key project personnel •Final registration papers for the organization (وصل نهائي) Submit all forms in electronic format to Rabatgrants@state.gov no later than April 24, 2022, at midnight. All questions about this NOFO should be addressed to: Rabatgrants@state.gov",03/10/2023,04/24/2023,346748,"Dept. of State",19.040
"FY 2023 BridgeUSA Ukraine Journalism Scholarship Program","The Office of Private Sector Exchange (BridgeUSA) of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the administration of the BridgeUSA Ukraine Journalism Scholarship Program. The Office plans to issue one cooperative agreement of approximately $100,000, pending the availability of funds. Accredited U.S. colleges and universities including consortia of accredited U.S. colleges and universities and U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to provide 10 to 15 Ukrainian exchange visitors with scholarships to participate in journalism and media-related exchanges under the Specialist category of the Exchange Visitor Program. The program will be administered over 36 months from the date the award is made. The award recipient should recruit and select Ukrainian-speaking participants working in media environment that communicates or focuses on Ukrainian-speaking audiences from the following European countries: Estonia, Latvia, Lithuania, Moldova, Poland, and Ukraine (see Section C.2. of the NOFO for full eligibility requirements). Priority should be given to exchange visitors residing in Ukraine, with at least half of selected exchange visitors coming from Ukraine, and the award recipient should be prepared to offer programs that can accommodate Ukrainian citizens of military age who may not be permitted to remain outside of Ukraine for extended periods of time. Scholarships will be used to cover exchange visitors’ program fees, including placement at a U.S.-based host organization, health benefits coverage, visa fees, SEVIS fees, and airfare. Please see the full announcement for additional information.",03/15/2023,05/22/2023,346852,"Dept. of State",19.451
"FY 2023 TechGirls Program","The Bureau of Educational and Cultural Affairs (ECA), Office of Citizen Exchanges (CE), Youth Programs Division announces an open competition for the FY 2023 TechGirls program. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to implement the program, which includes one four-week, U.S.-based exchange focused on the in-depth exploration of applied technology and STEM topics to be conducted in summer 2024 for a total of approximately 111 foreign young women (ages 15-17) from select countries in the six world regions, and approximately 20-25 competitively selected American peers.Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. Please see the full announcement for additional information.",03/15/2023,05/15/2023,346857,"Dept. of State",19.415
"English language Capacity Building Program for Azerbaijani English-language teachers","PROGRAM DESCRIPTION The U.S. Embassy is pleased to announce a call for proposals from U.S.-based organizations and universities for its English Language Capacity Building program. The program invites U.S.-based organizations and universities to submit a proposal to conduct a comprehensive training certificate program for English-language teachers working in public schools throughout Azerbaijan. The program should be innovative and cost-effective with both virtual and in-person components and utilize a synchronous online learning platform, practical curriculum, and live personal coaching in support of a key Embassy goal in Azerbaijan: improve the quality of English language instruction and increase English language fluency of Azerbaijani students at all levels of education. The program’s objectives are: · Provide professional development opportunities to Azerbaijani English language teachers to enhance the quality of English language teaching in Azerbaijan by helping teachers reinforce their English skills and learn the latest strategies and methods for teaching English as a foreign language. · Offer a high-quality English-language training certificate program that is based on communicative teaching methods and that focuses on enhancing the teachers and eventually their students’ conversational and comprehension skills while taking into account the elements of the National Curriculum of the Republic of Azerbaijan. · Strengthen people-to-people ties between the United States and Azerbaijan through promotion of community service and activities to enhance critical-thinking skills among participants, information sharing, and experiences between American experts and target audiences that increase mutual understanding between the people of the United States and Azerbaijan. Participants and Audiences: The intended audiences for potential projects are young and less-experienced Azerbaijani English language teachers exposed to minimum or no prior professional development opportunities working at public schools. Special consideration will be given to programs that focus on secondary school English language teachers working with disadvantaged communities (rural areas, low-income, IDP etc.) in regions outside of Baku.",03/16/2023,05/07/2023,346891,"Dept. of State",19.900
"FY 2023 Global Undergraduate Exchange Program in Pakistan (Global UGRAD - Pakistan)","The Office of Academic Exchange Programs of the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA) announces an open competition to administer the FY 2023 Global Undergraduate Exchange Program in Pakistan. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to organize and carry out academic exchange activities for students from underrepresented sectors in Pakistan. Support for this program is being provided from FY 2022/FY 2023 Economic Support Funds (ESF) that ECA anticipates being transferred from USAID to the Bureau for obligation prior to the funds’ expiration on September 30, 2023. It is anticipated that the total amount of funding for FY 2023 costs will be up to $3,792,500, pending the transfer and availability of funds.Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. Please see the full announcement for additional information.",03/20/2023,05/22/2023,346979,"Dept. of State",19.009
"Entrepreneurial Approaches to Addressing Social Exclusion Factors of Vulnerable Youth in Jordan","The U.S. Embassy in Amman announces an open competition for eligible not-for-profit organizations to submit proposals to design and implement projects that leverage or build innovative digital platforms and channels to reach and engage with Jordanian youth to address one or more of the following challenges: Unemployment or underemployment of underserved youth outside Amman; lack of gender parity in the workforce, with an emphasis on women in security and justice sectors; gender-based violence, honor killings, substance use, and/or gang violence; and low rates of political participation among youth. Program Objectives: The Public Affairs Section at the U.S. Embassy in Amman is soliciting proposals from eligible organizations for innovative and inclusive whole-of-society approaches to engaging youth between 12-35 years of age that includes a component(s) of gaming/gamification and/or strategic communications campaigns in order to address factors of social exclusion and discontent among underserved or underrepresented youth in Jordanian society in an effort to help mitigate vulnerabilities to recruitment and radicalization. The program’s goals are to design audience-driven tools and projects that focus on building the critical thinking and problem solving skills of youth, aged 12-35, to ensure they are equipped with the skills and knowledge to remain proactive in identifying and addressing factors of social exclusion; push and pull factors influencing and driving recruitment efforts by extremist and violent groups; and building the skills of those most vulnerable to being exploited by malign actors, all in an effort to ensure participants are able to actively identify and mitigate rising and existing threats, and create and amplify alternative or counter narratives on identity, agency, and belonging. Proposals should outline how they support the Jordanian government’s efforts in building the capacity of youth. Successful applicants will plan to co-design audience-centric, partner-led, and contextually relevant programs and tools. Applicants should consider multi-stakeholder approaches that bring together or coordinate the actions of central and local government or law enforcement as well as civil society, religious communities, academia, the private sector, local accelerators and incubators. All proposals should include a digital media plan that provides an overview of how the awardee will leverage digital and traditional media to amplify the activities, progress, and results of the program, such as by sharing participant testimonials through podcasts or webisodes, to serve as a public awareness and prevention tool.",03/20/2023,06/05/2023,346963,"Dept. of State",19.040
"2023 -2025 English Access Microscholarship Program (Access)","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.",03/22/2023,04/30/2023,347001,"Dept. of State",19.421
"International Science and Engineering Online Training.","U.S. Embassy Tokyo’s Public Affairs Section announces an open competition for organizations to submit applications to carry out a program to address International Science and Engineering Online Training. Please follow all instructions below. 1. Priority Region: Japan 2. Program Objectives: U.S. and Japanese economic competitiveness are strengthened through technological advances. Cooperation on science, technology, and engineering benefits both the United States and Japan by spurring innovation and promoting high standard economic growth. This program targets the next generation of leaders in Japan-U.S. technology cooperation. Strong English language communication skills are essential for young people to pursue global careers in STEM fields. Particularly in Japan, however, there are great challenges meeting this goal. This project will support Japanese student participation in the Regeneron International Science and Engineering Fair (ISEF), a leading international science fair organized yearly by the Washington, D.C. based Society for Science. Each May, more than 1800 students from around the world compete for numerous awards during ISEF, the world’s largest international pre-college STEM competition and a magnet for the next generation of innovators. To bolster Japanese student participation, this project will hold a series of the virtual laboratory counselling sessions over three months for 20 high school STEM students and their coaches from all over the country. This training will strengthen the students’ English communication skills to enhance their participation in then ISEF. Each counselling/training will be held monthly and lead by an ISEF alumnus who can share their experiences and advice regarding the competition. 3. Participants and Audiences: The Embassy will only consider proposals that are geared toward Japanese audiences, in this case high school and university students. If applying from outside of Japan, we highly recommend potential applicants to collaborate and coordinate with project partners in Japan to implement the requested program successfully.",03/24/2023,05/31/2023,347103,"Dept. of State",19.040
"Youth Ambassadors for Community Service 2024","PROGRAM DESCRIPTION The U.S. Embassy France Public Diplomacy Section of the U.S. Department of State announces an open competition for organizations to submit applications to implement an exchange program for up to 30 French high school students, in the United States, for fifteen days in July and/or August 2024. Through the Youth Ambassadors for Community Service program, up to 30 young adults from France between the ages of 15 and 18 will develop the knowledge and leadership skills necessary to become more engaged in their communities, learn about the U.S. education system, and will further their understanding of the United States. Please follow all instructions below. Purpose of the Youth Ambassadors for Community Service Program: Established in 2008, the Youth Ambassadors for Community Service Program selects high-school participants from underserved backgrounds across France, including the French Caribbean, to participate in a yearlong leadership training program that encourages volunteerism, self-confidence, intercultural sensitivity, and independence. Participants will attend two pre-departure training sessions between January 2024 and June 2024, as well as a debriefing upon their return, organized by a different French implementing NGO, in coordination with the organization awarded the overall grant. In partnership with the U.S. Embassy in Paris, the recipient organization will design the two-week U.S. exchange program, in July and/or August 2024, which will enhance participants’ understanding of American democratic institutions and volunteer initiatives. Participants will travel to Washington D.C. for initial programming. After spending time in Washington D.C., they will be divided into subgroups in three different cities/host communities, where they will be placed with American host families and meet American students their age. They will then return to Washington D.C. for debriefing and evaluation, as well as visits to the Department of State and the French Embassy to the U.S. Participants will engage in a variety of activities, including but not limited to workshops on leadership and community service, community site visits related to program themes, interactive training and discussion groups, volunteer opportunities, visits to educational facilities, local cultural activities, homestays, and other activities designed to achieve the program’s stated goals. The exchange must include multiple opportunities for participants to have significant, meaningful interactions with their American peers. Follow-on activities with the participants are an essential part of the program, and the exchange activities should prepare participants to apply the knowledge and skills that they will have acquired during their time in the United States in the planning of concrete projects in their home communities. Program Objectives: Promote equal opportunities for all and encourage knowledge-sharing and intercultural dialogue between French and American youth. Raise awareness about civic engagement and volunteerism among young people. Strengthen Franco-American friendship and understanding through soft diplomacy. Offer French youth the chance to represent their peers and participate in civic initiatives abroad. Build leadership skills, encourage volunteerism, self-confidence, intercultural sensitivity, and nurture excellence and civic engagement among young leaders from underserved communities. Allow participants to become pillars of community organization, keeping their peers involved in positive social activities and promoting tolerance and achievement. Provide participants with tools to build alliances with American counterparts and to produce positive change in underserved communities. Program Outline: Applicants must demonstrate their capacity for conducting international exchanges in the U.S.; administering exchanges focused on youth that involve different geographic regions; implementing exchange projects that address specific policy challenges; and providing substantive programming and leadership training for youth. The award recipient will be responsible for the oversight and management of performance of all sub-award recipients under the award. U.S. Embassy France reserves the right to reduce, revise, or increase proposal project configurations, budgets, participating countries and regions, and participant numbers in accordance with the needs of the program and the availability of funds. The budget should include international travel to and from the U.S. for up to 30 participants (including domestic travel for up to 25 metropolitan participants to and from Paris and their French city of residence). One staff member must accompany participants for the international travel (France-U.S.-France). The budget should include the in-country travel and local transportation, lodging, activities, food, insurance, and ESTA costs for up to 30 participants. As participants are under 18, they must be accompanied by facilitators and the host families must be validated by the recipient organization. Participants and Audiences: Up to 30 outstanding French high school students, between the ages of 15 and 18, many from underprivileged backgrounds with leadership potential and commitment to civic engagement. For more information, eligibility, and deadlines please read the Notice of Funding Opportunity PDS-France-FY2023-03 and/or refer to the U.S. Embassy in France website (Grants Programs). Questions can be directed to GrantsFrance@state.gov We do not provide any pre-consultation for application related questions that are addressed in the Notice of Funding Opportunity.",03/24/2023,05/25/2023,347108,"Dept. of State",19.040
"FY 2023 United States South Pacific Scholarship Program and FY 2023 United States Timor-Leste Scholarship Program","The Office of Academic Exchange Programs of the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for an assistance award to administer the FY 2023 United States South Pacific (USSP) Scholarship Program and the FY 2023 United States Timor-Leste (USTL) Scholarship Program. Eligible applicants may submit a proposal to administer one or both of the scholarship programs. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 CFR 1.501(c)(3) may submit proposals to organize and carry out academic exchange program activities for approximately eight (8) participants for USSP program (eligible nations for USSP are listed below in the Overview section) and three (3) participants for the USTL program.The Office plans to issue a cooperative agreement to support eight participants to undertake degree studies in the United States for the FY 2023 USSP program for approximately $1,000,000. The Office also plans to issue a cooperative agreement to support three participants to undertake degree studies in the United States for the USTL program for approximately $375,000. Working closely with Public Affairs Sections at U.S. embassies in the East Asia and Pacific (EAP) region, the award recipient(s) will be responsible for the administration of the programs, including publicity and recruitment, review of academic credentials, convening review panels and assisting with merit-based competitive selection and nomination, placing students at appropriate U.S. institutions for academic degree study leading to an undergraduate or graduate degree, facilitating student travel to the United States, providing orientation, enrichment activities, and pre-return activities, providing monitoring and support services, conducting on-going monitoring and evaluation, and follow-up with program alumni. Please see the full announcement for additional information.",03/29/2023,06/02/2023,347198,"Dept. of State",19.011
"DRL Youth Empowerment in Serbia","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 support youth civic engagement and empowerment in Serbia.",04/05/2023,04/26/2023,347347,"Dept. of State",19.345
"Youth Ambassadors Program","A. PROGRAM DESCRIPTION The U.S. Embassy Brasília, Brazil / Bureau of WHA of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to implement the pre-departure and travel to the U.S. for Brazilian public school students selected to participate in the 2024 Youth Ambassadors Program. Please follow all instructions below. Priority Region: WHA/Brazil ﻿Program Objectives: Mission Brazil seeks for institutional assistance to support the development and implementation of the Brazil portion of 2024 Youth Ambassadors program for up to 50 selected students and 2 adult escorts. The Youth Ambassadors exchange program offers outstanding, yet underprivileged, high school students from the public education system a short-term full immersion in U.S. culture and society, as well as skill-building opportunities for the 21st Century work environment. Awarded students get to visit the capital of the United States, attend meetings with public and private institutions, visit schools and social projects, participate in training sessions to help improve communication skills, leadership, teamwork, entrepreneurship and innovation, as well as to develop a creative action plan to help address a key issue in their respective communities. Since its inception in 2003, Mission Brazil’s Youth Ambassadors program (YAP) has evolved from a small exchange program for a dozen high school students to Brazil’s internationally recognized – and hemisphere-wide replicated – flagship youth engagement initiative. The YAP brand is easily recognizable throughout the country and reaches audiences from the dense urban centers of São Paulo and Rio de Janeiro to the most remote parts of rural Brazil. Beyond the exchange itself, this program has become the catalyst for the Mission to build on strategic and lasting partnerships with the government of Brazil by pursuing complementary policy goals in the areas of education, English language teaching, strengthening civil society, as well as by keeping the U.S. as the top destination for Brazilians interested in studying abroad. As a result of its positive impact, since 2010, State Department started funding the program throughout Latin America. Therefore, this funding opportunity will allow the implementing organization to help Mission Brazil: Screen and pre-select Brazilian candidates, Coordinate and purchase participants' in-country travel, Book and purchase round-trip international tickets traveling in the same flights for the participants going to the U.S. and back, Include travel insurance during pre-departure orientation in Brazil, as well as for the day of the group’s return to Brazil and their return flights back home, Include travel allowance (in dollars) for minor incidental expenses during the program, Include a COVID-19 – and/or other pandemic diseases – mitigation plan and specific measures, In collaboration with the Embassy, develop and implement a comprehensive pre-departure orientation for participants so that they can feel confident and ready for their first exchange experience in the U.S. Follow-on three-month post-program support for the participants as they try to implement the action plans developed during the exchange program in the U.S. Participants and Audiences: This funding opportunity aims at supporting the full and positive participation of up to 50 Brazilian public high school students selected for this 2024 Youth Ambassadors program, as well as 2 adult escorts selected from the pool of Partner Institutions spread all over the country.",04/06/2023,05/31/2023,347383,"Dept. of State",19.040
"Implementation of the Gang Resistance Education And Training (G.R.E.A.T.) Program – Training and Technical Assistance Support through Central America","The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project to Implement the Gang Resistance Education And Training (G.R.E.A.T.) Program – Training and Technical Assistance Support through Central America. G.R.E.A.T. is a school-based, life-skills competency program taught by uniformed law enforcement officers and helps youths foster positive attitudes toward law enforcement, avoid conflict, resist peer pressure, and develop a strong sense of personal responsibility.",04/14/2023,06/02/2023,347522,"Dept. of State",19.705
"Promoting STEM Education and Youth Entrepreneurship","The U.S. Embassy in Armenia advances U.S. interests by helping Armenia succeed as a secure, prosperous, and democratic country, at peace with its neighbors, and more closely integrated with the Euro-Atlantic community. One of U.S. Embassy Yerevan Public Diplomacy Section’s objectives is to support Armenia’s economic resiliency and inclusive economic growth by advancing STEM education, and improving the pipeline of young entrepreneurs who are better prepared to contribute to Armenia’s economic growth, particularly in the burgeoning IT sector The Public Diplomacy Section will provide targeted support to initiatives that support STEM education and entrepreneurship skill training for Armenian youth, leveraging U.S. models and expertise. Two (2) separate projects are set forth in this NOFO to support individual and institutional capacity-building in these key areas of STEM education and youth entrepreneurship.",04/14/2023,05/14/2023,347511,"Dept. of State",19.900
"Civic Education Project","Funding Opportunity DescriptionThe Public Diplomacy Section of the U.S. Embassy Port Moresby (PD Port Moresby) announces an open competition for organizations to submit applications to carry implement and manage the youth civic education project program on Papua New Guinea’s constitution for participants in Hela and Morobe Provinces.The Constitution of Papua New Guinea is the core framework document that must guide all legislative, executive, and social principles moving forward. The document is visionary and provides a template for an ideal and humane way of life for all Papua New Guineas. The Constitution must be analyzed and fully understood by youth, translated into local languages, and spread from one village to another so that all Papua New Guineans can have a better understanding of what can be given a full transition to a society ruled by law. The Constitution of Papua New Guinea is a unifying statement in a country with 100 tribes and 850 languages. To bridge the gap between these varied and diverse cultures, the Constitution outlines rights to which all citizens can and should agree to: the right to health, education, and employment; to cultural identity, and the right for women and men to live as equals. An implementing organization will be chosen to create and execute a long-term program that teaches the foundations of Papua New Guinea’s constitution and delivers an interactive mock legislative experience for youth in in Hela and Morobe Provinces. The Civic Education Project will promote the foundations of PNG’s democratic values and participatory citizenship through activities such as mock legislative sessions, mock trials, legislative training sessions, legal workshops, debates, discussions, community service, and cultural events. The Civic Education Project should include meetings with political representatives, such as provincial, regional, and national government officials, judges, health officials and law enforcement officers. The applicant organization should propose a long-term hands-on participatory youth program that teaches the tenants of PNG’s constitution, promotes the democratic practices of proposing legislation solutions followed by discussion, debate, and compromise, and how the most successful participants of the program can lead subsequent iterations of the program in new regions. Civic Education Project should also highlight America’s own constitutional system and post-colonial history, teach the basics of our federal and state structure, and demonstrate the role of the three branches of power. The applicant should indicate the resources to be used for the proposed activities, including partner organizations the applicant wishes to involve in conducting them.In order to successfully implement the project, the grantee must collaborate closely with village, provincial, and national leaders, as well as with the U.S. Embassy Port Moresby and organizations organizing similar youth legislative programs such as UNFPA and others. Proposals that feed into or build off of existing youth legislative programs will have priority. The implementer will be expected to plan for transportation, accommodation, meals and incidentals with attention to all health and safety requirements as well as to cost efficiency, legal and administrative requirements for minors’ participation in educational programs, as well as adult supervision. Cost sharing and in-kind contributions by the applicant organization and partners are welcome but not required, and may include: provision of space or securing a venue on a partner organization’s premises for the camp activities; provision of equipment; obtaining a discounted price for accommodation, room rental, etc., providing transportation and/or meals, etc. The applicant organization should provide details on their experience organizing such events and indicate possible challenges to the proposed activity and how they would address them. The partner must include an evaluation and follow-up metric as part of the program. Applications must follow the instructions outlined below.Priority Region:Project activities may take place in Hela and/or Morobe Provinces.Program Objectives:The objective of the project is to: · Engage at least 4,000 youth in Hela and Morobe Provinces over three years in a long-term (at least six month) program that teaches young adults the basics of PNG’s constitution and legal system. · Youth learn the ability to interpret the constitution and draft basic laws.· Youth improve their ability to debate, reason, and compromise. · Successful participants are given the opportunity take the program to other communities. · Youth have a better understanding of the American constitution and the U.S. federal and state framework.· Youth have a better understanding of the role of the legislative and judicial system, have better access to local and national government officials, and are advocates of PNG’s constitutional framework.· The most active participants are given the opportunity to take part in broader youth legislative programs (such as national youth parliament programs in Port Moresby or model UN programs in the United States). · Participants create their own preamble to the youth constitution in Tok Pisin. · Participants create a written or recorded playbook of legislative best practices for future parliamentarians. Project RequirementsThe project proposal must clearly state how the project beneficiaries (applicants) will be selected, the mode of training and activities, how the project implementer will deliver the proposed curriculum, a sample curriculum, and a clear timeline for implementation. The implementing partner should aim at selecting at least 2,000 participants per province. The following criteria must be met by the participants to be considered for this program:• Young adults between 15-25 years of age;• In good social standing;• Demonstrated leadership and commitment to public service. Criteria for the selection of the implementing partner will include but is not limited to the following:• Established track record for organizing educational activities;• Implementer’s ability to partner with government officials, local leaders, and multinational organizations;• The implementer host civic education programs for youth that address the powers and authorities of local governments and the central government;• Project participants are at least 60 percent female;• The program should teach the participants the basic tenants of civic engagement and assist the participants in designing a civic engagement project within their local community;• Top participants are expected to teach skills to new cohorts of participants and travel to Port Moresby or the United States for participant in nation-wide or international legislative programs. Participants and Audiences: The target audience for the program should be boys and girls with an enthusiasm for leadership and civic engagement ages 15-25 living in Hela and Morobe provinces. Participants must be energetic and available to commit up to participating in the program designed by the grantee, participating in discussions and debates, meeting with officials, taking part in networking opportunities and other events as part of the program.The civic education program must be implemented both in Hela and Morobe Provinces under this award. The budget may include travel for top participants to take part in events in Port Moresby or the United States, or to bring subject matter experts to Papua New Guinea. Proposed Project ScheduleThe grant will be awarded in September 2023. The grantee will hire and train staff in the fall of 2023. The first cohort of civic education programs in Hela and Morobe will begin in February through October 2024. Top participants will take part in nation-wide or international legislative programs in November. Top participants will lead new cohorts in Hela and Morobe February through October 2025. Follow-on activities and the small grants programs should be ongoing through the period of the grant.FEDERAL AWARD INFORMATIONLength of performance period: A maximum of 36 months. Number of awards anticipated: 2 Number of Participants: 2,000 minimum. Total available funding: $250,000 (Subject to availability of funds). Type of Funding: FY2023, funding authority rests in the Fulbright-Hays Act. Anticipated program start date: Fall 2023.This notice is subject to availability of funding.Funding Instrument Type: Cooperative Agreement.",04/18/2023,07/15/2023,347565,"Dept. of State",19.040
"Youth Basketball Program Mozambique","A. PROGRAM DESCRIPTION The U.S. Embassy in Mozambique of the U.S. Department of State announces an open competition for organizations to submit proposals to implement a Youth Basketball program headquartered in Pemba. Please follow all instructions below. Priority Region: Cabo Delgado Program Objectives: Use basketball programs for children and youth to promote community cohesion and leadership skills as a way to promote peace, decrease discrimination, and engage young people through sports. The program should center basketball and associated activities to organize tournaments that encourage healthy competition, build resilience following trauma, empower youth, unite their communities, stimulate community-government relations, and foster peace. The project should also cater to sustained activities promoting the physical, educational, emotional, and psychological health. Involvement of professionals that will help the children navigate through their trauma, provide supplemental support systems to keep children in school, promote unit is crucial. The grantee should provide necessary means for the beneficiaries to have desired conditions that enable them to reach the areas of activities, be part of the program, and have the necessary sports equipment and proper athletic footwear. Participants and Audiences: The focus should be on children and youth between the ages of 6 – 21 who have an interest in sports, include natives and internally displaced youth, with a special emphasis on girls and young people with disabilities. Young people who are not in school should also be part of the project and encouraged to return to school through the project. B. FEDERAL AWARD INFORMATION Length of performance period: 24 months Number of awards anticipated: up to 02 awards (dependent on funding) Award amounts: awards may range from a minimum of $200,000 to a maximum of $400,000 Total available funding: $400,000 Type of Funding: FY22/23 Economic Support Funds under the Foreign Assistance Act Anticipated program start date: 01 October 2023 This notice is subject to availability of funding. Funding Instrument Type: Grant or cooperative agreement. Cooperative agreements are different from grants in that bureau/embassy staff are more actively involved in the grant implementation (“Substantial Involvement”). Program Performance Period: Proposed programs should be completed in 24 months or less.",04/18/2023,05/22/2023,347578,"Dept. of State",19.979
"U.S. Embassies Seoul and Tokyo Trilateral Youth Leadership Forum","Funding Opportunity Title: U.S. Embassies Seoul and Tokyo Trilateral Youth Leadership Forum Funding Opportunity Number: PD-SEOUL-TOKYO-FY23-01 Deadline for Applications: May 22, 2023, 11:59 p.m. GMT+9 CFDA Number: 19.040 – Public Diplomacy Programs Total Amount Available: $180,000 This notice is subject to availability of funding. A. PROGRAM DESCRIPTION The U.S. Embassy Seoul Public Diplomacy Section (PD) and the U.S. Embassy Tokyo Public Affairs Section of the U.S. Department of State are pleased that joint funding is available for an inaugural Trilateral Global Youth Leadership Forum. In the face of growing security, trade, financial, and environmental instability in the Indo-Pacific region, the trilateral relationship between the United States, Republic of Korea, and Japan has never been more important. To build and empower this important constituency, the U.S. government will leverage its convening power to make sure youth from two of our closest allies have a forum to regularly meet and engage on global issues. The inaugural youth summit will focus on developing the global leadership skills and viewpoints of a small cohort of about 35 youth leaders who possess demonstrated superior leadership abilities. These young people will have shown an ability to effectively push for change on issues in their communities and the capacity to collaborate with similarly minded peers from the other alliance nations. We will also leverage the expertise of youth leaders from similar USG-sponsored youth initiatives like YSEALI and the Young Pacific Leaders initiative to ensure young people in East Asia understand broader regional issues, as well as how youth have successfully worked together in other areas of the Indo-Pacific. Following the inaugural summit, we plan to leverage these same youth leaders to act as an organizing committee to guide future summits. Organizing committee responsibilities will involve working alongside Embassies Seoul and Tokyo, as well as relevant offices within the Department of State, to set themes, logistics, and strategic direction for follow-on initiatives. Outputs/Outcomes This inaugural youth summit will focus on developing a small cohort of youth leaders who can lead future initiatives. The initial cohort will be responsible for strategizing the most effective route towards a goal of a regular annual forum for youth to meet, collaborate, and work for positive change on issues affecting their countries and regions. A successful initial summit focused on “Developing East Asia’s Global Youth Leadership” will result in a tight-knit leadership cohort of trilateral “youth ambassadors” who understand the issues facing the trilateral relationship and are able to steer the direction of future youth initiatives. This will include defining focus areas, membership requirements, and future expansion; advising respective governments on trilateral youth perspectives; as well as serving as members on a Steering Committee for future summits that will be based on the thematic issues of importance to the trilateral alliance. Additional cross-border activities proposed by the initial cohort can be sustained via small grants co-funded by U.S. Embassies Tokyo and Seoul. Details/Logistics U.S. Embassy Seoul, U.S. Embassy Tokyo, and a U.S.-based grantee will be jointly responsible for vetting and selecting program participants. The U.S. government retains final approval authority for all participants, who will apply initially via a standardized application form on a public website with program information and associated information and social media campaigns. Participants should be between the ages of 18-30 years old, be fluent in English, and have a demonstrated history of excellence in local and regional youth leadership programs. Applicants from regions and constituencies who are underrepresented in official programs, as well as alumni of USG programs, will be strongly encouraged to apply. We anticipate the eventual summit will be held in-person in the ROK or Japan. Grantee Expectations We suggest three distinct components of this program: o At least a four-week period of virtual engagement o A summit of at least two-three days either in the ROK or Japan o Follow-on activities which encourage implementation of post-Summit activities, including an implementation plan for future expanded annual youth summits on thematic issues Virtual Engagements: The grantee will be responsible for a series of preparatory virtual engagements with the U.S., Japanese, Korean, and select regional participants representing other regional youth leadership initiatives (ex: YSEALI, Young Pacific Leaders) to generate excitement for the summit, prepare summit objectives and structure, and allow participants to get to know one another ahead of time. These events should also include subject matter experts (academic, civil society, government, etc.) from all three countries who can speak about trends and issues facing the trilateral relationship, youth civic engagement, and other issues relevant to the theme of global youth leadership. These engagements will also lay out logistics and expectations for the in-person summit. Summit The second component involves a two-day Summit in either Korea or Japan in late 2023, which will include a series of lectures, facilitated workshops, and training sessions on civic engagement, youth leadership, and key international challenges facing the alliance. A primary focus of this summit will be to develop youth leadership skills like youth organizing, advocacy, civic engagement, and briefings on international issues (climate change, regional security, trade, science & technology, etc.) to ensure the cohort can lead a future expanded annual youth leadership summit beginning in 2024. We anticipate this summit will feature guest expert trainers and subject matter experts to facilitate sessions recruited from Japan and the ROK. We will also draw on program participants to lead sessions and teach one another about how they have successfully led their youth initiatives in their own countries. The final output of this summit will be an actionable implementation plan for an annual trilateral youth summit, including governing structure, thematic topics for future years, and proposed venues and programs. Student participants will be organized into working groups focused on discrete portions of the following event (themes, policy, governing structure, venue, communications, etc.). The Embassy in the host country will facilitate a diplomatic reception, senior level engagements, related social media, and networking opportunities. The grantee will organize limited visits to relevant cultural and/or political sites. Post Summit Follow-On Following the summit, the grantee will work with each Embassy to help the trilateral student leadership group organize the expanded 2024 youth summit. This will include follow-on virtual sessions a month after the 2023 summit to ensure our implementation plan is on track. Eventual follow-on summits may focus on issues of regional and global significance, such as regional security protection and architecture, climate change and sustainability, international development aid coordination and prioritization, economic growth and trade, economic security and supply chain resiliency, civilian space research and cooperation; pandemic response and public health; youth empowerment and global leadership; international/global affairs and volunteerism; and other issues as appropriate. Authorizing legislation, type, and year of funding: FY23 Smith Mundt Public Diplomacy Funds",04/21/2023,05/22/2023,347681,"Dept. of State",19.040
"English Access Microscholarship Program: Student Scholarships","The Cultural Affairs Office (CAO), Public Affairs Section (PAS), U.S. Embassy, Guatemala oversees the Access program in Guatemala. PAS selects implementing partners, prepares partners to administer the program, provides ongoing guidance throughout the two-year performance period, collaborates with partners on professional development opportunities for teachers, and visits and monitors program sites. PAS selects proposals that accurately reflect the criteria in this Notice of Funding Opportunity and the Access handbook. Access is a learner-centered program sponsored by the U.S. Department of State that provides a minimum of 580 hours, over a maximum period of two years of English language skills to underserved students – primarily básico and/or diversificado students, recruited at ages 14 to 16 – through extracurricular classes, projects, activities, and immersion experiences. Access provides participants with a foundation of English language, leadership, entrepreneurial and professional skills, civic and environmental awareness, and exposure to U.S. culture and democratic values that contribute to cross-cultural understanding, societal and environmental awareness, and improved educational and occupational prospects, including future exchanges and study in the United States. The Access Program has provided scholarships to over 200,000 students in over 80 countries since its inception in 2004. Guatemala has hosted Access since 2010, and more than 4,000 students across the country have benefited from scholarships. Qualitative studies show that Access alumni continue contributing to their families, institutions, workplaces, and communities through a wide variety of informal and organized activities.",04/21/2023,08/01/2023,347692,"Dept. of State",19.421
"Implementation of C5+1 Youth Council Program","The program will introduce students to U.S. foreign policy priorities in Central Asia and allow them to engage with their peers on topics relevant across the region: (1) economics, with a focus on improving regional trade flows and prospects for U.S. trade and investment; (2) shared regional environmental challenges; (3) human rights; and (4) security, with a focus on terrorist threats. Program Goal: Develop a regional network of civically engaged and English-speaking youth leaders across Central Asia who work to advance C5+1 priorities. Program Objectives: 1. Increase understanding and knowledge of participants on U.S. foreign policy and C5+1 priorities in the region (see agenda below) 2. Increase connectivity between English-speaking Central Asian and Afghan students attending Central Asian universities 3. Foster youth leadership by developing critical thinking and project management skills of program participants 4. Develop and execute community-based projects led by program participants and C5+1 program alumni Increase collaboration between C5+1 YC alumni and English-speaking high school and university participants through mentorship opportunities.",04/28/2023,06/16/2023,347829,"Dept. of State",19.900
"FY 2024 Survey of International Educational Exchange Activity in the United States","The Office of Global Educational Programs in the U.S. Department of State’s Bureau of Educational and Cultural Affairs (ECA), announces an open competition for the FY 2024 Survey of International Educational Exchange Activity in the United States. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) may submit proposals to conduct a comprehensive statistical survey (census) of foreign nationals enrolled in U.S. higher education institutions, foreign scholars at U.S. institutions, and U.S. students studying abroad for academic credit and to collaborate with national agencies, country representatives, and academic mobility researchers from around the world to collect and report accurate, timely and comprehensive data on global student mobility. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. Please see the full announcement for additional information.",04/28/2023,06/29/2023,347842,"Dept. of State",19.432
"YOUTH LEADERSHIP PROGRAM AND TEACHER DEVELOPMENT PROGRAM – U.S. PARTNER","The United States Embassy in Bosnia and Herzegovina, through the Office of Public Diplomacy Section (PDS), is pleased to announce a Notice of Funding Opportunity to design and implement the Youth Leadership and Teacher Development Program. The Office of Public Diplomacy Section (PDS) invites proposal submissions from U.S. public and private non-profit organizations and accredited U.S. post-secondary and secondary educational institutions (community colleges, liberal arts colleges, public and private universities) meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) (see section III. Eligibility Information) to design and implement the Youth Leadership and Teacher Development Program, pending the availability of FY 2023 AEECA funds.",04/28/2023,06/30/2023,347831,"Dept. of State",19.900
"Youth Council for Peaceful Elections in the DRC","The U.S. Embassy Kinshasa, Democratic Republic of the Congo (DRC) of the U.S. Department of State announces an open competition for organizations to submit applications to carry out programming with youth leaders representing DRC’s political parties’ youth leagues and selected civil society organizations to lead their communities in diffusing tensions and promoting peace and stability in this election year. Priority cities: Kinshasa, Matadi, Kisangani, Goma, Bukavu, Lubumbashi, Mbujimayi, Beni, and Bandundu.",05/04/2023,07/05/2023,347933,"Dept. of State",19.040
"DRL Children and Armed Conflict in Nigeria and/or Ethiopia","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 integrate child protection and child empowerment into efforts that address conflict prevention, conflict, and post-conflict situations, focusing on promoting knowledge and recognition of grave violations of human rights against children. Grave violations, as defined by the United Nations, are killing and maiming of children; recruitment or use of children as soldiers; sexual violence against children; abduction of children; attacks against schools or hospitals; and denial of humanitarian access for children. Preventing and punishing grave violations committed against children remains key to U.S. government equities and interests. The goal of the program is that children affected by armed conflict in Nigeria and/or Ethiopia are better protected from grave human rights violations and abuses and that perpetrators are held accountable for the most serious violations of children's rights, specifically the recruitment or use of children as soldiers and sexual violence against children.",05/10/2023,06/23/2023,348040,"Dept. of State",19.345
"Women’s Youth Leadership Program","A. PROGRAM DESCRIPTION The U.S. Embassy Seoul Public Diplomacy Section (PD) of the U.S. Department of State is pleased to announce that funding is available for a youth women’s leadership program focused on supporting young women living in areas outside of Seoul. The Republic of Korea (ROK) is now one of the world’s most influential countries following decades of impressive economic growth and technological innovation, a boom in cultural exports, and public sector initiatives to establish the ROK as a “global pivotal state”. As like-minded democracies, both the ROK and the United States have a strong responsibility to make sure economic and social opportunities are open to all citizens, especially women. To support women’s economic opportunity, the U.S. Embassy in Seoul’s Public Diplomacy Section will create a leadership and mentorship cohort focused on building the skills of at least thirty South Korean aged 25-35 who represent diverse sectors of the economy and have shown the potential to grow as leaders in their respective fields. Through this program, participants will learn from American and Korean experts and their peers as well as broaden their professional networks in a supporting and collaborative environment. The U.S. Embassy seeks proposals from ROK-based organizations and individuals to run this inaugural program, focused on planning and implementing events, recruiting members, and building a strong support network that connects Korean and American women leaders. Strong preference will be given to proposals that include participants from outside of the Seoul metropolitan region and utilize our American Corner network (located in Pyeongtaek, Gangneung, Busan, Gwangju and Jeju) in addition to the American Diplomacy House in Seoul. Proposals should also include plans for monitoring and evaluation as well as follow-on alumni programs to ensure a lasting impact. Outputs/Outcomes This women youth leadership program will focus on developing their leadership skills, growing their global mindset, broadening their professional networking opportunities alongside other emerging women leaders, and supporting the next generation as mentors themselves. Details/Logistics U.S. Embassy Seoul and a grantee will be jointly responsible for vetting and selecting program participants. The U.S. government retains final approval authority for all participants, who will apply initially via a standardized application form on a public website with program information and associated information and social media campaigns. Participants should be between the ages of 25-35 years old, be fluent in English, be early in their careers, and have demonstrated the potential to grow as leaders in their professions. Grantee Expectations We expect the following distinct components of this program: · At least ten coaching and discussion sessions (either delivered in-person at our American Corners or virtually) · Interactive workshops on leadership at the American Diplomacy House Seoul · Follow-on activities for participants to serve as mentors for college students · Networking activities Virtual Engagements: The grantee will be responsible for organizing and implementing a series of virtual engagements with U.S. and/or Korean experts who can empower and provide coaching sessions to this group of selected participants. This virtual engagement should provide opportunities for participants to share their challenges, grow their leadership skills through professional coaching, and help them to develop their future plans. In-Person Workshop The leadership program will also include intensive leadership workshops at the American Diplomacy House Seoul, featuring guest experts, candid conversations about workplace challenges, and time for networking. Participants will also be asked to develop a personal “leadership action plan” and commit to serving as a mentor to at least one college student. As part of the workshop, Embassy Seoul will arrange engagements with senior women government leaders. Post Workshop Follow-On Following the workshop, the grantee will help participants to find their own college student mentee who they will work with, and support until participants are on board with mentoring for the first three-months. We will also give strong preference to programs with a detailed alumni engagement plan.",05/10/2023,06/12/2023,348057,"Dept. of State",19.441
"Justice for Underserved Disabled Youth Initiative (JUDY Initiative)","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: Justice and Universal Disability Youth Inclusion (JUDY Initiative) through protecting and promoting the rights of persons with disabilities in Eastern Europe, Eurasia, and/or Central Asia.",05/17/2023,06/30/2023,348186,"Dept. of State",19.345
"SRP Higher Education Access NOFO","The Bureau of Near Eastern Affairs Office of Press and Public Diplomacy (NEA/PPD), in cooperation with the Syria Regional Platform Public Diplomacy (SRP PD) office of the U.S. Department of State, is pleased to announce this Notice of Funding Opportunity (NOFO) to increase access of Syrian refugees overseas to information about, and other support in pursuing U.S. higher education opportunities. The primary goal of this funding opportunity is to further the U.S. policy objective of encouraging the matriculation in U.S. universities of Syrian students classified as refugees in accordance with national government or United Nations High Commissioner for Refugees (UNHCR) protocols. This NOFO outlines NEA/PPD’s and SRP PD’s funding priorities, strategic and thematic areas of focus, and procedures to submit applications for funding. Please carefully follow all instructions below. Purpose: NEA/PPD and SRP PD invite proposals for programs that strengthen people-to-people ties between the United States and prospective refugee classified Syrian international students interested in pursuing their higher education studies at an American college or university. In this context an award under this NOFO is designed to support the preparation, dissemination, and use of information about access to U.S. higher education opportunities for Syrian refugees overseas to advance U.S. policy goals and objectives for Syria. Specifically, proposed programs should support increased access to scholarships and related opportunities for financial support for refugee-classified Syrian students to pursue a degree at accredited U.S. institutions of higher education. This could include: programs that increase access to existing scholarship resources and/or supplementary funding that can cover gaps not met by existing scholarships. Additional program elements may include: providing guidance and/or support on the application process at all stages, e.g. documentation of academic credentials, mandatory standardized testing, visa procurement, etc.; liaising with higher education institutions regarding the unique circumstances of refugee classified students; connecting students beginning their studies with transition support; and other support as appropriate. Proposed programs could also include support for access to virtual/online degree programs.",06/01/2023,07/21/2023,348436,"Dept. of State",19.021
"U.S. Higher Education Advising – Quincy Competitive College Club","The U.S. Department of State’s Mission to Saudi Arabia announces an open competition for applications to carry out a program (the “Quincy Competitive College Club,” or QCCC) offering educational advising services to Saudi citizens and Saudi residents interested in undergraduate and graduate studies in the United States. The goal of the program is to guide a cohort of potential students, selected via a competitive, merit-based application process, through the process of selecting and applying for U.S. higher education programs, thus increasing their chances of being accepted by and choosing to attend U.S. higher education institutions (HEIs). Please follow all instructions below.",06/01/2023,07/01/2023,348464,"Dept. of State",19.022
"University Partnership Program (UPP)","Executive Summary: The U.S. Mission to Kazakhstan announces an open competition for U.S. and Kazakh organizations to submit applications for the 2023-2024 University Partnership Program (UPP) to increase collaboration between U.S. institutions and Kazakh Higher Education Institutions (HEIs). This program seeks to support economic diversification and growth in Kazakhstan. Project themes include the commercialization of research, partnerships with the private sector, joint research and publications between U.S. and Kazakhstani universities, curricula modernization, and building Kazakh institutional capacities to partner with U.S. institutions. Background: For more than five years the U.S. Mission to Kazakhstan has funded the University Partnership Program (UPP) to connect U.S. and Kazakh higher education institutions, traditionally by awarding sub-awards to U.S. partners who applied for funding with Kazakh institutions. As a result, 33 Kazakh universities have partnered with 30 U.S. universities to strengthen educational programs, teaching approaches, institutional and research capacities, as well as pursue joint projects addressing issues such as air pollution, environmental protection, and economic diversification. In addition to the projects achieved under each UPP, many partnerships have successfully resulted in sustainable, continued partnerships separate from USG funding. For example, many partners have applied for other funding opportunities, such as Bolashaq Scholars or National Science Foundation support, to continue research and faculty collaboration. The Bureau of South and Central Asian Affairs at the Department of State has conducted a regionally focused Monitoring & Evaluation study of the UPP program across several countries over multiple years. In addition, evaluation of previous projects has provided lessons learned and ways to focus the program implementation. For example, we learned that new curricula were not always adopted after being designed due to bureaucratic challenges. As a result, any curricula-based projects should focus on updating currently existing curricula, which is easier to adopt and teach than launching new curricula. We were pleased to see that UPP successfully served as seed money in many cases to support further, independent higher education collaboration and development. Problem Statement: Given recent and positive legislative changes in Kazakhstan that relaxed academic rigidity in curriculum design for Kazakh universities, Mission Kazakhstan endeavors to support U.S. universities in sharing expertise and best practices in areas to include: financial transparency, management accountability, diversifying sources of income, fostering of an R&D ecosystem and enterprise, building greater capacity for high quality research and the commercialization of research findings, and addressing the private sector needs and expanding collaboration with the private sector. The Mission believes helping Kazakh universities learn more about American university best practices in management, basic research, and financial accountability will instill democratic values at the institutional level and increase financial transparency, self-sustainability, and an entrepreneurial spirit, as well as increase the value in more inclusive management which empowers individual faculty members’ voices and shifts towards student-oriented services. Medium to long-term successes in Kazakhstan would include the implementation of international management practices, research standards, and student-oriented programs and services. Success will also be gauged on increasing the sharing of best practices among Kazakh institutions with each other. This would help Kazakh universities have well-run, efficient university management models which would be better placed to be an equal and contributing partner with U.S. universities and academic associations. This is also expected to increase the number of Kazakh students and scholars studying in the United States, and to contribute to a more competitive work force equipped with the skills to support economic diversification in Kazakhstan. Kazakh universities rely on the government as their primary funding source. In most cases, private student tuition fees do not sufficiently cover actual costs. Kazakh universities could benefit from using a diversified-income model used by U.S. universities, which would generate profit that could be reinvested into university operations. By adopting this model, Kazakh universities would raise their institutional profile, improve their facilities and equipment, be better positioned to support faculty professional development, and be able to offer more student services. Building partnerships with the private sector could also generate income through commercialization while at the same time offer practical experience for university students. Kazakhstan Ministry of Science and Higher Education have highlighted the importance of publishing articles and research in peer-reviewed journals. However, many Kazakh universities need additional support to further develop their research capacity to produce high quality research publications. Previous UniCEN workshops indicate there is high demand for training on research methodology, academic writing, and the publication process, particularly in STEM fields. The aim of the University Partnership Program this year is to help Kazakh universities develop well-run and efficient university management skills, modeled after U.S. tertiary institutions, and especially U.S. research universities, in order to raise Kazakh university international rankings and assist Kazakhstan’s effort to diversify its economy, thereby reducing its reliance on the oil and gas sector. This NOFO looks to support innovative project mechanisms that advance U.S.-Kazakh institutional partnerships in the form of sub-awards or activities organized directly by the implementer. This can include incubation hubs, basic research capability, or professional development centers. The program should focus on building greater institutional and research capacity in fields that support diversified economic growth through joint U.S.-Kazakh research collaboration including through curricula development, publications, research commercialization, and private sector partnerships. Project Audience(s): Public universities in Kazakhstan (private universities can be additional partners, but not the main partner), and U.S. universities – especially research universities, community colleges, and technical institutions. Beneficiaries can be students, teaching professionals, or university managers. Competitive proposals would consider working with several institutions to foster a network of bilateral institutions, not just one-on-one partnerships. Project Goal: · Build greater financial management and research capacity of at least two Kazakh universities in fields that support diversified economic growth in Kazakhstan, including agriculture, renewable energy, IT and STEM-related sectors through partnership between US- Kazakh higher education institutions. Project Objectives: Objective 1: Increase understanding of five to seven Kazakh university leaders and administrators on diverse university financial management systems or entrepreneurial models. Objective 2: Increase adoption of efficient and transparent university management models, including financial sustainability principles, of at least two Kazakh universities based on best practices in U.S. higher education. Objective 3: Improve understanding of U.S. best practices on research and commercialization models, that support diversified economic growth in Kazakhstan. Objective 4: Increase the production of quality research publications in at least two Kazakh universities that address private sector needs, including in agriculture, renewable energy, IT and STEM-related fields. Note: Competitive project proposals will include plans for preliminary discussions between American and Kazakh universities on potential roadblocks, challenges, and opportunities for collaboration, and local contextual nuances of Kazakh universities in order to design effective and competitive projects.",06/05/2023,07/26/2023,348521,"Dept. of State",19.900
"Supporting Access to Higher Education for Afghans","The Public Diplomacy Section (PDS) of the U.S. Mission to Afghanistan is pleased to announce an open competition for eligible organizations to submit applications to carry out a program aimed at supporting higher education opportunities for Afghans, in particular women and girls. Successful proposals will focus on at least one of three areas of support for higher education:1) Individual and/or series of short online courses (at least three weeks and up to six months in duration) to assist educated young professional Afghans in maintaining or developing professional skills in target fields;2) Mentorship, coaching, and/or networking support for young professionals to further develop their skills through relationships with other Afghans in their field and/or;3) Post-secondary “bridge” programs that prepare students who have already studied at the secondary level but may lack an internationally recognized diploma or qualification for university admissions, or to otherwise prepare them for university studies.The overall objective is to support higher education opportunities for Afghan students and young professionals, particularly women and girls, inside Afghanistan, and to maintain an educated workforce in which will be the basis for political and economic stabilization in Afghanistan. PDS intends to issue awards for a period of performance between 24 to 36 months.",06/07/2023,07/10/2023,348597,"Dept. of State",19.501
"FY 2024 International Visitor Leadership Program","The United States Department of State’s Bureau of Educational and Cultural Affairs’ Office of International Visitors (ECA/PE/V) announces an open competition for up to four cooperative agreements to support the FY 2024 International Visitor Leadership Program (IVLP), pending the availability of FY 2024 funds. Launched in 1940, the IVLP is a professional exchange program that seeks to build mutual understanding between the United States and other nations through carefully designed short-term visits to the U.S. for current and emerging leaders. These visits support U.S. foreign policy goals and reflect the participants’ professional interests. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant. It is ECA’s intent to award up to four cooperative agreements of one base year plus two non-competitive continuations (NCCs). Please see the full announcement for additional details.",06/12/2023,08/31/2023,348657,"Dept. of State",19.402
"Youth and Education Exchange","U.S. DEPARTMENT OF STATE U.S. Embassy Vienna Notice of Funding Opportunity Funding Opportunity Title: Youth and Education Exchange Funding Opportunity Number: SAU90023CA0020 Deadline for Applications: July 31, 2023 Assistance Listing Number: 19.040 Total Amount Available: $100,000-$120,000 pending availability of funds A. PROGRAM DESCRIPTION The U.S. Embassy Vienna of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to promote and foster U.S. culture, shared values, and diversity, with a specific focus on the contemporary American political and media landscape, among young Austrian students. Please follow all instructions below. As there is a growing need for improving media literacy and strengthening young Austrians’ understanding of the contemporary American political and media landscape, U.S. Embassy Vienna invites proposals for a Youth and Education Exchange to be carried out between September 2023 and December 2024. In times of increasing discord and misinformation, this program promises to contribute to coming generations of Austrian leaders’ understanding of the United States. Priority Region: None Program Objectives: This exchange program will focus on U.S. culture, shared values, disinformation, diversity, and the contemporary American political and media landscape. The goal is to reinforce the power of shared democratic values, provide a first-hand look at the U.S. political process, and enhance people-to-people ties between young Austrians and Americans. In times of increasing discord and misinformation, this program contributes to a closer connection between future generations of Austrian and American leaders and enhances Austrian participants’ understanding of the United States. The program will reduce stereotypes and produce informed young Austrians who can act as citizen ambassadors, thus benefiting the Austrian-American relationship in the years ahead. The program will provide an exchange experience focused on U.S. culture, shared values, disinformation, diversity, and the contemporary American political and media landscape. The goal is to reinforce the power of Western democratic values, provide a first-hand look at the U.S. political process and the role of civil society, while increasing people-to-people ties. As this will be a cooperative agreement, U.S. Embassy Vienna will have substantial involvement in this effort including participant selection and approval of the program structure and content of the U.S. component. The Public Diplomacy Section of the U.S. Embassy is providing maximum flexibility for applicant organizations to offer program models that effectively meet the overall goals of the program. In addition to those listed above, required elements of the program are as follows: - Participants should learn about the essential elements of contemporary American political life and how these elements inter-relate. Participants should have the opportunity to experience these elements in a local U.S. community through interactive, hands-on training, which might include, for example: formal presentations, meetings with stakeholders, discussions, and cultural or social events. - Participants should have interaction with policy experts, media professionals, and academics and students in both countries. - The program should include elements for post-program engagement with the Austrian participants that include mentoring and supporting participants as alumni of this program. - The recipient will identify specific and measurable outputs and outcomes based on the project specifications provided in the solicitation. Additional program goals include: - Promote future Austrian leaders’ awareness of the American political process and the resilience of U.S. democracy - Encourage identification of the United States as a destination for future academic, business, or other partnerships, and ongoing education. - Foster professional and personal ties with participants and U.S. citizens in the local community. - Promote mutual understanding between the people of the United States and the people of Austria. Participants and Audiences: Target audience and participants are 10-15 Austrian university students and young professionals, between age 21 and 28 and residing permanently in Austria, with demonstrated leadership capacity to participate in a tailored and compact hybrid (with a virtual pre-program phase) program in Austria and the United States, focusing on education and leadership. B. FEDERAL AWARD INFORMATION Length of performance period: 12 to 24 months Number of awards anticipated: 1 award (dependent on amounts) Award amounts: awards may range from a minimum of $100,000 to a maximum of $120,000 Total available funding: $120,000 (pending availability of funds) Type of Funding: FY23 Smith Mundt Public Diplomacy Funds Anticipated program start date: September 15, 2023 This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement. Cooperative agreements and some FAAs are different from grants in that bureau/embassy staff are more actively involved in the grant implementation (“Substantial Involvement”). U.S. Embassy Vienna will have substantial involvement including participant selection and approval of the program structure and content of the U.S. component. Program Performance Period: Proposed programs should be completed in 24 months or less. Optional: The Department of State will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State. C. ELIGILIBITY INFORMATION 1. 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 2. Cost Sharing or Matching U.S. Embassy Vienna encourages cost-sharing, which may be in the form of allowable direct or indirect costs. There is no minimum or maximum percentage required for this competition, but a very competitive application will include cost sharing that allows for more participants. The recipient of an assistance award must maintain written records to support all allowable costs which are claimed as its contribution to cost participation, as well as costs to be paid by the federal government. Such records are subject to audit. The basis for determining the value of cash in-kind contributions must be in accordance with OMB Circular A-110 (Revised), Subpart C (23) “Cost-sharing or Matching,” and should be described in the proposal. 3. Other Eligibility Requirements In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information.",06/13/2023,07/31/2023,348656,"Dept. of State",19.040
"Advancing Arts for Youth in Pemba and Metuge","The U.S. Embassy in Mozambique of the U.S. Department of State announces an open competition for organizations to submit proposals to advance U.S. government stabilization goals through support for the youth arts program at the Provincial Cultural Center in Pemba in Cabo Delgado Province. This support is essential to providing the growing number of children and young adults living in the provincial capital with life skills and a safe outlet for self-expression, in the face of violent extremism ongoing in the region. This award will support the existing music, dance, and visual arts classes for youth in Pemba and will expand the classes to youth in Metuge. Part of the support includes furnishing the center to ensure proper equipment and conditions are in place for programming. A grant for up to $400,000 U.S. Dollars (USD) will be awarded (pending availability of funds) for work that will support program objectives. The period of performance is 18 months. Funding authority rests in Global Fragility Act (U.S. Strategy to Prevent Conflict and Promote Stability). Contact Person: For questions on the application and technical content please contact MaputoPDproposals@state.gov Priority Region: Cabo Delgado - Pemba Background: The U.S. Embassy in Mozambique is accepting proposals to equip the Cabo Delgado Provincial Cultural Center with necessary support to expand its arts program for youth in Pemba and to implement the local government’s Mobile Artist initiative in Metuge. The Cultural Center is managed by the Provincial Directorate for Culture and Tourism in the province and serves as the main cultural center for residents in and around the provincial capital, Pemba. It also oversees a district cultural center in Chiure and is responsible for implementing cultural programs in Metuge. The ISIS-Mozambique insurgency has committed heinous acts of violence in Mozambique’s northern provinces, displacing nearly one million people, mainly women and children. The number of young people has increased exponentially in Pemba. Many are battling trauma from the violence they experienced in their communities of origin, struggling to settle in their new home, and living with limited employment opportunities, education, and other social services. Program Description & Objectives: The overarching long-term goal of the U.S. Government’s Strategy to Prevent Conflict and Promote Stability (SPCPS) is: Mozambican individuals, communities, and institutions are strengthened and empowered to foster enduring stability through the development of open political participation and governance, inclusive and sustainable economic growth, accountable security and justice sectors, and resilient social cohesion. To achieve this goal, this award seeks to increase the number of young Mozambicans aged 7 to 21 years old who participate in the Cultural Center’s arts classes, which teach life skills, offer a path towards economic self-sufficiency, promote self-expression for all, and use arts as a way to help heal from trauma. The Provincial Cultural Center currently accommodates children and youth between the ages of 7 and 21 for various cultural activities and lessons including: music, dance, and visual arts. However, the Center is facing the following challenges: shortage of musical instruments for music lessons, shortage of materials for lessons of visual arts and crafts, lack of a recording studio, damaged classroom furniture, no access to internet, and no proper storage facility for books and equipment. Interventions should respond to these challenges, to include training for staff to maintain the updated spaces and new equipment. This award would cover the costs to: · Refurbish outdoor seating. · Refurbish the stage platform. · Outfit three arts classrooms, a storage room, and recording studio with the equipment needed to improve arts teaching. · Launch the “Artistical Movel” initiative that allows already-trained Center staff to conduct art therapy activities for the thousands of internally displaced children and young adults in Metuge. Note: Detailed plans for these three projects are available to interested applicants. Please email MaputoPDproposals@state.gov to request these documents. Applicants are expected to present clear and detailed description of all the activities they expect to do within the total amount available listed. Applicants should take into consideration that this Provincial Cultural Center caters mostly to children, teens, and young adults. As such, all safety measures should be taken into consideration. We highly recommend the involvement of local labor, implementing partners, and service providers. Inclusion of American culture and expertise is strongly encouraged. The Embassy will not cover pre-award costs incurred by applicants when doing the initial work survey to prepare an application. Participants and Audiences: Children and youth aged 7-21 who frequent the Provincial Cultural Center in Cabo Delgado.",06/13/2023,07/17/2023,348698,"Dept. of State",19.979
"Building Youth Resilience to violent Extremism – Youth Employability Program.","U.S. Embassy Lome, of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to build youth resiliency to violent extremism through a youth employability program.Togo, despite its proximity to countries affected by violent extremism, is one West African country that has experienced relative peace and security, until recently. The escalation in violence in Burkina Faso has spread to neighboring countries, with Togo and Benin recording their worst Global Terrorist Index (GTI) scores on record. According to country officials, as of today, violent extremist attacks have led to 40 military casualties and more than 100 civilians were killed and 2000 Togolese have taken refuge outside the country.Several studies and assessments in the Savanes region have concluded that the factors that most fuel violent extremism and encourage the recruitment of sympathizers by extremist organizations are poverty, particularly among youth and women, and the lack of jobs and prospects for young people. Thus, to identify underlying violent extremism vulnerability and resilience factors in Togo and to help inform U.S. Government efforts countering violent extremism in West Africa, USAID commissioned a baseline study in Northern Togo in late 2019 that confirmed that young men and women are most likely to be impacted by violent extremism rhetoric given their difficult living conditions. The main objective of this NOFO is to leverage and highlight U.S. expertise and the growing U.S.-Togo relationship to strengthen and support youth in entering the labor market, particularly disadvantaged young women and men in areas affected by violent extremism. This will be through the provision of demand-led technical skills training, employability training, career guidance, and green, social, and agripreneurship. with the end goal of preventing violent extremism.",06/15/2023,08/15/2023,348745,"Dept. of State",19.979
"Management of U.S. Embassy Youth Council (USYC) Program","PROGRAM DESCRIPTION Executive Summary: The Embassy of the United States in Kathmandu announces an open competition for the management of U.S. Embassy Youth Council (USYC) Program 2024. Every year, approximately fifty-five individuals, between 20-30 years old, are accepted to the Council. Throughout the duration of their membership term, council members participate in networking events, work on community engagement projects, and attend important events. The U.S. Embassy in Nepal is looking for an implementer to manage the USYC program through a cooperative agreement. Any not-for-profit, non-governmental organizations, think tanks, and academic institutions are eligible to apply. The deadline for submitting proposals to KTMgrants@state.gov is by Sunday, July 23, 2023. Any submission received after the deadline will not be considered for this grant opportunity. Background: The U.S. Embassy in Nepal created the U.S. Embassy Youth Council (USYC) in 2011 in order to interact directly with Nepal’s youth about the issues that concern them. The Council consists of 50-55 Nepalis between the age of 20-30 years from all regions of Nepal and representing various backgrounds, regions, castes, ethnicities, religions, and professions. The USYC has two primary objectives: 1) to interact with the Embassy about the challenges young Nepalis face and what can be done to address them, and 2) to encourage participation by Council members in their communities and the larger civil society. In 2022, over 2700 Nepali youth applied to become a member of this unique platform. The selected youth participated in multiple networking events, attended meetings, and designed and implemented civic engagement projects (CEPs). Past USYC members have built teams, developed solutions to problems, and launched products, organizations, and companies that have created opportunities for progress. For example, Youth Council members created: Project Upskill, a program that helped graduating students to gain employable skills for an easier transition to the job market; eConstruction, a website to support reconstruction after the April 2015 earthquake; Lunch Box, a kit to help rural women start small businesses; iconstutution: an app to widely circulate the new constitution of Nepal and help citizen’s understand their constitutionally protected rights; and Model Debate, a program to promote dialogue between electoral candidates and youth voters. This funding opportunity seeks to identify a cooperative agreement partner to manage U.S. Embassy in Nepal’s flagship youth program. The prospective implementer will recruit USYC members through an open and objective process, bring innovative approaches to youth programming, and design and implement programs and activities to engage the USYC members throughout their tenure. Project Audience(s): Primary beneficiaries for this project are youth aged 20-30 with the following demographic variables. 1. Gender: At least 50% of the USYC members should be female. 2. Geographic location: All seven provinces should be covered in terms of geographic representation. 3. Age group: between the age of 20-30. 4. Level of Education: Bachelor’s degree or above. 5. Diversity: Selected participants should reflect Nepal’s cultural, religious, ethnic, and social diversity. Project Goal: The United States Embassy in Nepal supports initiatives that promote democracy, increase economic prosperity, and create resilience. This is only possible when youth are provided with given tools and resources to support their communities and country. USYC provides the training, mentorship, and networking for youth to be leaders of social positive change. Project Objectives: This project has the following objectives. · Select 50 to 55 Nepali Youth, through an open and transparent manner, who represent Nepal’s diverse social, religious, cultural, geographic, and ethnic backgrounds. · Strengthen the capacity of all Council members through series of training and capacity building events. · Support Council members with designing and implementation of 5-7 Civic Engagement Projects. · Strengthen the U.S. Embassy’s and USYC Members relationship through events and other appropriate networking opportunities. · Increase in empowerment, exposure, and leadership skills of USYC members. · Effectively utilize the expertise of USYC alumni and recommend ways to include them in U.S. Embassy’s programming. B. FEDERAL AWARD INFORMATION Length of performance period: 15 Months Award amounts: $75,000 Type of Funding: FY23 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 1, 2023 Note: The Public Affairs Section reserves the right to award less or more than the funds described under circumstances deemed to be in the best interest of the U.S. government, pending the availability of funds and approval of the designated grants officer. Funding Instrument Type: Cooperative Agreement. Public Affairs Section of the U.S. Embassy will work with the grantee to select the members, approve program content, and provide experts and speakers. Support for Diversity, Equity, Inclusion, and Accessibility (DEIA): All programs should consider strategies for expanding the pool of individuals/organizations/beneficiaries to afford opportunities for as diverse and inclusive population as is feasible to bring diverse perspectives based on religion, sex, disability, race, ethnicity, sexual orientation, gender identity, gender expression, sex characteristics, national origin, and age to implementation of the program. Note: NOFO is attached in the additional document",06/21/2023,07/23/2023,348819,"Dept. of State",19.040
"Leadership Training for Adolescent Girls and Young Women","PEPFAR announced the DREAMS (Determined, Resilient, Empowered, AIDS-free, Mentored, and Safe) Partnership on World AIDS Day 2014. In 2015, DREAMS was planned with full grassroots participation. In 2016, DREAMS implementation began in ten countries of Sub-Saharan African countries including Mozambique.DREAMS focuses on HIV prevention interventions for Adolescent Girls and Young Women (AGYW) from 10 to 24 year olds. The program provides a comprehensive package of core interventions to address many of the factors that make girls and young women particularly vulnerable to HIV, including gender-based violence, exclusion from economic opportunities, and a lack of access to secondary school and broad components, such as parenting/caregiver programs and the specific evidence-based curricula for HIV and Violence prevention.The goal of DREAMS is to deliver on bold U.S. targets by supporting a multi-sectoral core package of interventions that goes beyond the health sector, addressing the structural drivers that directly and indirectly increase girls’ HIV risk, including poverty, gender inequality, sexual violence, and lack of education. The DREAMS Ambassador program was initiated in 2016 as way to recognize that adolescent girls and young women (AGYW) have limited access to adolescent friendly services that respond to their sexual reproductive health needs. The participation and leadership of AGYW is essential in the decision-making processes implementation of interventions and in the that affect their lives to achieve better health for AGYW.The focus of this program is to select and train AGYW to advocate for the rights of youth, provide leadership for DREAMS interventions, and to link their peers to the services available (in the community, schools, and the health centers), in order to maximize the impact of the DREAMS program.Among of the responsibilities of the DREAMS Ambassadors, their mission is to generate public attention for the DREAMS program and the problems that affect adolescent girls and youth in their communities and being and be the public face in existing structures such as girls’ clubs and safe spaces in the community.Mozambique still has one of the highest numbers of early pregnancy and female school drop-out it also ranks very high in lack of opportunities for young women to actively raise their voices in the society. One of the roots of this problem is related to the absence of female role models at all levels across all levels of the society. This has contributed towards a cycle of poverty perpetuated throughout generations limiting opportunities for girls and women.The applicant should provide a grassroots leadership training with innovative models of education focused on adolescents girls and young women to amplify talent, raise gender equality and promote sustainable transformation by empowering girls and young women to be the next generation’s changemakers through mentorship models.The approach of the leadership training needs to be based on a holistic vision of circular leadership and active citizenship (community, civic and participatory) that recognizes the individuality and complementarity of each being in the circle, with awareness that the girls and women can be the intergenerational reference modelsDuring this training, the group enters a conceptual questioning aimed at deconstructing and re-signifying concepts (leadership, management, power). From there it expands to a vision of leading for the common good and deepens its understanding of reference models practices, intentions, and relationships.Finally, it dives into building its own profile and a collective leadership manifesto. In conclusion, this approach recognizes the dynamic and evolving nature of a leadership profile that is constantly being updated and, as such, will never be completed or crystallized.",06/23/2023,08/04/2023,348898,"Dept. of State",19.029
"English Access Microscholarship Program 2023-24","A. PROGRAM DESCRIPTION Background: The U.S. Mission to Kazakhstan launched the English Access Microscholarship Program (Access) in 2007. Since its inception more than 1600 students in more than 15 regions across Kazakhstan have participated in the Access Program. With the growing interest of rural areas and secondary school youth in Kazakhstan to develop their skills in English, the U.S. Consulate General Almaty would like to continue supporting the local community through structured language training. This funding opportunity seeks to engage local educational organizations to design and implement the English Access Microscholarship Program (Access) in regions across southern Kazakhstan (for the detailed location please refer to the “project audiences” section). Through after-school classes and intensive sessions, the program will create opportunities for talented 13-15 year-olds from economically disadvantaged sectors to learn English during a two-year project. The program also gives participants the opportunity to gain an appreciation for U.S. culture and values. It is intended to increase their ability to participate successfully in the socio-economic development of their country and improve their chances of participating in educational and exchange programs in the United States. Project Audiences: Female and male 13-15 year old students (50/50 ratio per group), from Talgar, Taraz, Sayram standard secondary schools. The target audience should be from socially and economically underprivileged groups with a motivation to learn U.S. culture and values within a two-year intensive in-person program. Selected participants must be bright, economically disadvantaged students with beginning level of English. Participants should commit to enroll in classes during the full two-year program. Students will graduate with certificates of completion from the U.S. Consulate General in Kazakhstan at the end of their two-year program. Project goal: Promote the socio-economic development of Kazakhstan through increasing the English language and critical thinking skills of economically disadvantaged Kazakh youth from rural and suburban secondary schools. Project Objectives: Objective 1: Increase English language proficiency of 90-110 beginner-level to intermediate, over a two-year period through interactive learning and real-life contextual practice strategies. Objective 2: Increase awareness and understanding of key issues facing the target audiences’ respective communities and ways they can positively contribute to addressing those challenges. Objective 3: Increasing understanding of US culture/values and critical thinking skills. Objective 4: Improve media literacy and basic computer skills, including use of search engines and social media of the target audience. More information: Please see the links below for further information: · Access Program: https://exchanges.state.gov/non-us/program/english-access-microscholars... · Access Provider Handbook: https://handbook.access-program.org/ The Successful Provider will be Responsible for the Following Tasks: ▪ To advertise and promote the program in the local community; ▪ To select program participants and staff members; ▪ To organize and provide the English Language instruction classes (after school and intensive sessions); and ▪ To work closely with the U.S. Consulate General in Almaty; B. FEDERAL AWARD INFORMATION Length of performance period: 20-24 months (2 academic years) Number of awards anticipated: 1-3 awards Floor of Individual Award Amounts: $31,000 Award amounts: awards may range from a minimum of $31 000 to a maximum of $33 000 Ceiling of Individual Award Amounts: $100,000 Total available funding: $100,000 Type of Funding: Assistance to Eastern Europe, Eurasia, and Central Asia under the Foreign Assistance Act. Anticipated programs start date: September 2023 Funding Instrument Type: Cooperative agreement. Cooperative agreements are different from grants in that Consulate General staff are more actively involved in the grant implementation. There will be (but not limited to) a substantial involvement of the U.S. Consulate General Almaty in teacher and student recruitments, program activities planning and implementation, U.S.G. alumni and other representative visits, ceremonies organization. Program Performance Period: Proposed programs should be completed in September 2025 or less. C. ELIGIBILITY INFORMATION 1. The following organizations are eligible to apply: · Not-for-profit organizations · Civil society/non-governmental organizations. · Think tanks. · Public International Organizations. · Governmental institutions. · Public educational institutions and/or teaching English, preferably with similar projects. For this announcement, only Kazakhstan-based organizations are eligible to apply. The grantee should be an established institution or a non-governmental organization (NGO) with at least 3 years of experience in administering educational programs and/or teaching English, preferably to the target age group. The grantee must have access to an established core of English instructors willing to commit their time to this project. Organizations with previous experience and a capacity of working with educational institutions on a national level will be given priority. 2. Cost sharing or matching is not required for this funding opportunity 3. Pre-award costs are not an allowable expense for this funding opportunity. 4. In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D for more information. Individuals are not required to have a UEI or be registered in SAM.gov. D. APPLICATION AND SUBMISSION INFORMATION Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement will be ineligible. Application forms required below are available at: https://kz.usembassy.gov/, grants.gov. Content and Form of Application Submission Applicants must ensure: · Proposal clearly addresses the goals, audiences, and objectives of this notice. · All documents are in English. · All budgets are in U.S. dollars. · All pages are numbered. · All documents are formatted to 8 1⁄2 x 11 paper. · All Microsoft Word documents are single-spaced, 12-point Times New Roman font, with a minimum of 1-inch margins. · All applicant authorized signatures are provided where indicated on the various, required forms. Application Deadline: All applications must be received by August 1, 2023 (11.59 p.m. Astana time). This deadline is firm and is not a rolling deadline. If organizations fail to meet the deadline noted above their application will be considered ineligible and will not be considered for funding. Please note that review may take up to 60 days. Application Submission Process: Submit all application materials directly to the following email address sgp-kazakhstan@state.gov including the subject line: “Access 2023 proposal”. Required Registration: All organizations applying for grants must obtain a Unique entity Identifier (UEI) and a www.SAM.gov registration. The registration is free of charge. Note: The process of obtaining or renewing a SAM.gov registration may take anywhere from 4-8 weeks. Please begin your registration as early as possible. Read full NOFO in the Related Documents",06/29/2023,08/01/2023,348983,"Dept. of State",19.900
"Academic Writing Centers at Kazakh Universities","Working with and reaching out to Kazakh universities, U.S. Diplomatic Mission representatives are often approached about the opportunities of creating a student- and faculty-oriented academic writing center like those that operate in U.S. universities. In line with the Government of Kazakhstan’s trilingual education policy, many universities in Kazakhstan are interested in developing academic writing skills of students and providing guidance to faculty members on how to improve the quality of their research and publications. Kazakhstan’s Ministry of Science and Higher Education is prioritizing university research and development, requiring university faculty to publish their research in international peer-reviewed journals. However, many Kazakh universities have requested support in further developing their research capacity to produce high quality research articles that are more likely to be published in international journals. Workshops offered in recent years as part of the U.S. Mission-funded University Partnerships Program and Central Asia regional UniCEN program also indicate that there is high demand for training on research methodology, academic writing, and the publication process, particularly in STEM fields. Many qualified researchers lack the English language skills to publish their research in international journals. This skills gap may include basic writing skills, but more commonly reflects a challenge with presenting their research processes, outcomes, and conclusions clearly. While there is a peer review process in place, many of the senior faculty are less experienced in the international publishing process and standards. Unlike in the United States, Kazakh researchers have few additional resources to rely on when their research is rejected. To address this issue, the U.S. Mission to Kazakhstan proposes to offer targeted English language support to Kazakh HEIs through the creation of academic writing centers. Through mentoring and skills transfer, the program will create a vehicle for Kazakh HEIs to adopt improved research publication practices based on U.S. models. The creation of the academic writing centers project modules/topics must be connected (but not limited to) the organization of writing centers for various academic audiences (students, faculty members-researchers, graduate and PhD students), administrative support and staffing requirements, academic writing and the principles/requirements of the writing research papers, and research methodology, international standards, and the publishing process. Project Audience(s): Universities in Kazakhstan and U.S. universities, especially research universities. Beneficiaries can be students, faculty researchers, graduate, and PhD students, including those in STEM fields. Competitive proposals would work with partner institutions to establish sustainable academic writing centers, with buy-in from staff and university management to provide space and equipment for the center and continue its work beyond the length of the program. Project Goal: Improve the research publication practices of four Kazakh public universities by creating academic writing and scientific research centers based on U.S. Universities current and best practices. Project Objectives: Objective 1: Establish four financially self-sustaining academic writing centers in Kazakh public universities Objective 2: Increase understanding of Kazakh university faculty on current and best US research university practices essential to conducting quality research. Objective 3: Improve academic writing standards and practices of newly created Kazakh public university writing centers through mentorship from US university academic writing centers.",07/13/2023,08/14/2023,349244,"Dept. of State",19.900
"The Teaching Advancement Program “Teachers of Tomorrow” (TOT)","Goal of the TOT program is to enhance quality of general education through improving PSTE programs and professional capacity of in-service teachers and teacher educators. This program will be a complementary effort to existing USAID funded “Educating the Future Activity” program while also providing an additional element of exchange visit and a study tour. The TOT will seek to deliver an intensive hands-on training (both in person and webinars) for teacher educators/university faculty in curriculum development, modern teaching methods, student assessment, etc. The program will also help to explore the concept of teacher leadership, as well as the skills and dispositions necessary for this role beginning at the pre-service level. A new course in teacher leadership will be developed and introduced in close cooperation with local teacher educators. TOT will entail establishing or improving a practicum program for pre-service teachers, developing strong linkages between PSTE institutions and local schools. TOT envisages exchanges in both directions – a combination of trips to the United States – a two-week robust study tour for eight Georgian participants (pre-service and in-service teachers) and trips to Georgia of American partners, who will be engaged in active trainings on specific topics mentioned above and identified additionally in consultation with PDS and TOT participants. The study tour will bring Georgian delegation to U.S. based universities to share best practices on how pre-service teacher education is delivered, how curriculum is constructed, how partnerships are established with schools, and how quality control mechanisms are enforced. Moreover, visits to American universities are meant to raise the profile of the visiting fellows so that the effectiveness of their future contribution to their respective communities is further enhanced. TOT activities will be implemented in two universities in Georgia – one Tbilisi-based and one located in a region. TOT program objectives include the following: · Enhance professional capacity of teacher educators and provide them with practical strategies to accommodate change in their teaching practices and in the content of their programs; · Design and introduce a new course/s in instructional leadership/curriculum development. · Develop a strategy/marketing campaign to address the problem of poor student recruitment policy - PSTE programs face a challenge of attracting motivated and capable students interested in STEM (over the course of the years, the demand for the STEM teachers is rising, however the universities fail to attract students) students from rural areas, male students. · Establish models of efficient practicums in pre-service programs. · Creating a network of program alumni throughout Georgia who can later develop joint efforts to solve the problems they collectively face. Following topics/activities (the list can be further expanded) may be supported: a) Trainings/webinars/workshops on how to: · Develop a curriculum/design a new course. · Identify and address gaps in students’ learning. · Help pre-service teachers transition from student to teacher. · Observe and provide constructive feedback to pre-service teaching during practicum and microteaching · Conduct analysis and assessment to improve instruction. b) Develop a mentorship program (international partners) that connects pre-service and leadership faculty with successful school leaders to learn from their experiences. c) Provide opportunities for pre-service and leadership faculty to attend conferences or other professional development opportunities (both distance learning or in person opportunities) to learn about current trends and best practices in education. d) Develop (non-financial) incentives for schools to host practicums for schools to gain recognition for their contributions. Learn from best international practices of such incentives. c) Provide training to pre-service faculty on effective practicum design and implementation",07/17/2023,09/07/2023,349304,"Dept. of State",19.900
"Trinidad and Tobago Youth Development and Diversion Grant","Overview: The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project providing a community-based solution to counter gang recruitment in selected communities of Trinidad and Tobago (TT). Countering the spread of criminal gangs is an INL Priority goal under mission goal 1, “Enhanced Citizen Security and Rule of Law’, objective 1.2 ‘Institutions support at-risk communities to address the underlying drivers of crime, gang involvement and violent extremism’, Sub Objective 1.2.1 ‘TT expands youth development and diversion programs to disincentivize gang involvement, strengthens juvenile justice systems, and improve relationships between law enforcement and at-risk communities’ Criminal gang activities drive violent crime and homicides in TT. This undermines public safety, negatively impacting livelihood, consumer confidence, foreign investment, and the ability of every citizen to enjoy peaceful and friendly communities. Lack of sustainable economic opportunities creates a climate for recruiting vulnerable youth into criminal gangs, leading to a decrease in the productive capacity of the young adult population between the ages of 18-35, especially males. Youth between the ages of 10 and 18 are more susceptible to societal and cultural ‘push’ factors, and ‘pull’ factors within the gang itself. Familial factors such as parental drug and alcohol abuse, violence at home, and parental criminality or gang membership are amongst the strongest predictors or delinquency and gang involvement. Community ‘push’ factors linked to joining gangs include social disorganization, availability of firearms, access to drugs and cultural norms supporting gang behavior. Youth may be pushed towards gang culture to resist structural violence they experience in their own community. In addition, the presence of pre-existing gangs correlates strongly with furth",07/19/2023,09/30/2023,349402,"Dept. of State",19.703
"English Language Capacity for STEM Fields Students","Kazakh students from Astana and Almaty have greater access to English language learning resources and can apply for various scholarship opportunities. Due to limited English language proficiency, many academically qualified students from rural areas are not able to pursue international program opportunities. The goal of this program is to identify the most promising STEM and IT students with high academic results, intermediate level of English, and a clear commitment to take advantage of English language courses to further pursue their studies in the United States through various opportunities including Government of Kazakhstan scholarships. As STEM and IT specialists with English language skills are also in high demand in Kazakhstan, supporting this group of students, especially those from rural and regional cities, would also help address the rural and urban gap in education. This program will coordinate with the Ministry of Education, Center for International Programs Bolashaq, and regional university partners to identity strong candidates who would benefit from English language courses to expand their opportunities for graduate study or research at U.S. institutions. As part of this program, students with pre-intermediate English language level will be recruited and offered an in-person (offline) opportunity to complete 250 hours of English language instruction during one academic year. The program will seek support from various partners in the region to secure venues for classes at two regional locations. The program budget for the year-long 250 hours of in-person English language instruction for 60 students in two regions, with teaching fees, textbooks, materials, and supplies will be approximately $40,000. This amount will also include at least five percent dedicated to monitoring and evaluation costs, per Department policy. Project Audience(s): rural and regional students majoring in STEM and IT fields with excellent academic results, but pre-intermediate level of English, who are interested in continuing their education in the United States through various opportunities including GOK-funded scholarships. Project Goal: Increase access to STEM graduate and research opportunities in the United States for Kazakh students from rural and regional areas through English language and academic preparation courses. Project Objectives: · Objective 1: Improve the English language skills of 60 pre-intermediate English-level STEM students in regional and rural areas who are interested in continuing their studies abroad. · Objective 2: Increase STEM students’ awareness about various opportunities to continue their studies in the United States, by inviting U.S. guest speakers, advisers, and graduate or scholarship program representatives. · Objective 3: Increase understanding of at least 25-30 program participants on how to apply for study in the United States, through consultations and sessions on STEM-related activities. The applicant should identify the target participants for the program through an open call for applications at regional universities. The partner will also identify at least two highly-qualified English language instructors who can commit to improving students' English language level from pre-intermediate to upper-intermediate level at regional cities and conduct classes throughout the year. The partner should offer selected applicants in at least two locations 250 hours of in-person English language instruction during one academic year.",07/20/2023,08/25/2023,349452,"Dept. of State",19.900
"Youth Forum Leadership Summit 2024","The Public Diplomacy Section (PDS) of the U.S. Embassy in Colombo would like to work with a local partner to organize a four-day Youth Forum Leadership Summit, tentatively scheduled for February 2024. The Summit would bring together Youth Forum members representing the U.S. Embassy Colombo’s American Corners in Kandy, Jaffna, Matara, Colombo’s American Center, and the iHUB in Batticaloa (approximately 75 Youth Forum Members total from the five sites in Sri Lanka) as well as 20-25 Youth leaders from the South Asian region (nominated by the U.S. Missions to Nepal, Bhutan, Bangladesh, India, and Maldives) for a three-day, in-person workshop of skill-building sessions intended to develop the skills and understanding of a new generation of Sri Lankan youth leaders. Through the Forum, participants will have opportunities to learn from each other as well as expert trainers and speakers, including alumni of U.S.-sponsored exchange programs and high-level Embassy and Government officials. The Summit’s sessions will focus on building the capacities of the Embassy’s American Spaces’ lead volunteers, and the Youth Forum members, through discussions about leadership skills, training opportunities, building understanding of U.S. policy goals and how those goals apply to programming in the American Spaces, and exposure to other young leaders in the region. The Summit will also allow the youth to consider their futures, including educational and professional pathways that will allow them to grow their careers and their communities. Following the workshops focused on professional skill building, the group will spend an additional day working together on a community service project that they have helped to design and organize. After the Summit, the organizer should provide participants with an opportunity for ongoing training, mentorship, and reflection to ensure the lessons from the Summit carry into the Youth’s lives after they have returned home. Working via a cooperative agreement, the primary award would go to a local organization who will be the local primary organizer of this event, working in tandem with the Embassy’s American Spaces team and volunteers at each American Corner, with reporting and monitoring requirements according to the grant regulations. Program Objectives: Through this program, the youth participants will gain understanding and capacities as youth leaders in their communities. They will explore U.S. policy goals around climate change, entrepreneurism, diversity and acceptance, free and fair governance, and social exchange, as well as other issues of importance as determined by the Embassy and Sri Lanka, and build a greater understand of how those goals apply to programming in the American Spaces that they support with their volunteering. They will explore regional connections as well as education and professional pathways. Finally, the group will develop their interest and skills by working effectively on a community service project. Participants and Audiences: Youth Forum members, ages 18 – 24, who are lead volunteers at American Spaces in Sri Lanka as well as throughout the region (to include Nepal, India, Bhutan, Bangladesh and Maldives).",07/21/2023,08/20/2023,349486,"Dept. of State",19.040
"FY 2024 (Academic Year 2025-2026) Congress-Bundestag Youth Exchange and Congress-Bundestag/Bundesrat Staff Exchange","The Office of Citizen Exchanges, Youth Programs Division (ECA/PE/C/PY), of the Department of State’s Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the FY 2024 (Academic Year 2025-2026) Congress-Bundestag Youth Exchange (CBYX) program and outbound Congress-Bundestag/Bundesrat Staff Exchange (CBBSX). U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501 (c) (3) may submit proposals for any of the following Components of the CBYX program: Administrative, Secondary School, Vocational, and Young Professionals. CBBSX participants will be supported by the organization that facilitates the Young Professional exchanges. The CBYX and CBBSX programs support the exchange of American and German young people to sustain and strengthen the American-German friendship based on the common value of democracy. The program also builds lasting personal and institutional relationships. Please see the full announcement for additional information.",08/28/2023,10/26/2023,350004,"Dept. of State",19.415
"Mission Spain Public Diplomacy NOFO Defensa y Yo 4.0, 2023-2024","The Public Diplomacy Section of the U.S. Embassy in Madrid and U.S. Consulate General in Barcelona (known collectively as PD Spain) of the U.S. Department of State announces an open competition for organizations to submit proposals to design, manage, and implement “Defensa y Yo 4.0,” a program promoting security and defense issues among Spanish public university students. In 2021, working with a local partner organization, Mission Spain established ""Defensa y Yo"" (DyY) a program promoting security and defense issues among Spanish youth. The program includes three elements: 1) Lectures by U.S. experts in select Spanish public universities on a variety of topics related to security and defense. 2) Attendees can then participate in a competition where they submit a project on one of the topics covered in the lecture series. 3) A winner is selected from each university, with winning students traveling to Brussels to visit NATO headquarters and other security and defense institutions. For this fourth edition of the Defensa y Yo program, Mission Spain welcomes creative proposals to continue the program in sixteen selected universities, strengthen the relationships with both the university administrators and professors, and engage the network of participants from the three previous editions. The specific objectives for the program are: Objective 1: Spanish public university students gain knowledge and tools to discuss and share accurate information on security and defense issues with their peers and become better informed future leaders. Objective 2: Strong relationships are formed with both the university administrators and professors. Objective 3: Mentorship relationships are formed between participating students of all four editions of DyY and the alumni association GeoSeDe. A.3. Recipient Responsibilities The applicants of this NOFO (Notice of Funding Opportunity) must: 1. Develop and implement a program consisting of a series of lectures (in-person or virtual, when necessary) on security and defense themes featuring a U.S. expert (i.e. representatives from academia, civil society, international organizations, think tanks, U.S. government, etc.). These lectures will take place at sixteen selected Spanish public universities - one session per university from February 2024 to May 2024. Ideally, the grantee will invite a total of four speakers, one per month. Each speaker would reach four of the participating universities during the course of one week. These U.S. speakers will be selected by the grantee in collaboration with PD Spain. 2. Create program guidelines and other relevant materials for professors of the participating Defensa y Yo universities. 3. Conduct a formal registration of all attendees of the Defensa y Yo sessions at the sixteen participating universities. Design and conduct qualitative and quantitative research pre and post program via survey, focus groups, etc. to measure the program’s effect on the participants as well as general trends, mindsets, and knowledge of the target audience on security and defense issues. 4. Design, launch, and support a mobile-friendly program website to convey program information and highlights with featured editorial space on the grantee's website. 5. Develop and implement a media and social media plan, with a specific emphasis on promoting the program and highlighting program impact in the sixteen universities. The press and social media campaign should be coordinated with the communications departments of the participating universities and PD Spain. 6. Develop a competition for lecture attendees (students) that identifies the best project per University around a chosen theme related to security and defense issues. Pieces should be submitted by the student participants of the Defensa y Yo program who have registered and attended the Defensa y Yo sessions; 7. Develop a transparent review process that involves PD Spain to evaluate competition applicants (one selected candidate from each one of the participating universities) for the exchange program in Brussels. 8. Conduct a pre-departure orientation (in-person, in Madrid) for Defensa y Yo Fellows before their departures from the city where their university is located to Madrid and Brussels; 9. Create program materials (both electronic and print) to assist finalists in preparing for their fellowship in Brussels, and answer questions on programmatic issues, including, but not limited to, program responsibilities and expectations, travel, accident and sickness benefits, lodging and meals and incidentals, leadership development, etc.; 10. Arrange and cover via award the cost of all appropriate program-related travel for Defensa y Yo Fellows to participate in a 4-day exchange program in Madrid and Brussels in the fall of 2024, including but not limited to transportation, lodging, and meals and incidental expenses, etc.; 11. Develop and implement a social media plan during the exchange program in Brussels, with a specific emphasis on the student winners participating in the program; 12. Manage financial aspects of the program including timely disbursement of participant meal and incidental stipends, lodging and travel allowances, etc. and promptly report any irregularities in the budget or spending to PD Spain both for participating speakers, participating professors, and selected student winners during their exchange program; 13. Participate in regular program reviews and meetings with PD Spain (in person or by telephone) that provide general updates on program implementation and matters of concern including but not limited to a review of the effectiveness of past activities, progress on anticipated programmatic activities, and issues that may impede the implementation of planned programming; 14. Respond fully and promptly to requests for program or statistical information from PD Spain, including but not limited to providing information through spreadsheets and databases; 15. Ensure compliance with the terms of this NOFO, including but not limited to submitting timely financial and program reports and proper budget oversight. A.4 Participants and Audiences: Project should involve at least 500 Spanish public university undergraduate students (18-25) enrolled in International Relations, Law, Journalism, and Business Administration programs at sixteen universities, and a network of professors of all sixteen selected universities. Further information and application instructions can be found on the U.S. Embassy & Consulate in Spain and Andorra website: https://es.usembassy.gov/grants-programs/ as well as an attachment on this posting. Any questions about the opportunity or the application should be directed to SpainPDGrants@state.gov.",09/11/2023,10/11/2023,350123,"Dept. of State",19.040
"National Park Service 21st Century Conservation Service Corps & Civilian Climate Corps Program - National Youth Cooperative Agreements","The 21st Century Conservation Service Corps and Civilian Climate Corps ProgramsOverview: NPS Youth and Veteran Development Programs represent the future of the NPS and encompasses a full range of 21CSC/CCC oriented developmental programs and projects conducted in and around national park units, NPS support offices, as well as in local communities and with partner organizations. NPS Youth Development Programs are committed to evolving and advancing vibrant and relevant youth and young adult programming that emphasize the mission of the NPS. NPS Youth Development Programs are designed to provide employment, education, experiential learning, and public service opportunities to U.S. citizens and legal residents who are between the ages of 16 and 30, and veterans up to 35 years of age.The 21CSC/CCC is a collaborative effort between federal government agencies and non-profit service organizations to put America’s youth and veterans to work protecting, restoring and enhancing America’s great outdoors. Through the 21CSC/CCC, young people and veterans will accomplish meaningful work, and gain important personal and professional skills while building a lifelong connection to the outdoors. The 21CSC/CCC strives to achieve the following public purpose goals and objectives:1) Put Americans to Work: The 21CSC/CCC will provide service, training, education and employment opportunities for thousands of young Americans and veterans, including low income and disadvantaged youth.2) Preserve, Protect, and Promote America's Greatest Gifts: The 21CSC/CCC will protect, restore, and enhance public and tribal lands and waters as well as natural, cultural, and historical resources and treasures. By producing high-quality, cost-effective project work from the 21CSC/CCC will also increase public access and use while spurring economic development and outdoor recreation.3) Build America's Future: Through service to the United States of America, the 21CSC/CCC will help develop a generation of skilled workers, educated and active citizens, future leaders, and stewards of natural and cultural resources, communities, and the nation.4) Provide a Living Wage: A reasonable living wage which is at the minimum equivalent to the minimum wage for the area. A continuum of benefits to support a corps members whole person can include compensation, housing, and other benefits.5) Provide a Pathway to Employment: Build a pipeline of talent and skilled labor of individuals inspired to enter public service or set them up for good-paying careers through intentional labor partnerships, pre-apprenticeship programs, and more.6) Represent America: Corps members should reflect the rich diversity of America, including hiring people from underserved communities, individuals with disabilities, Native Tribes, returning veterans, and unskilled young adults seeking vocational, internship, and educational opportunities.7) Tackle Climate Change: Tackle climate change from all angles by expanding the scope of climate solutions projects eligible for federal government support.8) Appropriate conservation projects and other appropriate projects to be carried out on federal, state, local, or private land as part of a federal disaster prevention or relief effort.Purpose: The NPS Youth Development Programs Division seeks to develop collaborative partnerships with non-profit youth-serving organizations who have the expertise to develop and administrator 21CSC programs that focus on providing employment, education, and engagement opportunities for U.S. citizens and legal residents in NPS units and affiliated sites such as National Register of Historic Places, National Heritage Areas, National Wild and Scenic Rivers, National Historic Landmarks, National Trails, and adjacent gateway communities. The primary purpose of the funds is for the benefit of the interns participating in the program.Participant Requirements: U.S. citizens and legal residents between the ages of 16 and 30 years of age, and veterans up to 35 years of age.Types of Projects: Natural and cultural resource conservation projects that are developed in collaboration with NPS officials with an emphasis on public purpose for the benefit of the American public, as well as, for providing employment and educational opportunities to young people and veterans. These projects will provide the participants with job skills training, education, and/or professional development. The employment focused projects are organized in either: 1) a crew-based format where the participants work collectively and intensely together and are directly supervised by trained and experienced crew leaders or conservation professionals; or 2) a individual or small team-based format where participants work individually or in coordinated teams under the direction of conservation professionals on initiatives that require specific skills and dedicated attention. The work projects include significant outdoor activity and/or helps young people and veterans connect with “America’s Great Outdoors”. Some projects may include work primarily indoors (i.e., research, policy, web development, visitor services, or administration) but also has a clear and direct connection to natural and cultural resource conservation.Project Examples:Climate change mitigation and resilienceCyclic maintenanceDevelopment of educational resource materials for visitorsEcosystem restorationEnhancing recreational opportunitiesField-based service such as trail building/restoration, removing invasive species and habitat restoration.GIS and mapping resourcesInterpretation of natural and cultural resourcesMuseum curationPreserving historic structuresProtecting of wildlife and preserving lands and structuresResearch such as scientific, historic, archival, archaeological digs, oral histories, historic preservation, and habitat surveys etc.Restoration and rehabilitation of facilitiesSupport management of natural and cultural resources such as developing and implementing resource stewardship plans, developing educational and informational materials for park visitorsTechnologically based natural and cultural resource educational programs and communication outreachVisitor educationEducation Projects: The National Park Service is committed to providing educational opportunities to 21CSC qualified individuals that help them to learn about American values, civic engagement, and citizenship stewardship. These projects utilize various educational techniques to convey and teach the NPS mission of natural and resource conservation.Education Project Examples:Projects that target 21CSC qualified participants and provide place-based learning opportunities with a focus on natural and/or cultural resource stewardship.Seminars that provide training opportunities for 21CSC qualified participants that promote natural and cultural resource stewardship and gateway community collaboration.Applicant Organizational RequirementsThe applicant organization should be able to clearly demonstrate their ability to design natural and cultural resource conservation projects that accomplish needed and important work on public lands while at the same time providing their 21CSC participants with educational, technical, life, and leadership skills. Each participant should develop a sense of community and purpose from their work on these projects. NPS may give preference to qualified youth or conservation corps organizations (see definition below) located in a specific area that have a substantial portion of members who are economically, physically, or educationally disadvantaged to carry out projects within the area. Park asset acquisition or personal services are not allowable.Public Land Corps Law DefinitionQualified Youth or Conservation Corps means any program established and administered by a State or local government, by the governing body of any Indian tribe, or a nonprofit organization that: 1) Carries out appropriate conservation projects on or related to eligible service land; 2) Is capable of offering meaningful, full-time, productive work for individuals between the ages of 16 and 30, inclusive, or veterans age 35 or younger, in a natural or cultural resource setting; 3) Engages participants in a variety of work experience, basic and life skills, education, training, and support services; 4) Provides participants with the opportunity to develop citizenship values and skills through service to their community and the United States; and 5) Provides the individual with a living allowance, stipend, or wages.",09/27/2023,09/30/2028,350363,"Dept. of the Interior",15.931
"FY2023 Historic Preservation Fund - Historically Black Colleges and Universities Grants","In 1988, the Historically Black Colleges and Universities (HBCU) Preservation grant program was established to document, preserve, and stabilize historic structures on HBCU campuses. The HBCU grant program exists to repair historic structures on campuses of Historically Black Colleges and Universities that are listed or eligible for listing in the National Register of Historic Places either individually or as contributing to a National Register or National Historic Landmark historic district. Projects must meet major program selection criteria and all work must meet the Secretary of the Interior’s Standards and Guidelines for Archeology and Historic Preservation. Projects may also fund survey, nomination, and preservation planning for historic HBCU campuses.",10/04/2023,01/17/2024,350465,"Dept. of the Interior",15.932
"Scientists in Parks Internship Program - Youth and Veteran Organization Conservation Activities","The Scientists in Parks (SIP) Internship Program provides opportunities for college students, recent graduates, and early career professionals to complete paid internship projects to address natural resource issues in national parks.",07/20/2021,10/01/2021,334830,"Dept. of the Interior",15.931
"Youth Employment in Southern Arizona – SAGU FY21","This program is intended to recruit youth from Tucson and surrounding communities for paid internships. Participants will work alongside a park service staff in all areas of park management in order to gain skills and experience which will benefit them in their long-term career or education goals, while also training in essential life skills including resume building, public speaking, community engagement, and conservation projects within public lands in Southern Arizona. Interns will also gain exposure to outdoor recreation opportunities and experiences in other national parks.",07/29/2021,09/30/2021,334989,"Dept. of the Interior",15.931
"FY2021 Historic Preservation Fund - Historically Black Colleges and Universities Grants","In 1988, the Historically Black Colleges and Universities (HBCU) Preservation grant program was established to document, preserve, and stabilize historic structures on HBCU campuses. The HBCU grant program exists to repair historic structures on campuses of Historically Black Colleges and Universities that are listed or eligible for listing in the National Register of Historic Places either individually or as contributing to a National Register or National Historic Landmark historic district. Projects must meet major program selection criteria and all work must meet the Secretary of the Interior’s Standards and Guidelines for Archeology and Historic Preservation.",11/03/2021,01/25/2022,336422,"Dept. of the Interior",15.932
"Youth Engagement, Education, and Employment","The U.S. Fish and Wildlife Service is the premier government agency dedicated to the conservation, protection, and enhancement of fish, wildlife and plants, and their habitats. We are the only agency in the federal government whose primary responsibility is the conservation and management of these important natural resources for the American public. The Service's origins date back to 1871 when Congress established the U.S. Fish Commission to study the decrease in the nation’s food fishes and recommend ways to reverse that decline. Today, we are a diverse and largely decentralized organization, employing about 8,000 dedicated professionals working out of facilities across the country, including a headquarters office in Falls Church, Virginia, and eight regional offices representing the 12 Unified Interior Regions. A variety of programs within the U.S. Fish and Wildlife Service (FWS, Service) and the National Wildlife Refuge System (NWRS, Refuge System) are focused on engaging diverse youth in wildlife conservation and public land management. The Service enters into cooperative agreements with member organizations of the FWS Youth Corps to engage with youth and veterans in projects under the Authority of the Public Lands Corps Act (PLC). The current list of FWS Youth Corps member organizations, application information for organizations interested in partnering with the FWS Youth Corps, and program contact information is available at: Youth U.S. Fish and Wildlife Service (fws.gov) FWS Public Lands Corps Act Overview The U.S. Fish and Wildlife Service partners with qualified youth and veteran serving organizations or qualified Conservation Corps with the organizational capacity and unique qualifications necessary to work collaboratively with the FWS to develop projects under the Public Lands Corps Act. The purpose of the PLC is to provide work and educational opportunities for youth in the areas of natural and cultural resource conservation, development, and scientific research. Youth perform work on our nation’s public lands that cannot be carried out by Federal agencies at existing personnel levels. The PLC allows the Service to enter into partnerships using a financial assistance/cooperative with partner organizations to employ youth in PLC projects and internships. PLC participants who complete program requirements will be eligible for non-competitive appointment to Federal positions for which they qualify. Eligible partner organizations must: Be a State or local government entity, the governing body of any Indian tribe, a nonprofit organization, or an accredited institution of higher education. Be members of the FWS Youth Corps. Have financial policies and procedures that reflect generally accepted accounting principles Have risk management policies that reflect industry standards and are proactive and thorough in mitigating and managing risk to PLC Participants. Have a contract or financial assistance agreement with the Service that clearly identifies both organization’s roles and responsibilities for implementing the PLC program, or have documentation (e.g. organizational charter or similar documentation) that they have performed conservation work on Federal, State, tribal, local or private lands and utilized young people between the ages of 16 and 30 years of age, and Veterans up to age 32. Provide liability insurance. Provide workers compensation insurance through the partnering organization or the state. (The FECA covers all civilian Federal employees except for non-appropriated fund employees. There is additional special legislation which provides potential coverage to Peace Corps and VISTA volunteers; Federal petit or grand jurors, volunteer members of the Civil Air Patrol, ROTC, Job Corps, YCC, and non-Federal law enforcement officers under certain circumstance involving crimes against the US. And of course, FWS volunteers have certain coverage dependent on VSA's.) Contribute a minimum of 25% of the total costs of the project or internship program either as direct funds or qualified in-kind services unless the project is carried out on Indian or Hawaiian homelands. Additionally, these organizations must have an established program that: Offers meaningful, full-time, productive work for PLC Participants in a natural or cultural resource setting. Provides a mix of work experience, basic and life skills, education training, and support services. Provides PLC Participants with the opportunity to develop citizenship values and skills through service to their community and the United States. Provides PLC Participants with a living allowance, stipend, or wages. Former Public Land Corps participants may be granted non-competitive hiring status for permanent competitive positions within the Department of the Interior, provided both they and the partner organization meet the above requirements. Non-competitive hiring status is granted through an approved FWS process. The former PLC participant also must be selected from a non-competitive selection certificate and appointed within two years of the candidate’s completion of PLC service qualifying him/her for the non-competitive hiring authority. PLC and Workforce Diversity and Inclusion Goals This special hiring authority provides the FWS with an opportunity to help meet the agency's goal of building a diverse and inclusive workforce. The FWS is committed to building and retaining a diverse and inclusive workforce that reflects the ethnic, age, socioeconomic and cultural backgrounds and language diversity of contemporary America. Diversity means having many different elements, ideas and qualities. We define workforce diversity as the differences that influence personal perspectives of individuals in that workforce – not just those differences based on ethnicity, gender, color, age, race, religion, disability, national origin, and sexual orientation, but also differences in communication style, career path, life experience, educational background, geographic location, income level, marital status, military experience, parental status, and other variables that influence personal perspectives. Inclusion is about recognizing, respecting, and valuing differences that influence personal perspectives. These unique perspectives make us react differently, solve problems differently, and see different opportunities. Superior organizational performance requires employing people with a diversity of thought. Equal employment opportunity: The Service has an ongoing obligation under equal employment opportunity laws, executive orders, and other standards to prevent discrimination on the bases of race, color, national origin, religion, sex, age, retaliation/reprisal, disability, sexual orientation, parental status, and genetic information; we are also obliged to eliminate barriers that impede free and open competition in the workplace. We conduct an annual self-assessment to monitor progress and identify areas where barriers may exclude certain groups. In conducting this assessment, we compare our internal participation rates with corresponding rates in the relevant Civilian Labor Force (CLF) as points of reference. Equal employment opportunity is focused on equality and equal access, and is primarily concerned with protected classes. Even with these protections, it is important to treat every individual with respect and to embrace differences in the workplace. In this way, equal employment opportunity is distinct from diversity. FWS Public Lands Corps Act Programs PLC projects must be developed in collaboration with a FWS program, refuge, or field office. FWS Programs that enter into cooperative agreements under the Authority of the Public Lands Corps Act include but are not limited to the following: FWS Youth Corps Under the Authorization of the Public Lands Corps Act, FWS Youth Corps, collaboratively develops projects with PLC FWS Youth Corps member organizations to provide experiential, education, and employment program opportunities for youth between the ages of 16-30 and veterans 35 and younger to address resource conservation, community engagement, environmental education, facility and trail maintenance, invasive species management, and recreation access needs. Department of the Interior Personnel Bulletin (PB) 17-03 establishes the policy and procedures for providing former members who served a minimum of 640 hours of satisfactory service during PLC qualifying projects, including 120 hours in direct support of Federally managed public lands/facilities, with a non-competitive hiring status certificate for permanent competitive positions with the U.S. Fish and Wildlife Service. Directorate Fellows Program (DFP)Under the authorization of the Public Land Corp Act, Resources Assistant Program, the Department of the Interior established policy for bureaus to implement the Direct Hire Authority, Resources Assistant Internship Program (DHA/RAIP) in 2012. The key requirements of the program are: (1) students must be enrolled in undergraduate and graduate degree programs; and (2) mandated targeted recruitment to ensure the full representation of women and participants from historically Black, Hispanic, Asian Pacific Islander and Native American schools or other schools with diverse student populations; and (3) design a rigorous project for a minimum of least 11-weeks for candidates selected to participate in the program. FWS branded the DHA/RAIP, Directorate Fellows Program (DFP), and designed it with the intent of creating a pipeline of diverse talented individuals who would qualify and be eligible for hiring into permanent entry level science positions. The FWS, DFP was implemented in 2014 with a focus on recruiting diverse students pursuing biological science, natural resources management or related degrees that support FWS conservation mission. The FWS, DFP has provided a cohort of well-qualified, motivated folks who are eligible for direct hiring authority. Since its inception, the DFP has provided 11-week rigorous fellowships for hundreds of students with exemplary talent, approximately 200 of whom have joined our workforce so far. Hispanic Access Foundation (HAF) has been selected through a directed Request for Information (RFI) as uniquely qualified to implement the Directed Fellows Program in FY 2022. In addition, several organizations have been selected through a directed RFI to provide recruitment support for the Directorate Fellows Program. Applications from qualified partner organizations for collaborative agreements to support DFP will be submitted through this announcement through GrantSolutions. Public Lands Transportation Fellows Program (PTLF) The Public Lands Transportation Fellows program (PLTF) provides fellowships to outstanding graduates in a transportation-related field to work directly with staff of Federal Land Management Agencies on key visitor transportation issues. The PLTF program began in 2012 and was modeled after the very successful Transportation Scholars program managed by the National Park Foundation (NPF) that serves the National Park Service (NPS). The PLTF program gives recent graduates (sometimes current students) in a transportation related engineering, planning, or resource management program a unique opportunity for career development and public service. Successful applicants are placed at a federal land unit facing a transportation issue to facilitate a transportation planning or implementation project. A fellow is assigned to work directly with staff at a unit or headquarters/region/field office. The assigned projects help the land units develop transportation solutions that preserve valuable resources and enhance the visitor experience. The program has three goals, which are to: Encourage emerging transportation professionals to pursue their career serving federal lands. Provide much needed transportation expertise to FMLA units and regions to help them address critical transportation issues. Support the development, implementation and evaluation of viable alternative transportation for visitors to FLMA’s. The Public Lands Transportation Fellows program is a collaborative agreement between the U.S. Fish and Wildlife Service and Montana State University Western Transportation Institute. Youth Conservation Corps The Youth Conservation Corps (YCC) is a summer youth employment program that engages young people in meaningful work experiences on public lands while developing an ethic of environmental stewardship and civic responsibility. YCC programs are generally 8 to 10 weeks long. Participants are paid the minimum wage for a 40-hour work week. Most YCC opportunities are non-residential programs that provide paid daytime work. The Service anticipates entering into cooperative agreements with multiple organizations to accomplish crew-based YCC projects in fiscal year 2022. Collaborative projects must be submitted through GrantSolutions prior to the Application Due Date of this Notice of Funding Opportunity. Youth Conservation Corps U.S. Fish and Wildlife Service (fws.gov) Career Discovery Internship Program Founded in 2008, the Career Discovery Internship Program (CDIP) was created in partnership with the Student Conservation Association (SCA) to help prepare the next generation of wildlife professionals and managers by: Introducing culturally and ethnically diverse college freshman and sophomores to conservation careers in the U.S. Fish and Wildlife Service (Service); Giving field staff the experience of working with culturally and ethnically diverse employee; and Increasing the diversity of the applicant pool for conservation based jobs. These internships provide a diverse group of youth with the opportunity to gain hands-on experience in the field. Interns are paid a living wage and, in some cases, are also provided with room and board for the duration of their service. CDIP interns are assigned to Service field stations for a summer of hard work and experiential education. Before beginning their assignment, interns attend a week-long training and orientation program. During this time, interns receive a variety of training units including an introduction to the Service and SCA, cultural and intergenerational awareness training, mentor/mentee training to name a few. The interns also engage in simulations and Service challenges designed and facilitated by Service and SCA staff. Interns also meet their designated mentor for the summer, who is a Service employee. Service challenges are usually management issues common to daily life on a Service field station, with topics considering public relations, invasive species, and resource conservation. The interns close their week with a presentation on their solutions to these challenges. CDIP project applications must be submitted in GrantSolutions prior to the Application Due Date of this Notice of Funding Application. U.S. Fish and Wildlife Service CDIP Student Conservation Association CDIP",12/14/2021,09/15/2022,336983,"Dept. of the Interior",15.676
"Bureau of Land Management Idaho Youth Conservation Opportunities on Public Lands","Department of the Interior - Bureau of Land Management Idaho Youth Conservation Opportunities on Public Lands",02/04/2022,04/05/2022,337858,"Dept. of the Interior",15.243
"Bureau of Land Management Oregon Washington Youth Conservation Opportunities on Public Lands","Bureau of Land Management Oregon Washington Youth Conservation Opportunities on Public Lands",02/04/2022,04/06/2022,337865,"Dept. of the Interior",15.243
"Bureau of Land Management Alaska Youth Conservation Opportunities on Public Lands","Bureau of Land Management Alaska Youth Conservation Opportunities on Public Lands",02/07/2022,04/08/2022,337882,"Dept. of the Interior",15.243
"Bureau of Land Management Utah Youth Conservation Opportunities on Public Lands","Department of the Interior - Bureau of Land Management Utah Youth Conservation Opportunities on Public Lands",02/11/2022,04/12/2022,337996,"Dept. of the Interior",15.243
"Bureau of Land Management Wyoming Youth Conservation Opportunities on Public Lands","WY Wind River Bighorn DO Haz Fuels - Youth",02/15/2022,04/18/2022,338090,"Dept. of the Interior",15.243
"Bureau of Land Management Nevada Youth Conservation Opportunities on Public Lands","NV Youth",04/13/2022,06/16/2022,339440,"Dept. of the Interior",15.243
"The Bureau of Land Management California Youth Conservation Opportunities on Public Lands","The Bureau of Land Management California Youth Conservation Opportunities on Public Lands",04/18/2022,05/18/2022,339571,"Dept. of the Interior",15.243
"Bureau of Land Management Montana/Dakotas Youth Conservation Opportunities on Public Lands","Department of the Interior - Bureau of Land Management Montana/Dakotas Youth Conservation Opportunities on Public Lands",04/18/2022,08/31/2022,339592,"Dept. of the Interior",15.243
"Bureau of Land Management Eastern States Headquarters Youth Conservation Opportunities on Public Lands","Eastern States Youth Announcement",04/27/2022,05/27/2022,339862,"Dept. of the Interior",15.243
"Bureau of Land Management New Mexico Youth Conservation Opportunities on Public Lands","Bureau of Land Management New Mexico Youth Conservation Opportunities on Public Lands",05/03/2022,06/02/2022,339979,"Dept. of the Interior",15.243
"Bureau of Land Management Colorado Youth Conservation Opportunities on Public Lands","Bureau of Land Management Colorado Youth Conservation Opportunities on Public Lands",07/19/2022,09/19/2022,342574,"Dept. of the Interior",15.243
"FY2022 Historic Preservation Fund - Historically Black Colleges and Universities Grants","In 1988, the Historically Black Colleges and Universities (HBCU) Preservation grant program was established to document, preserve, and stabilize historic structures on HBCU campuses. The HBCU grant program exists to repair historic structures on campuses of Historically Black Colleges and Universities that are listed or eligible for listing in the National Register of Historic Places either individually or as contributing to a National Register or National Historic Landmark historic district. Projects must meet major program selection criteria and all work must meet the Secretary of the Interior’s Standards and Guidelines for Archeology and Historic Preservation.",10/05/2022,01/10/2023,343948,"Dept. of the Interior",15.932
"F23AS00069 Youth Engagement, Education, and Employment","The U.S. Fish and Wildlife Service (FWS, Service) is committed to building and retaining a diverse and inclusive workforce that reflects the ethic, age, socioeconomic and cultural backgrounds, and language diversity of contemporary America. The Service operates a variety of programs that promote wildlife conservation and public land management under the Public Lands Corps Act (PLC, FWS Youth Corps) through engagement, employment, and education of our nation’s diverse youth and veterans. Service programs operating under the Public Lands Corps Act have been designated as covered programs under Justice40 (Executive Order 14008). The Service strives to meet the Federal Government’s goal that 40 percent of the overall benefits of certain Federal Investments flow to disadvantaged communities that are marginalized, underserved, and overburdened by pollution. The categories of investment are: climate change, clean energy and energy efficiency, clean transit, affordable and sustainable housing, training and workforce development, remediation of reduction of legacy pollution, and the development of critical clean water and wastewater infrastructure. The Service is the premier government agency dedicated to the conservation, protection, and enhancement of fish, wildlife and plants, and their habitats. We are the only agency in the federal government whose primary responsibility is the conservation and management of these important natural resources for the American public. The Service's origins date back to 1871 when Congress established the U.S. Fish Commission to study the decrease in the nation’s food fishes and recommend ways to reverse that decline. ***Applicants seeking technical or financial assistance from a Service PLC Program are requested to consult with a local Service office BEFORE developing or submitting an application (see Agency Contacts at the end of this announcement or visit U.S. Fish and Wildlife Service (fws.gov) The Public Lands Corps (PLC) Program is authorized by Congress under Title 16 USC Sec. 1721-1726; Public Law 109-154, Public Lands Corps Healthy Forests Restoration Act of 2005 (amends the Public Lands Corps Act of 1993)1, and all subsequent amendments. Guidance authorizes U.S. Fish and Wildlife Service (Service) HQ, Regional, and field offices to (1) establish PLC Programs (2) certify participants who meet the PLC eligibility requirements for the PLC non- competitive hiring authority status, and (3) ensure consistent program standards throughout the Service. The purpose of Service PLC Programs is to provide work and education opportunities for youth (defined as ages 16-30 inclusive, and up to age 35 for veterans) participants in the areas of natural and cultural resource conservation, development, and scientific research. Participants perform work on our nation’s public lands by providing additional, unique capacity designed to boost the impact of the Service for the conservation and management of fish, wildlife, plants and their habitats for the American people. The PLC Program allows the Service to establish partnerships with Partner organizations (Partners), generally defined as “qualified youth or conservation corps,” using financial assistance/cooperative agreements or MOUs, to employ the next generation of conservationists in paid PLC projects and internships. Partners must be designated as an official member of the FWS Youth Corps (formerly 21CSC Youth Corps) in order to certify Participants. FWS Youth Corps application information is available in the attachments to this Notice of Funding Opportunity (NOFO). The purpose of this NOFO is not to establish new partnerships. Unsolicited partnership applications or projects that are not collaboratively developed between an existing FWS Youth Corps member and the U.S. Fish and Wildlife Service will be returned as ineligible. ***Applicants seeking technical or financial assistance from a Service PLC Program are requested to consult with a local Service office BEFORE developing or submitting an application (see Agency Contacts at the end of this announcement or visit U.S. Fish and Wildlife Service (fws.gov) The PLC Program’s goals are to: Perform, in a cost-effective manner, appropriate conservation projects on eligible lands where such projects will not be performed by existing government employees. Assist governments and Indian tribes in performing research and public education tasks associated with natural and cultural resources on eligible lands. Expose young people to public service while furthering their understanding and appreciation of the Nation’s natural and cultural resources. Stimulate interest among the Nation’s youth in the Service and conservation careers by exposing them to conservation, scientific research, and other professionals in the Service, and offering them non-competitive hiring eligibility for Federal positions for which they qualify upon meeting program requirements. Allow PLC participants the opportunity to seek forbearance on Stafford loans2. Qualifying PLC participants, who have met program requirements, may become eligible for PLC non-competitive hiring authority status that is valid for up to for two (2) years and can be used to apply for permanent, temporary and term federal positions for which they qualify. The Service operates many PLC programs under the FWS Youth Corps that offer the possibility of non-competitive hiring authority status. Programs such as: Public Lands Transportation Fellows Program (PLTFP) The Public Lands Transportation Fellows program (PLTF) provides fellowships to outstanding graduates in a transportation-related field to work directly with staff of Federal Land Management Agencies on key visitor transportation issues. The PLTF program began in 2012 and was modeled after the very successful Transportation Scholars program managed by the National Park Foundation (NPF) that serves the National Park Service (NPS). The PLTF program gives recent graduates (sometimes current students) in a transportation related engineering, planning, or resource management program a unique opportunity for career development and public service. Successful applicants are placed at a federal land unit facing a transportation issue to facilitate a transportation planning or implementation project. A fellow is assigned to work directly with staff at a unit or headquarters/region/field office. The assigned projects help the land units develop transportation solutions that preserve valuable resources and enhance the visitor experience. The program has three goals, which are to: Encourage emerging transportation professionals to pursue their career serving federal lands. Provide much needed transportation expertise to FMLA units and regions to help them address critical transportation issues. Support the development, implementation, and evaluation of viable alternative transportation for visitors to FLMA’s. Youth Conservation Corps The Youth Conservation Corps (YCC) is summer youth employment program that engages young people in meaningful work experiences on public lands while developing an ethic of environmental stewardship and civic responsibility. YCC programs are generally 8 to 10 weeks long. Participants are paid the minimum wage for a 40-hour work week. Most YCC opportunities are non-residential programs that provide paid daytime work. The Service anticipates entering into cooperative agreements with multiple organizations to accomplish crew-based YCC projects in fiscal year 2022. For Service Regions that operate YCC programs through financial assistance, collaborative projects must be submitted through GrantSolutions prior to the Application Due Date of this Notice of Funding Opportunity. Youth Conservation Corps Career Discovery Internship Program Founded in 2008, the Career Discovery Internship Program (CDIP) was created in partnership with the Student Conservation Association (SCA) to help prepare the next generation of wildlife professionals and managers by: Introducing culturally and ethnically diverse college freshman and sophomores to conservation careers in the U.S. Fish and Wildlife Service (Service); Giving field staff the experience of working with culturally and ethnically diverse employee; and Increasing the diversity of the applicant pool for conservation-based jobs. These internships provide a diverse group of youth with the opportunity to gain hands-on experience in the field. Interns are paid a living wage and, in some cases, are also provided with room and board for the duration of their service. CDIP interns are assigned to Service field stations for a summer of hard work and experiential education. Before beginning their assignment, interns attend a week-long training and orientation program. During this time, interns receive a variety of training units including an introduction to the Service and SCA, cultural and intergenerational awareness training, mentor/mentee training to name a few. The interns also engage in simulations and Service challenges designed and facilitated by Service and SCA staff. Interns also meet their designated mentor for the summer, who is a Service employee. Service challenges are usually management issues common to daily life on a Service field station, with topics considering public relations, invasive species, and resource conservation. The interns close their week with a presentation on their solutions to these challenges. New and emerging Programs The Indian Youth Service Corps Program The IYSC Program is a program established within the Public Lands Corps Act that offers Tribes and other partner organizations the opportunity to enter into agreements with the Secretary of the Interior, Agriculture, or Commerce to do one or more of the following, for the benefit of Tribal members: Establish conservation crews to carry out appropriate conservation projects on eligible service lands; or Place individuals in resource assistant positions; or Place individuals in apprenticeships. The purpose of the IYSC is to: Perform, in a cost-effective manner, appropriate conservation projects on eligible service lands where such projects will not be performed by existing employees; Assist governments and Indian tribes in performing research and public education tasks associated with natural and cultural resources on eligible service lands. Expose Indian young men and women to public service while furthering their understanding and appreciation of our Nation’s natural and cultural resources. Expand educational opportunities by rewarding individuals who participate in national service with an increased ability to pursue higher education or job training; and Stimulate interest among our nation’s Indian young men and women in conservation careers by exposing them to conservation professionals in land-managing agencies. U.S. Fish and Wildlife Service Fire Management Program The U.S. Fish and Wildlife Service Fire Management Program’s goals include: Provide enough fuels work to employ a module of 6 or more for 3 or more months. Provide project leadership to introduce each treatment, present goals, objectives, ensure a safe work environment, quality control monitoring, and ensure FWS policies are being followed. Provide a short project description for each treatment including the scope of the project, objectives, required equipment, required qualifications, etc., to allow the FWS Youth Corps program to develop a cost estimate and bid, and ensure qualification compliance. Provide logistical support when logistical options are limited. Provide educational opportunities to FWS Youth Corps staff about the FWS, our refuges, ecology, wildland fire management, etc. Resource Assistant Programs In addition to PLC non-competitive hiring authority programs, the Service operates Direct Hire programs such as the Directorate Fellows Program (DFP). Under the authorization of the Public Land Corp Act, Resources Assistant Program, the Department of the Interior established policy for bureaus to implement the Direct Hire Authority, Resources Assistant Internship Program (DHA/RAIP) in 2012. The key requirements of the program are: (1) students must be enrolled in undergraduate and graduate degree programs; and (2) mandated targeted recruitment to ensure the full representation of women and participants from historically Black, Hispanic, Asian Pacific Islander and Native American schools or other schools with diverse student populations; and (3) design a rigorous project for a minimum of least 11-weeks for candidates selected to participate in the program. The DFP program is designed with the intent of creating a pipeline of diverse talented individuals who would qualify and be eligible for hiring into permanent entry level science positions. The FWS, DFP was implemented in 2014 with a focus on recruiting diverse students pursuing biological science, natural resources management or related degrees that support FWS conservation mission. The FWS, DFP has provided a cohort of well-qualified, motivated folks who are eligible for direct hiring authority. Since its inception, the DFP has provided 11-week rigorous fellowships for hundreds of students with exemplary talent, approximately 200 of whom have joined our workforce.",11/07/2022,09/10/2023,344392,"Dept. of the Interior",15.676
"IIJA Bureau of Land Management Oregon Washington Youth Conservation Opportunities on Public Lands","Department of the Interior - IIJA Bureau of Land Management Oregon Washington Youth Conservation Opportunities on Public Lands",12/14/2022,03/15/2023,344899,"Dept. of the Interior",15.243
"Bureau of Land Management IIJA Alaska Youth Opportunities on Public Lands","BLM Grants Management Specialist Contact Information",01/06/2023,03/07/2023,345274,"Dept. of the Interior",15.243
"FY23 IIJA Bureau of Land Management Headquarters (HQ) Youth and Conservation Corps.","BLM Headquarters (HQ) is seeking applicants for national Master Cooperative agreements for qualifying Youth and Conservation Organizations.",02/01/2023,04/03/2023,345733,"Dept. of the Interior",15.243
"FY23 IIJA Bureau of Land Management Headquarters (HQ) Youth and Conservation Corps.","BLM Headquarters (HQ) is seeking applicants for national Master Cooperative agreements for qualifying Youth and Conservation Organizations.",02/02/2023,04/03/2023,345763,"Dept. of the Interior",15.243
"IIJA Bureau of Land Management Utah Youth Conservation Opportunities on Public Lands","IIJA Bureau of Land Management Utah Youth Conservation Opportunities on Public Lands",02/10/2023,04/11/2023,345975,"Dept. of the Interior",15.243
"IIJA Bureau of Land Management Wyoming Youth and Conservation Corps.","Wyoming Master Crew Cooperative Agreement to Provide Conservation of Natural, Cultural, Recreation Resource Project(s), Fuels, and Restoration for StatewideWyoming Master Intern Cooperative Agreement to Provide Conservation of Natural Cultural, and Recreation Resource Project(s) Statewide",02/11/2023,04/12/2023,346010,"Dept. of the Interior",15.243
"IIJA Bureau of Land Management California Youth and Conservation Corps.","IIJA Bureau of Land Management California Youth and Conservation Corps. All applications must be submitted electronically through Grants.gov.",02/21/2023,04/24/2023,346268,"Dept. of the Interior",15.243
"FY23 IIJA Bureau of Land Management Nevada Youth and Conservation Corps.","FY23 IIJA Bureau of Land Management Nevada Youth and Conservation Corps.",02/21/2023,04/24/2023,346252,"Dept. of the Interior",15.243
"FY23 IIJA Bureau of Land Management Youth and Conservation Corps. for Montana/Dakota","Department of the Interior - Bureau of Land Management Montana/Dakota Youth Conservation Corps",03/01/2023,05/05/2023,346524,"Dept. of the Interior",15.243
"IIJA Bureau of Land Management Idaho Youth Conservation Opportunities on Public Lands","IIJA Bureau of Land Management Idaho Youth Conservation Opportunities on Public Lands",03/03/2023,05/01/2023,346610,"Dept. of the Interior",15.243
"IIJA Bureau of Land Management Arizona Youth and Conservation Corps.","This Announcement will be used to establish Master Agreements for Youth Individual Interns and Youth Crew Interns. Each Master Agreement description is identified as an attachment posted in Grants.gov in the “Related Documents” tab. A separate application must be submitted for each Master Agreement listed in this NOFO your organization is interested in applying for. NOTE: Prior to submitting an application, please contact the program expert at the BLM office in the district or field office where the work will take place to discuss your proposal (s) to ensure you understand the project, how many crews or interns are needed, so you can develop an adequate budget.",04/25/2023,06/23/2023,347743,"Dept. of the Interior",15.243
"Reclamation Youth Interns and Resource Assistants Master Cooperative Agreement","The objective(s) of this NOFO is to award Master Cooperative Agreements (MCA) to the selected nonprofit entities to enter into a five-year partnership, providing an efficient mechanism for funding youth and/or resource assistant intern projects.Reclamation youth program participants will gain on-the-job experience in environmental education, community service, or natural and cultural resource management through placements lasting from two weeks to one year. Participants will engage in projects that address some of the most critical conservation issues on Reclamation land, including engineering, environmental education, ecological restoration, species preservation, fuels treatments, research and monitoring activities provide critical support to program/specialist capacities, and species preservation. Some projects may be technological or administrative but will retain a clear and direct connection to natural and cultural resource conservation.Reclamation hopes to partner with MCA awardees to build upon current youth programs to develop, pilot, and implement new youth programs, to include (but not limited to):Reclamation’s Direct Hire Authority for Resource Assistant Internship Program;Public Lands Corps Program; andIndian Youth Service Corps Program.",07/24/2023,09/26/2023,349528,"Dept. of the Interior",15.546
"Distracted Driving and Walking Among Hispanic Youth","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.",07/13/2022,08/09/2022,341965,"Dept. of Transportation",20.614
"Center for Early Lifestage Vulnerabilities to Environmental Stressors - Cumulative Health Impacts for Children in Underserved Rural Agricultural Communities in the United States","The EPA’s Office of Children’s Health Protection (OCHP) plays an essential role in carrying out the agency’s mission to protect children where they live, learn, and play and works closely with EPA’s program and regional offices to ensure that EPA actions and programs address the unique vulnerabilities of children. Exposures to mixtures of chemicals, along with non-chemical environmental stressors such as poverty, limited access to services, and changing conditions found in our everyday environment, may pose developmental and life-long health risks to children. Pollutant exposure during pregnancy and early childhood may be a crucial determinant of their lifetime health and has been associated with adverse neurodevelopment, childhood cancers, and other adverse health outcomes. Children in underserved, rural agricultural communities may be exposed to agricultural chemicals through ambient air, water, and soil, in addition to exposure to these chemicals via take-home and occupational routes (for adolescents). Moreover, adverse health outcomes in these children resulting from exposure to chemicals may be exacerbated by non-chemical stressors. There is an urgent research need to investigate adverse cumulative health impacts from exposures to chemical and non-chemical stressors for children in these communities in order to effectively reduce early childhood and lifetime health disparities.EPA is interested in supporting a transdisciplinary research center that will investigate the cumulative health impacts of early lifestage (prenatal and childhood up to adolescence) exposures to pollutants in conjunction with other relevant non-chemical stressors among children in underserved, rural agricultural communities in the United States.",11/10/2022,01/11/2023,344455,"Environmental Protection Agency",66.509
"RESEARCH TRAINING PROGRAM FOR COLLEGE AND UNIVERSITY STUDENTS","The U.S. Environmental Protection Agency’s (EPA) Office of Research and Development (ORD) seeks to support a Research Training Program for college and university students. The objective of this Request for Applications (RFA) is to support the training of undergraduate and graduate students on site at EPA’s research facility located in Cincinnati, Ohio. ORD conducts timely, mission-relevant, solution-oriented research based on the principles of integrity, sustainability, and responsiveness to the needs of the Nation. The Research Training Program will substantially benefit future environmental scientists, researchers, and technicians by allowing trainees to collaborate with senior EPA-ORD scientists while conducting projects in a fully operational federal research laboratory. The overall goal is to train the next generation of science, technology, engineering and mathematics (STEM) scientists to further the Agency’s mission to reduce greenhouse gas emissions, improve air quality, manage chemical risks, and protect America's water. All training projects will be conducted at EPA’s facilities in Cincinnati, Ohio. Some examples of the fields of study for desirable student trainees include (but are not limited to) those majoring in chemistry, engineering, biology, computer science, physical science, life science, ecology, and urban planning.",01/23/2023,03/09/2023,345511,"Environmental Protection Agency",66.511
"Innovative Technology Experiences for Students and Teachers Resource Center","The Innovative Technology Experiences for Students and Teachers (ITEST) program is an applied research and development program that seeks to actualize a diverse future STEM (science, technology, engineering, and mathematics) and ICT (information and communication technologies) workforce that is prepared to meet pressing local, societal, and global challenges. Because STEM and ICT careers increasingly rely on technologies and computing, the ITEST program funds projects that engage youth, from pre-kindergarten through high school, and pre-K-12 educators in equitable, innovative technology learning and education experiences within and across STEM disciplines in formal or informal settings. These projects build youths’ interest and knowledge in STEM careers, and they prioritize the full inclusion of all groups to include those that have been underrepresented, underserved, or excluded from STEM educational opportunities. This ensures that NSF is better postured to leverage the full spectrum of diverse talent across the country. This solicitation calls for a Resource Center for the ITEST program. The Resource Center will support diverse, multi-sector stakeholders in actualizing the three pillars of ITEST: (1) strategies for equity in STEM education, (2) partnerships for career and workforce preparation, and (3) innovative use of technologies in teaching and learning. It is expected that this Resource Center will facilitate individual and collective dialogue, reflection, and action relative to these pillars, while supporting stakeholders in the conceptualization, actualization, and communication of ITEST projects.",10/24/2023,01/22/2024,350692,"National Science Foundation",47.076
"Research in the Formation of Engineers","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.",08/24/2019,//,319933,"National Science Foundation",47.041
"Historically Black Colleges and Universities - Undergraduate Program","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.",03/14/2020,10/05/2021,325437,"National Science Foundation",47.076
"Discovery Research PreK-12","The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning. Teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills. The DRK-12 program invites proposals that address immediate challenges that are facing preK-12 STEM education as well as those that anticipate radically different structures and functions of preK-12 teaching and learning. The DRK-12 program has three major research and development strands: (1) Assessment; (2) Learning; and (3) Teaching. The program recognizes the synergy among the three strands and that there is some overlap and interdependence among them. However, proposals should identify a clear focus of the proposed research efforts (i.e., assessment, learning, or teaching) consistent with the proposal’s main objectives and research questions. The program supportssix types of projects: (1) Exploratory, (2) Design and Development, (3) Impact, (4) Implementation and Improvement, (5) Syntheses, and (6) Conferences. Allsix types of projects apply to each of the three DRK-12 program strands.",05/06/2020,10/06/2021,326833,"National Science Foundation",47.076
"Research Experiences for Teachers (RET) in Engineering and Computer Science","NSF's Directorate for Engineering (ENG) and the Directorate for Computer and Information Science and Engineering (CISE) have joined to support the Research Experiences for Teachers (RET) in Engineering and Computer Science program. This program supports active long-term collaborative partnerships between K-12 Science, Technology, Engineering, Computer and Information Science, and Mathematics (STEM) in-service and pre-service teachers, full-time community college faculty, university faculty and students, and industry partners to enhance the scientific disciplinary knowledge and capacity of the STEM teachers and/or community college faculty through participation in authentic summer research experiences with engineering and computer science faculty researchers. The research projects and experiences all revolve around a focused research area related to engineering and/or computer science that will provide a common cohort experience to the participating educators. The K-12 STEM teachers and/or full-time community college faculty also translate their research experiences and new scientific knowledge into their classroom activities and curricula. The university team will include faculty, graduate and undergraduate students as well as industrial advisors. As part of the long-term partnership arrangements, involvement of undergraduate/graduate students with the integration of the RET curricular materials into classroom activities is particularly encouraged. Partnerships with inner city, rural, or other high-needs schools are especially encouraged. Proposals emphasizing broadening participation of underrepresented groups in Engineering and Computer Science, including women, persons with disabilities, veterans, African Americans, Hispanics, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders, are also encouraged. These proposals could focus on participation of teachers who are themselves underrepresented, or teachers who serve large populations of underrepresented students. This announcement features two mechanisms for support of in-service and pre-service K-12 STEM teachers and full-time community college faculty: (1) RET supplements to ongoing ENG and CISE awards and (2) new RET Site awards. RET supplements may be included outside this solicitation in proposals for new or renewed ENG and CISE grants or as supplements to ongoing ENG- and CISE-funded projects. RET in Engineering and Computer Science Sites, through this solicitation, are based on independent proposals from engineering and/or computer and/or information science departments, schools or colleges to initiate and conduct research participation projects for K-12 STEM teachers and/or full-time community college faculty.",07/11/2020,09/15/2021,328051,"National Science Foundation",47.041
"International Research Experiences for Students","The International Research Experiences for Students (IRES) program supports international research and research-related activities for U.S. science and engineering students. The IRES program contributes to development of a diverse, globally engaged workforce with world-class skills. IRES focuses on active research participation by undergraduate and/or graduate students in high quality international research, education and professional development experiences in NSF-funded research areas. The overarching, long-term goal of the IRES program is to enhance U.S. leadership in science and engineering research and education and to strengthen economic competitiveness through training the next generation of research leaders. This solicitation features two mechanisms; proposers are required to select one of the following tracks to submit their proposal. Track I focuses on the development of world-class research skills in international cohort experiences. Track II is dedicated to targeted, intensive learning and training opportunities that leverage international knowledge at the frontiers of research. Student participants supported by IRES funds must be citizens, nationals, or permanent residents of the United States. Students do not apply directly to NSF to participate in IRES activities. Students apply to NSF-funded investigators who receive IRES awards. To identify appropriate IRES projects, students should consult the directory of active IRES awards. All PIs, co-PIs and Senior Personnel on IRES proposals must be from U.S. based organizations. International partners should be listed as ""unfunded collaborators."" 1.IRES - Track I: IRES Sites (IS) projects engage a group of undergraduate and/or graduate students in active high-quality collaborative research, in principle at an international site with mentorship from researchers at a host lab. IRES Sites must be organized around a coherent intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. 2.IRES - Track II: Advanced Studies Institutes (ASI) are intensive short courses with related activities that engage advanced graduate students in active learning and research at the frontiers of knowledge. ASIs typically range in length from ten to twenty-one days and, in principle, must be held outside the United States. ASIs must have a compelling rationale for their international location and should involve distinguished active researchers in the target field from the U.S. and abroad. ASIs should enable students to develop skills and broaden professional networks, leveraging international participation and complementary resources (expertise, facilities, data, field site, etc.) for mutual benefit. For all IRES proposals, PIs are strongly encouraged to outline virtual, hybrid or other alternative approaches to strengthen and maintain international collaboration in the event travel is not undertaken, and/or in addition to travel. It is expected that these approaches will extend collaboration beyond the actual international trip and strengthen IRES proposals overall.",08/11/2020,09/28/2021,328613,"National Science Foundation",47.041
"Improving Undergraduate STEM Education: Hispanic-Serving Institutions","The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. ""Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions."" American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.",08/13/2020,08/25/2021,328645,"National Science Foundation",47.076
"Vision and Change in Undergraduate Biology Education","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.",11/10/2020,03/07/2022,329749,"National Science Foundation",47.076
"NSF Scholarships in Science, Technology, Engineering, and Mathematics Program","The main goal of the S-STEM program is to enable low-income, talented domestic students to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program wants to increase the number of low-income students who graduate and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to Institutions of Higher Education (IHEs) to fund scholarships and to adapt, implement, and study effective evidence-based curricular and co-curricular activities that support recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. The program seeks to 1) increase the number of low-income academically talented students with demonstrated financial need obtaining degrees in S-STEM eligibledisciplinesand entering the US workforce or graduate programs in STEM; 2) improve support mechanisms for future scientists, engineers, and technicians, with a focus on low-income academically talented students with demonstrated financial need; and 3) advance our understanding of howinterventions or evidence-based curricular and co-curricular activities affectthe success, retention, transfer, academic/career pathways, and graduation of low-income students in STEM. The S-STEM program encourages collaborations among different types of participating groups, including but not limited topartnerships among different types of institutions; collaborations of STEM faculty and institutional, educational, and social science researchers; and partnerships among institutions of higher education and business, industry, local community organizations, national labs, or other federal or state government organizations,if appropriate. Scholars must be domestic low-income, academically talented students with demonstrated unmet financial need who areenrolled in an associate, baccalaureate or graduate degree program in an S-STEMeligible discipline.Proposers must provide an analysis that articulates the population of students they are trying to serve. This analysis must include the predicted number of students who meet all the eligibility requirements at the time of proposal submission as a proxy measure of the pool of students that would qualify in the future if the proposal is awarded. This number may be based on current and/or historical data about students who are currently pursuing degrees in the STEM disciplines targeted by the proposal. S-STEM Eligible Degree Programs Associate of Arts, Associate of Science, Associate of Engineering, and Associate of Applied Science Bachelor of Arts, Bachelor of Science, Bachelor of Engineering and Bachelor of Applied Science Master of Arts, Master of Science and Master of Engineering Doctoral S-STEM Eligible Disciplines Biological sciences (except medicine and other clinical fields) Physical sciences (including physics, chemistry, astronomy, and materials science) Mathematical sciences Computer and information sciences Geosciences Engineering Technology fields associated with the disciplines above (e.g., biotechnology,chemical technology, engineering technology, information technology) Note that programs in business schools that lead to Bachelor of Arts or Science in Business Administration degrees (BABA/BSBA) are not eligible for S-STEM funding. Proposers are strongly encouraged to contact Program Officers before submitting a proposal if they have questions concerning degree eligibility. The S-STEM program particularly encourages proposals from 2-year institutions, Minority Serving Institutions (MSIs), Historically Black Colleges and Universities (HBCUs), Hispanic Serving Institutions (HSIs), tribal colleges and universities, and urban and ruralpublic institutions.",01/07/2021,03/16/2022,330764,"National Science Foundation",47.076
"Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education","NSF’s Education and Human Resources Directorate seeks to significantly enhance its support for research, development, implementation, and assessment to improve STEM education at the Nation’s two-year colleges. NSF encourages bold, potentially transformative projects that address immediate challenges facing STEM education at two-year colleges and/or anticipate new structures and functions of the STEM learning and teaching enterprise. This program description is a targeted approach for advancing innovative and evidence-based practices in undergraduate STEM education at two-year colleges. It also seeks to support systemic approaches to advance inclusive and equitable STEM education practices.",03/09/2021,05/02/2022,331997,"National Science Foundation",47.076
"Robert Noyce Teacher Scholarship Program","The National Science Foundation Robert Noyce Teacher Scholarship Program (Noyce) invites innovative proposals that address the critical need for recruiting, preparing, and retaining highly effective elementary and secondary mathematics and science teachers and teacher leaders in high-need school districts. To achieve this goal, Noyce supports talented science, technology, engineering, and mathematics (STEM) undergraduate majors and professionals to become effective K-12 STEM teachers. It also supports experienced, exemplary K-12 STEM teachers to become teacher leaders in high-need school districts. In addition, Noyce supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts. Noyce offers four program tracks: Track 1: The Robert Noyce Teacher Scholarships and Stipends (S&S) Track, Track 2: The NSF Teaching Fellowships (TF) Track, Track 3: The NSF Master Teaching Fellowships (MTF) Track, and Track 4: The Noyce Research Track. In addition, Capacity Building proposals are accepted from proposers intending to develop a proposal in any of the program's tracks. Table 1: Categories of Noyce Funding* Intended Outcome Eligible Preservice or Inservice Teachers Length of Required Teaching Commitment Track 1: Scholarships and Stipends (S&S) up to $1,200,000 with a duration of up to 5 years Develop K-12 STEM teachers in high-need school districts Noyce-eligible STEM undergraduate majors & STEM professionals 2 years/year of support Track 2: Teaching Fellowships (TF) up to $3,000,000, with a duration of up to 6 years Noyce-eligible STEM professionals 4 years Track 3: Master Teaching Fellowships (MTF) up to $3,000,000, with a duration of up to 6 years Develop K-12 STEM teacher leaders in high- need school districts K-12 STEM teachers with a bachelor's degree or master's degree in their field 5 years Track 4: Noyce Research up to $1,000,000, with a duration of up to 5 years Research effectiveness and retention of K-12 STEM teachers in high-need school districts N/A N/A Capacity Building up to $75,000, with a duration of up to 1 year N/A N/A N/A *Awards may exceed the budget maximums through Collaboration Incentives for engagement of community colleges in Capacity Building or Track 1 projects, engagement with Noyce awards in Track 4 projects, or engagement with minority-serving institutions in any Noyce submission. See Section III: Award Information for additional details.",04/14/2021,08/31/2021,332839,"National Science Foundation",47.076
"Improving Undergraduate STEM Education: Education and Human Resources","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",04/16/2021,01/19/2022,332912,"National Science Foundation",47.076
"Research Experiences for Teachers Sites in Biological Sciences","The National Science Foundation's Directorate for Biological Sciences (BIO) will support up to 10 awards annually to enable active research by cohorts of middle school teachers, high school teachers and/or community college faculty. Research Experiences for Teachers Sites (RET Sites; RETS) will be based at institutions of higher learning or other non-profit organizations in the U.S. that conduct educational and research activities. RETS with a focus on Biological Sciences (BIORETS) will include research projects in fields that are supported by the Directorate for Biological Sciences. BIORETS may be based in a single discipline or department or may offer interdisciplinary or multi-department research opportunities with a coherent intellectual theme. An important goal of the program is to increase the participation of underrepresented groups in biological research and those from geographically underrepresented areas in science, technology, engineering, and mathematics (STEM). Proposals are strongly encouraged to involve members of these groups both as participants and as mentors. BIORETS awards are expected to leverage the teachers’ research experiences for curriculum development, with the goal of enriching their classroom teaching practices and inspiring a broad swath of students to consider higher education and careers in STEM. Teachers supported with NSF funds in BIORETS projects must be U.S. citizens, U.S. nationals, or permanent residents of the United States.",05/06/2021,08/01/2022,333319,"National Science Foundation",47.074
"Historically Black Colleges and Universities - Excellence in Research","The Historically Black Colleges and Universities - Excellence in Research (HBCU-EiR) program was established in response to direction provided in the SenateCommerce and Justice, Science and Related AgenciesAppropriations Subcommittee Report (Senate Report 115-139), and is built on prior and continuing efforts by the National Science Foundation (NSF) to strengthen research capacity at Historically Black Colleges and Universities (HBCUs).This reportprovided guidance to NSF to establish the HBCU Excellence in Research program ""to provide opportunities for both public and private HBCUs, particularly for those who have not been successful in larger NSF Research & Related Activities competitions, in order to stimulate sustainable improvement in their research and development capacity"" (https://congress.gov/congressional-report/115th-congress/senate-report/...). EiR supports such capacity building by funding research projects aligned with NSF’s research programs. The program aims to establish stronger connections between researchers at HBCUs and NSF’s research programs.",06/18/2021,10/05/2021,334247,"National Science Foundation",47.041
"Tribal Colleges and Universities Program","The Tribal Colleges and Universities Program (TCUP) provides awards to federally recognized1 Tribal Colleges and Universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote high quality science (including sociology, psychology, anthropology, linguistics, economics and bioeconomics, statistics, and other social and behavioral sciences; natural sciences; computer science, including, but not limited to, artificial intelligence, quantum information science, and cybersecurity), technology, engineering and mathematics (STEM), STEM education, research, and outreach. Support is available to TCUP-eligible institutions (see the Additional Eligibility subsection of Section IV of this solicitation) for transformative capacity-building or community engagement projects through Instructional Capacity Excellence in TCUP Institutions (ICE-TI), Targeted STEM Infusion Projects (TSIP),TCUP for Secondary and Elementary Teachers in STEM (TSETS), TCU Enterprise Advancement Centers (TEA Centers), Cyberinfrastructure Health, Assistance, and Improvements (CHAI), and Preparing for TCUP Implementation (Pre-TI). Collaborations led by TCUP institutions that involve non-TCUP institutions of higher education are supported through TCUP Partnerships, with the participation of other NSF programs to support the work of non-TCUP institutions. Finally, research studies that further the scholarly activity of individual faculty members are supported through Small Grants for Research (SGR). Through the opportunities highlighted above, as well as collaborations with other National Science Foundation (NSF) divisions and directorates, and other organizations, TCUP aims to increase Native individuals' participation in STEM careers, improve the quality of STEM programs at TCUP-eligible institutions, and facilitate the development of a strong STEM enterprise in TCUP institutions' service areas. TCUP supports transformative capacity-building, community engagement, or research projects at TCUP-eligible institutions through the following funding tracks: Instructional Capacity Excellence in TCUP Institutions (ICE-TI) projects provide support to design, implement, and assess comprehensive institutional improvements in STEM education and research capacity at TCUP-eligible institutions of higher education. By strengthening STEM education and STEM education research, successful projects will increase the number of STEM students and improve the quality of their preparation. ICE-TI projects create and/or adapt and assess innovative models and materials for teaching and learning in STEM, embody knowledge about how students learn most effectively in STEM teaching and learning activities, and bring STEM disciplinary advances into the undergraduate or graduate experience. The objective of this strand is to expand STEM degrees offered by TCUP-eligible institutions or significantly enhance instructional approaches. Targeted STEM Infusion Projects (TSIP) support the attainment of a short-term, well-defined goal to improve the quality of STEM education at an eligible institution. Targeted STEM Infusion Projects could, for example, enhance academic infrastructure by systematically adding traditional knowledge to the scope or content of a STEM course, updating curricula, modernizing laboratory research equipment, developing and delivering professional development for K-12 STEM educators, or improving the computational infrastructure. The objective of this strand is to expand STEM degrees or significantly enhance instructional approaches. TCUP for Secondary & Elementary Teachers in STEM (TSETS) supports in-service professional development in STEM disciplinary or STEM education content and/or research for K-12 STEM teachers in the relevant service area. Examples of project activities include, but are not limited to, professional development involving seminar series and engagement in STEM instruction and content during the academic year, structured series of summer intensive workshops and trainings, and summer research opportunities. The objective of this strand is to broaden the instructional capacity for STEM in the K-12 workforce and thereby to the entire community, and to build the capacity for STEM disciplinary or education research among participating educational professionals. TCU Enterprise Advancement Centers (TEA Centers) coalesce the STEM and/or STEM education expertise into a team, designed to support and promote the STEM goals, needs, aspirations, or interests of the chartering reservation or tribe(s). TEA Centers may address a critical tribal or community need or focus on a realm of research or design that is beyond the scope of individual research grants or that is of interest to multiple tribes. The objective of this strand is to build on the capacity developed through prior TCUP support and apply expertise to collaborations with communities in the institution’s service area, or nationally. The Cyberinfrastructure Health, Assistance, and Improvements (CHAI) strand supports projects at TCUP-eligible institutions of higher education to upgrade the cyberinfrastructure necessary to conduct, expand, manage and administer STEM programs of study, including research. The objective of this strand is to equip TCUP institutions to meet the demands of virtual instruction, advanced computing, and data science opportunities. Preparing for TCUP Implementation (Pre-TI) provides support for activities that prepare an institution for Implementation-level projects. Consequently, they are available only to TCUP-eligible institutions of higher education that have never received TCUP support, have not received TCUP support within the previous five years, or are embarking on a significantly novel STEM strategic plan. Examples of supported activities include completing an institutional assessment of its current STEM instructional capacity, or engaging in conversations necessary to formulate a shared vision of what that capacity should be and how to achieve it. Pre-TI awards can support staff and faculty release time, travel, stakeholder gatherings, and associated administrative costs. The objective of this strand is to conduct self-studies and formulate strategic plans for the development of STEM instructional programs of study. The TCUP Partnerships strand provides support for collaborations that will improve TCUP institutions' instructional and research capacity in STEM fields supported by NSF; attract, retain, and support TCUP students in internships and research endeavors deemed to be necessary for a complete curriculum offering; and engage partner universities to provide an academic grounding and a successful transition for students who wish to study or attain degrees in STEM fields supported by NSF. TCUP Partnerships broaden the number of scientific disciplines available to students at TCUP institution through collaborations with non-TCUP institutions. Active Pre-Engineering Education Collaboratives or Partnerships in Geoscience Education awards are not affected by this revision. The objective of this strand is the development, through instructional and research capacity-building, of academic and career pathways for TCUP students through supporting collaborative projects between and among TCUP and non-TCUP institutions. Interested teams of collaborators for which a TCUP institution serves as lead should contact the TCUP program directors. Support for non-TCUP partners must be obtained from other NSF programs, which follows the procedures of the prior Partnership strands. Small Grants for Research (SGR) strand support STEM or STEM Education faculty members at TCUP-eligible institutions to initiate or pursue research projects or programs that may include undergraduate or graduate student engagement. Awards are intended to help further the faculty member's research capability and effectiveness; improve research and teaching at his or her home institution; create and study new models and innovations in STEM teaching and learning; and enhance the understanding of diverse groups' participation in STEM education practices and interventions. International research or collaborations are strongly encouraged. TCUP students may seek support for international research opportunities under the guidance of a TCUP STEM or STEM education faculty member and an international research collaborator. These awards are particularly appropriate as a means of recruiting and retaining highly qualified scientists, engineers, and educators at TCUP-eligible institutions. The objective of this strand is to support faculty research and professional development that build research capacity at TCUP institutions. [1] Executive Order 13021 defines Tribal Colleges and Universities (""tribal colleges"") as those institutions cited in section 532 of the Equity in Educational Land-Grant Status Act of 1994 (7 U.S.C. 301 note), and other institutions that qualify for funding under the Tribally Controlled Community College Assistance Act of 1978, (25 U.S.C. 1801 et seq.), as well as Navajo Community College as authorized in the Navajo Community College Assistance Act of 1978, Public Law 95-471, Title II (25 U.S.C. 640a note). The term ""Alaska Native-serving institution"" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 20 percent Alaska Native students. The term ""Native Hawaiian-serving institution"" means an institution of higher education that is an eligible institution under section 1058(b) of the Higher Education Act; and that, at the time of submission, has an undergraduate enrollment that is at least 10 percent Native Hawaiian students. Most TCUP-eligible institutions of higher education are two-year or community colleges. See the Who May Submit Proposals section in this solicitation for further details.",06/24/2021,10/15/2021,334326,"National Science Foundation",47.076
"Research Coordination Networks in Undergraduate Biology Education","The goal of the RCN-UBE program is to link biological research discoveries with innovations in biology education to improve the learning environment in undergraduate biology classrooms. The program seeks to improve undergraduate education by leveraging the power of a collaborative network recognizing that neweducational materials and pedagogies can simultaneously teach biological concepts while creating a supportive and engaging learning environment for all. TheRCN-UBE program supports groups of investigators to communicate and coordinate their research, training, and education. The theme or focus of an RCN-UBE proposal can be on any topic likely to advance this goal, and activities across disciplinary, organizational, geographic, and international boundaries are encouraged. Acknowledging thatstudents’ educational pathways vary,networks that include under-resourced institutions as full, equitable partners are highly desired. Understanding thatpeople from diverse backgrounds bring different experiences and viewpoints, the RCN-UBE program is interested inproposals that include individuals from traditionally underrepresented in biological research and education as members of the steering committee. Lastly, the RCN-UBE program is also interested in developing, testing, and sharing best practices that can transform the online learning environment. These efforts supported by RCN-UBE are responsive to the national movement to revolutionize undergraduate learning and teaching in the biological sciences as described in the 2009 “Vision and Change in Undergraduate Biology Education” report.Collectively, the RCN-UBE program has contributed to developing and disseminating educational research resources and modules, to forging new collaborations, and to sharing best practices and processes for scalability and sustainability of activities. These efforts have involved a large cadre of faculty, students, and other stakeholders. In accord with other RCN awards, RCN-UBE awards provide opportunities to address interdisciplinary topics, to explore innovative ideas for implementing novel networking strategies, to explore collaborative technologies, and to develop community standards. RCN-UBE awards do not support existing networks or the activities of established collaborations. Note: Because it addresses undergraduate biology education, the RCN-UBE program is offered in alignment with the NSF-wide undergraduate STEM education initiative, Improving Undergraduate STEM Education (IUSE). More information about IUSE can be found at the end of the Program Description section of this solicitation and the NSF IUSE solicitation (NSF 21-579). Depending on the scope and nature of the project, investigators should consider applying to IUSE or RCN-UBE.",10/29/2021,01/25/2022,336364,"National Science Foundation",47.074
"NSF Scholarships in Science, Technology, Engineering, and Mathematics Program","In 1998 Congress enacted the American Competitiveness in the Twenty-First Century Act which provided funds to the National Science Foundation (NSF) to create a mechanism whereby the hiring of foreign workers in technology-intensive sectors on H-1B visas would help address the long-term workforce needs of the United States. Initially, scholarships were only provided for students in math, engineering, and computer science. Later legislation authorized NSF to expand the eligible disciplines at the discretion of the NSF director. This revised solicitation expands the eligibility of degrees to most disciplinary fields in which NSF provides research funding (with some exclusions described elsewhere in this document) as long as there is a national or regional demand for professionals with those degrees to address the long-term workforce needs of the United States. The main goal of the S-STEM program is to enable low-income students with academic ability, talent or potential to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program seeks to increase the number of low-income students who graduate with a S-STEM eligible degree and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to institutions of higher education (IHEs) not only to fund scholarships, but also to adapt, implement, and study evidence-based curricular and co-curricular[1] activities that have been shown to be effective supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. Social mobility for low-income students with academic potential is even more crucial than for students that enjoy other economic support structures. Hence, social mobility cannot be guaranteed unless the scholarship funds the pursuit of degrees in areas where rewarding jobs are available after graduation with an undergraduate or graduate degree. The S-STEM program encourages collaborations, including but not limited to partnerships among different types of institutions; collaborations of S-STEM eligible faculty, researchers, and academic administrators focused on investigating the factors that affect low-income student success (e.g., institutional, educational, behavioral and social science researchers); and partnerships among institutions of higher education and business, industry, local community organizations, national labs, or other federal or state government organizations, as appropriate. Scholars must be domestic low-income students, with academic ability, talent or potential and with demonstrated unmet financial need who are enrolled in an associate, baccalaureate, or graduate degree program in an S-STEM eligible discipline. Proposers must provide an analysis that articulates the characteristics and academic needs of the population of students they are trying to serve. NSF is particularly interested in supporting the attainment of degrees in fields identified as critical needs for the Nation. Many of these fields have high demand for training professionals that can operate at the convergence of disciplines and include but are not limited to quantum computing and quantum science, robotics, artificial intelligence and machine learning, computer science, data science and computational science applied to other frontier STEM areas and other STEM or technology fields in urgent need of domestic professionals. It is up to the proposer to make a compelling case that a field is a critical need field in the United States. S-STEM Eligible Degree Programs Associate of Arts, Associate of Science, Associate of Engineering, and Associate of Applied Science Bachelor of Arts, Bachelor of Science, Bachelor of Engineering and Bachelor of Applied Science Master of Arts, Master of Science and Master of Engineering Doctoral S-STEM Eligible Disciplines Disciplinary fields in which research is funded by NSF, with the following exceptions: Clinical degree programs, including medical degrees, nursing, veterinary medicine, physical therapy, and others not funded by NSF, are ineligible degrees. Business school programs that lead to Bachelor of Arts or Science in Business Administration degrees (BABA/BSBA/BBA) are not eligible for S-STEM funding. Masters and Doctoral degrees in Business Administration are also excluded. Technology fields associated with the S-STEM-eligible disciplines (e.g., biotechnology, chemical technology, engineering technology, information technology). Proposers are strongly encouraged to contact Program Officers before submitting a proposal if they have questions concerning degree or disciplinary eligibility. The S-STEM program particularly encourages proposals from 2-year institutions, Minority Serving Institutions (MSIs), and urban, suburban and rural public institutions. [1] an activity at a school or college pursued in addition to the normal course of study.",11/25/2021,02/22/2022,336719,"National Science Foundation",47.076
"Science, Technology, Engineering and Mathematics (STEM) Education Postdoctoral Research Fellowships","The Directorate for Education and Human Resources (EHR) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) program funds individual and institutional postdoctoral awards designed to enhance the research knowledge, skills, and practices of recent doctoral graduates in STEM, STEM Education, Education, and related disciplines, with a goal of advancing their preparation to engage in fundamental and applied research in STEM education that advances knowledge within the field. The STEM Ed PRF program offers two tracks: (I) Individual Postdoctoral Fellowships and (II) Institutional Cohort Postdoctoral Fellowships. Individual Postdoctoral Fellowship proposals must be submitted by Individuals. However, if an award is recommended, the proposal will be transferred to the host institution where the postdoctoral Fellow will be named as the PI. The award will be issued to the host institution as a regular research award, and the award will be administered by the host institution.",12/02/2021,03/01/2022,336815,"National Science Foundation",47.076
"Improving Undergraduate STEM Education: Hispanic-Serving Institutions","The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. All tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences. Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities. Each faculty member receiving funds to conduct research must include a four-page Faculty Research Plan in which one to two pages are used to describe the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. ""Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions."" American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.",12/24/2021,03/28/2022,337127,"National Science Foundation",47.076
"EHR Core Research: Building Capacity in STEM Education Research (ECR: BCSER)","ECR’s Building Capacity in STEM Education Research (ECR: BCSER) supports projects that build investigators’ capacity to carry out high-quality STEM education research that will enhance the nation’s STEM education enterprise. In addition, ECR: BCSER seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Researchersof races and ethnicities, genders, sexual orientations, and abilities who are currently underrepresented in their participation in STEM education research and the STEM workforce,as well as faculty at minority-serving and two-year institutions, are particularly encouraged to submit proposals. Specifically, ECR: BCSER supports activities that enable researchers to expand their areas of expertise and acquire the requisite knowledge and skills to conduct rigorous research in STEM education. Career development may be accomplished through investigator-initiated professional development and research projects or through institutes that enable researchers to integrate methodological strategies with theoretical and practical issues in STEM education.",12/24/2021,03/29/2022,337130,"National Science Foundation",47.076
"Scholarships in STEM Network","Through this solicitation, NSF seeks to foster a network of S-STEM stakeholders and further develop the infrastructure needed to generate and disseminate new knowledge, successful practices and effective design principles arising from NSF S-STEM projects nationwide. The ultimate vision of the legislation governing the S-STEM parent program[1] (and of the current S-STEM-Net solicitation) is that all Americans, regardless of economic status, should be able to contribute to the American innovation economy if they so desire. To support collaboration within the S-STEM network, NSF will fund two types of investments: An S-STEM Resource and Evaluation Center (S-STEM-REC) and several S-STEM Research Hubs (S-STEM-Hub). The S-STEM Network(S-STEM-Net) will collaborate to create synergies and sustain a robust national ecosystem consisting of multi-sector partners supporting domestic low-income STEM students in achieving their career goals, while also ensuring access, inclusion, and adaptability to changing learning needs. The infrastructure formed by the Hubs and the REC will also synthesize current achievements and investigate evolving barriers to the success of this student population. It will also disseminate the context and circumstances by which interventions and practices that support graduation of domestic low-income students pursuing careers in STEM are successful. The target audience for this dissemination effort is the community of higher education institutions, faculty, scholars, researchers and evaluators, local and regional organizations, industry, and other nonprofit, federal, state, and local agencies concerned with the success of domestic low-income STEM students in the United States. [1] https://www.nsf.gov/pubs/2022/nsf22527/nsf22527.htm",12/27/2021,03/22/2022,337164,"National Science Foundation",47.076
"Advancing Informal STEM Learning (AISL) Equity Resource Center","The Advancing Informal STEM Learning (AISL) program funds research and practice focused on the range of informal STEM learning experiences and environments that comprise life-long learning. As an NSF broadening participation emphasis program, AISL recognizes that an intentional and explicit strategy that advances equity is key to effectively building research and practice capacity in the informal STEM learning field. To that end, the National Science Foundation seeks proposals to create an AISL Equity Resource Center (AERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. For the purposes of this solicitation, the program does not define or bound the concept of equity. Instead, this call allows the proposer to both define equity in relation to the needs of informal STEM learning field and design and deploy creative approaches that promote equity across the informal STEM learning field. Overall, the AISL program seeks an AERC that will serve public and professional communities in the informal STEM learning field through the following functions: Cultivate a multi-sector, diverse community dedicated to promoting equity in informal STEM learning experiences and environments. Raise the visibility and impact of equity-focused research and practice in the informal STEM learning field and its contributions to the overall STEM endeavor. Support AISL PIs, prospective PIs, and partners in enacting their commitments to equity with respect to research and practice. Promote equitable practices that support the AISL program. Through these functions, the AISL program seeks to make clear that advancing equity is imperative to advancing informal STEM learning experiences and environments and their value to individuals, communities, and the nation. The primary audiences for AERC are individuals and organizations that want to grow their ability to design and conduct equity-focused, evidence-based innovations in informal STEM research, programming, or both. The stakeholders served by the center should include, but are not limited to, AISL PIs and partners; prospective AISL PIs and partners; and additional equity-focused, evidence-based research and practice innovators in informal STEM. AERC should envision, design, and develop creative strategies for actualizing equity in the informal STEM learning field. The AERC approaches to leadership, activities, and evaluation should similarly enact commitments to equity. AISL has had a resource center since 2007. The award for the current AISL resource center expires in August 2022; this solicitation updates the existing functions for an AISL resource center.",01/19/2022,05/10/2022,337439,"National Science Foundation",47.076
"Research in the Formation of Engineers","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.",03/10/2022,"Not Provided",338625,"National Science Foundation",47.041
"Innovative Technology Experiences for Students and Teachers","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.)",04/13/2022,08/12/2022,339417,"National Science Foundation",47.076
"Improving Undergraduate STEM Education: Computing in Undergraduate Education","The Improving Undergraduate STEM Education:Computing in Undergraduate Education (IUSE: CUE) program aims to better prepare a wider, more diverse range of students to collaboratively use computation across a range of contexts and challenging problems. With this solicitation, the National Science Foundation focuses onre-envisioninghow to teach computing effectivelyto a broad group of students,in a scalable manner, with an emphasis on broadening participation of groups who are underrepresented andunderservedby traditional computing courses and careers.These groups may include women, persons with disabilities, Blacks and African Americans, Hispanics and Latinos, American Indians, Alaska Natives, Native Hawaiians, and Other Pacific Islanders.",04/16/2022,08/18/2022,339555,"National Science Foundation",47.070
"Improving Undergraduate STEM Education: Hispanic-Serving Institutions","The goals of the HSI program are to enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education and to increase the recruitment, retention, and graduation rates of students pursuing associate's or baccalaureate degrees in STEM. Achieving these, given the diverse nature and context of the HSIs, requires additional strategies that support building capacity at HSIs through innovative approaches: to incentivize institutional and community transformation; and to promote fundamental research (i) on engaged student learning, (ii) about what it takes to diversify and increase participation in STEM effectively, and (iii) that improves our understanding of how to build institutional capacity at HSIs. Intended outcomes of the HSI Program include broadening participation of students that are historically underrepresented in STEM and expanding students’ pathways to continued STEM education and integration into the STEM workforce. The HSI program is aligned with the National Science Board's vision for, and the NSF's commitment to, a more diverse and capable science and engineering workforce.1,2 HSIs are heterogeneous and unique in many respects.3Some HSIs have well-established undergraduate STEM programs while others are just beginning to create STEM programs. Whether 2-year or 4-year, public or private, the HSIs serve a wide range of students with a diverse set of educational backgrounds. The need for tailored initiatives, policies, and practices (mindful of socio-cultural awareness) should meet the students' needs and institutions' expectations while advancing undergraduate students at HSIs toward higher levels of academic achievement in STEM. This is the motivation behind three HSI program tracks: Track 1: Planning or Pilot Projects (PPP); Track 2: Implementation and Evaluation Projects (IEP); and Track 3: Institutional Transformation Projects (ITP). Track 3, ITP,is motivated by work on organizational identities for HSIs that suggest that organizational culture and identity play a key role in the success of an HSI in promoting student success in STEM.4 The HSI program accepts proposals in the following tracks: Track 1: The Planning or Pilot Projects (PPP) track provides a funding opportunity for institutions that are new to NSF5 or are Primarily Undergraduate Institutions (PUIs6), including community colleges. The PPP has been designed to link with the other two tracks. The PPP track seeks to enhance undergraduate STEM education and build capacity at less-resourced institutions and to increase these institutions' ability to compete for NSF funding from other programs. Planning projects in this track undertake the activities necessary to develop a future HSI program Track 2 or Track 3 proposal submission. Pilot projects in this track may be carried out to achieve a short-term, well-defined goal to enhance the availability of high-quality undergraduate STEM education at the HSI and gather preliminary data for futureHSI program Track 2 or Track 3 proposals. Importantly, Pilot projects may also develop fundamental STEM education research capacity on student learning at HSIs, discovering effective means for diversifying and increasing participation in STEM. All PPP projects must include project evaluation and dissemination components. Track 2: The Implementation and Evaluation Projects (IEP) track supports the implementation of evidence-based unit-, department-, or multi-department-level activities that will enhance the quality of undergraduate STEM education.All HSI institution types are encouraged to apply, especially PUIs (including community colleges). These projects may design and implement a new educational practice or practices, and/or adapt/replicate evidence-based practices that are already known to be effective. IEP may conduct research that promotes one or more of the HSI program goals, including research on indicators of effective and successful undergraduate STEM education at HSIs. These projects must include both project evaluation and dissemination components, as well as an education research component. The IEP strategies are expected to be institutionalized and sustainable. Track 3: The Institutional Transformation Projects (ITP) track supports institution-wide structural or systemic changes to enhance undergraduate STEM education at the proposing HSI. The ITP must be grounded in STEM education research and broadening participation research and be designed to make institutional infrastructure and policy changes to support long-term institutional changes that encourage and support facultyin implementing evidence-based practices that enhance student outcomes in STEM at the proposing HSI. Under the ITP track, research (including foundational research) that improves our understanding of how to build HSI institutional capacity in STEM is encouraged. Such research should result in a strategic understanding about how the multiple components of the HSI program goals work synchronously to advance STEM education. All institution types are encouraged to apply, especially PUIs (including community colleges). Proposed activities can include adaptation of evidence-based strategies and/or the design and implementation of innovative strategies. The ITP must include both project evaluation and dissemination components, as well as an education research component. The ITP proposed structural or systemic changes are expected to be institutionalized and sustained by the HSI. In addition to the core research of the proposed project, all tracks may support faculty research that is inter-, multi-, or trans-disciplinary, discipline-specific research, STEM education research, discipline-based STEM education research, or broadening participation research. Research may be based at their home institution, an NSF-funded research center, another institution of higher education, and/or a national laboratory. Fundamental research is particularly encouraged on engaged student learning at HSIs, and on effectively diversifying and increasing participation in STEM at HSIs. Research-related funds may be requested for undergraduate student research, supplies, equipment required to carry out the research, and faculty research development activities. Proposed faculty research outside of the core research of the proposed project should support the overarching goals of the HSI program which seek to improve and enhance undergraduate STEM education, including undergraduate student research experiences.Proposed research should also explain how it will catalyze new faculty research activity in addition to supporting on-going faculty research activities as well as support opportunities to advance diverse students in STEM. All projects must generate new knowledge through project evaluation activities and articulate a plan for dissemination of findings. Track 2 (IEP) and Track 3 (ITP) proposals must additionally generate new knowledge about how to improve access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project’s goals. Additionally, under a specified heading, proposals must provide institutional data with a narrative explaining the institution's need for the project and its ability to enhance the quality of undergraduate STEM education. 1 Vision 2030, National Science Board, https://www.nsf.gov/nsb/publications/2020/nsb202015.pdf 2 Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf18045. 3 National Academies of Sciences, Engineering, and Medicine. 2019. Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce. Washington, DC: The National Academies Press. https://doi.org/10.17226/25257. 4 García, Gina A. 2017. ""Defined by outcomes or culture? Constructing an organizational identity for Hispanic-serving institutions."" American Educational Research Journal, 54(1): 111S-134S. 5 The definition and guide to New to NSF can be found on Chapter II of proposal preparation instructions https://www.nsf.gov/pubs/policydocs/pappg18_1/pappg_2.jsp. 6 PUIs are “accredited colleges and universities (including two-year community colleges) that award Associate’s degrees, Bachelor’s degrees, and/or Master’s degrees in NSF-supported fields, but have awarded 20 or fewer Ph.D./ D.Sci. degrees in all NSF-supported fields during the combined previous two academic years.” PUI definition obtained from https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5518.",07/02/2022,09/30/2022,341684,"National Science Foundation",47.076
"Advancing Informal STEM Learning","The Advancing Informal STEM Learning (AISL) Program is committed to funding research and practice, with continued focus on investigating a range of informal STEM learning (ISL) experiences and environments that make lifelong learning a reality. This Program seeks proposals that center equity and belonging, and further the well-being of individuals and communities who have historically been and continue to be excluded, underserved, or underrepresented, due to gender, race, ethnicity, sexual orientation, disability status, neurodiversity, geographic location, and economic status, among others, as well as their intersections. The current solicitation encourages proposals from institutions and organizations that serve public audiences, and specifically focus on public engagement with and understanding of STEM, including community STEM; public participation in scientific research (PPSR); science communication; intergenerational STEM engagement; and STEM media. Projects funded by AISL should contribute to research and practice that further illuminates informal STEM learning’s role in equity and belonging in STEM; personal and educational success in STEM; advancing public engagement in scientific discovery; fostering interest in STEM careers; creating and enhancing the theoretical and empirical foundations for effective informal STEM learning; improving community vibrancy; and/or enhancing science communication and the public’s engagement in and understanding of STEM and STEM processes. The AISL Program funds five types of projects: (1) Synthesis; (2) Conference; (3) Partnership Development and Planning; (4) Integrating Research and Practice; and (5) Research in Support of Wide-reaching Public Engagement with STEM. NOTE: Activities primarily focused on formal educational systems or outcomes are outside the scope of work supported by this program. AISL does not fund formal elementary, middle, or high school, or undergraduate or graduate education, whether in-person or online. Similarly, AISL does not fund formal workforce training (e.g., professional certifications and degree-earning programs) that is not aimed directly at informal STEM learning professionals.",08/20/2022,01/11/2023,343195,"National Science Foundation",47.076
"Racial Equity in STEM Education","This solicitation aligns with the National Science Foundation (NSF) and the Directorate for Education and Human Resources (EHR) long-standing investments in thedevelopment of a diverse and well-prepared public and workforce, which was recently reinforced in the NSF Vision: “A nation that leads the world in science and engineering research and innovation, to the benefit of all, without barriers to participation,” p. 9, NSF 2022-2026 Strategic Plan(https://www.nsf.gov/pubs/2022/nsf22068/nsf22068.pdf). The NSF Strategic Plan focuses on ensuring that U.S. research is an inclusive enterprise that benefits from the talent of all sectors of American society – a research enterprise that incorporates the richdemographic and geographic diversity of the nation. The strategic plan recognizes that the more people who engage in science, technology, engineering, and mathematics (STEM)research and the more diverse their backgrounds, the richer the range of questions asked. The result is a greater breadth of discovery and more creative solutions to societal challenges. Racial inequities often create barriers to STEM knowledge generation, as well as access to and participation in all aspects of STEM education, research, and the workforce. In ongoing efforts to address these disparities, NSF EHR seeks to support bold, groundbreaking, and potentially transformative projects that contribute to advancing racial equity in STEM education and workforcedevelopment through practice and/or fundamental or applied research.EHR’s missionbuilds from the NSF Strategic Plan, seeking “to achieve excellence in U.S. science, technology,engineeringand mathematics (STEM) education at all levels and in all settings (both formal and informal) in order to support thedevelopment of a diverse and well-prepared workforce of scientists, technicians, engineers, mathematicians and educators and a well-informed citizenry that have access to the ideas and tools of science and engineering. The purpose of these activities is to enhance the quality of life of all citizens and the health, prosperity,welfareand security of the nation.” Collectively,proposals funded by this solicitation will: (1) substantively contribute to institutionalizing effective research-based practices, policies, and outcomes in STEM environments for those who experience inequities caused by systemic racism and the broader community; (2)advance scholarship and promote racial equity in STEM in ways that expand the array of epistemologies, perspectives, ideas, theoretical and methodological approaches that NSF funds; and (3) further diversify project leadership (PIs and co-PIs) and institutions funded by NSF. Each proposal should include a rigorous plan to generate knowledge and/or evidence-based practice via fundamental or applied research. Projects may focus on, but are not limited to: buildingtheory;developingresearch, evaluation, and assessment methods; conducting pilot projects and feasibilitystudies; testing approaches andinterventions; assessing the potential, efficacy, effectiveness, and scalability of approaches andinterventions; changing institutional, organizational, and structural practices andpolicies; establishing, cultivating, and assessing authentic partnerships with communities impacted by systemic racism; conducting syntheses, meta-syntheses, meta-analyses, and systematic literaturereviews; convening conferences that explore a theory, topic, method, or issue related to the program goals in order to drive research and practice forward; and/or focusing on affective, behavioral, cultural, social components, and implications. Prospective PIs are encouraged to send a one-page conceptpapertoEHRRacialEquity@nsf.govin advance of submitting a proposal.",09/22/2022,01/17/2023,343697,"National Science Foundation",47.076
"Arecibo Center for STEM Education and Research","The National Science Foundation (NSF) hereby solicits proposals for the establishment of the Arecibo Center for STEM Education and Research (ACSER) at the original site of the Arecibo Observatory (AO). NSF seeks to evaluate proposals that would transition the existing AO site to the new ACSER, shifting the disciplinary focus from primarily on the astronomical sciences to science, technology, engineering, and mathematics (STEM) education and research more broadly [1]. ACSER would serve as a hub for STEM discovery and exploration by building upon existing programs and opportunities currently in place at the AO site, while also creating and implementing new STEM education, research, and outreach programs and initiatives. The goals of ACSER would be to: promote STEM education, learning, and teaching, support fundamental and applied STEM and STEM education research, broaden participation in STEM, and build and leverage existing and new collaborations and partnerships. The reimagined Center would have a significant role in modeling and advancing equitable and inclusive STEM education and research, especially in Puerto Rico and for individuals and communities underrepresented in STEM. ACSER would be poised to serve as a catalyst for increased and inclusive engagement in a broad range of STEM disciplines, cutting-edge research, and workforce development initiatives by students, teachers, researchers, local communities, and the public within and outside of Puerto Rico. NSF recognizes the scientific, educational, historic, cultural, and economic significance of the AO site to Puerto Rico and the global scientific community. Listed on the US National Register of Historic Places, the AO site is identified as a historic district worthy of preservation and includes a Learning Center, a Visitor’s Center and Shop, an auditorium, exhibition space, cafeteria, office space, and dormitories. This solicitation calls for proposals to manage the education, research, and outreach aspects of ACSER. A third-party contractor would be responsible for overall site maintenance. [1]Prior to reaching a final decision in response to this solicitation, NSF will need to complete any required environmental reviews.",10/13/2022,02/28/2023,344031,"National Science Foundation",47.076
"Improving Undergraduate STEM Education: Education and Human Resources","Synopsis of Program: 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 growth in 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.",10/20/2022,01/18/2023,344124,"National Science Foundation",47.076
"NSF Scholarships in Science, Technology, Engineering, and Mathematics Program","In 1998 Congress enacted the American Competitiveness in the Twenty-First Century Act which provided funds to the National Science Foundation (NSF) to create a mechanism whereby the hiring of foreign workers in technology-intensive sectors on H-1B visas would help address the long-term workforce needs of the United States. Initially, scholarships were only provided for students in math, engineering, and computer science. Later legislation authorized NSF to expand the eligible disciplines at the discretion of the NSF director. Undergraduate and graduate degrees in most disciplinary fields in which NSF provides research funding (with some exclusions described elsewhere in this document) are eligible as long as there is a national or regional demand for professionals with those degrees to address the long-term workforce needs of the United States. The main goal of the S-STEM program is to enable low-income students with academic ability, talent or potential to pursue successful careers in promising STEM fields. Ultimately, the S-STEM program seeks to increase the number of academically promising low-income students who graduate with a S-STEM eligible degree and contribute to the American innovation economy with their STEM knowledge. Recognizing that financial aid alone cannot increase retention and graduation in STEM, the program provides awards to institutions of higher education (IHEs) not only to fund scholarships, but also to adapt, implement, and study evidence-based curricular and co-curricular [1] activities that have been shown to be effective supporting recruitment, retention, transfer (if appropriate), student success, academic/career pathways, and graduation in STEM. Social mobility for low-income students with academic potential is even more crucial than for students that enjoy other economic support structures. Hence, social mobility cannot be guaranteed unless the scholarship funds the pursuit of degrees in areas where rewarding jobs are available after graduation with an undergraduate or graduate degree. The S-STEM program encourages collaborations, including but not limited to partnerships among different types of institutions; collaborations of S-STEM eligible faculty, researchers, and academic administrators focused on investigating the factors that affect low-income student success (e.g., institutional, educational, behavioral and social science researchers); and partnerships among institutions of higher education and business, industry, local community organizations, national labs, or other federal or state government organizations, as appropriate. To be eligible, scholars must be domestic low-income students, with academic ability, talent or potential and with demonstrated unmet financial need who are enrolled in an associate, baccalaureate, or graduate degree program in an S-STEM eligible discipline. Proposers must provide an analysis that articulates the characteristics and academic needs of the population of students they are trying to serve. NSF is particularly interested in supporting the attainment of degrees in fields identified as critical needs for the Nation. Many of these fields have high demand for training professionals that can operate at the convergence of disciplines and include but are not limited to quantum computing and quantum science, robotics, artificial intelligence and machine learning, computer science and computer engineering, data science and computational science applied to other frontier STEM areas, and other STEM or technology fields in urgent need of domestic professionals. It is up to the proposer to make a compelling case that a field is a critical need field in the United States. S-STEM Eligible Degree Programs Associate of Arts, Associate of Science, Associate of Engineering, and Associate of Applied Science Bachelor of Arts, Bachelor of Science, Bachelor of Engineering and Bachelor of Applied Science Master of Arts, Master of Science and Master of Engineering Doctoral (Ph.D. or other comparable doctoral degree) S-STEM Eligible Disciplines Disciplinary fields in which research is funded by NSF, including technology fields associated with the S-STEM-eligible disciplines (e.g., biotechnology, chemical technology, engineering technology, information technology, etc.). The following degrees and disciplines are excluded: Clinical degree programs, including medical degrees, nursing, veterinary medicine, pharmacy, physical therapy, and others not funded by NSF, are ineligible degrees. Business school programs that lead to Bachelor of Arts or Science in Business Administration degrees (BABA/BSBA/BBA) are not eligible for S-STEM funding. Masters and Doctoral degrees in Business Administration are also excluded. Proposers are strongly encouraged to contact Program Officers before submitting a proposal if they have questions concerning degree or disciplinary eligibility. The S-STEM program particularly encourages proposals from 2-year institutions, Minority Serving Institutions (MSIs), predominately undergraduate institutions, and urban, suburban and rural public institutions. [1] an activity at a school or college pursued in addition to the normal course of study.",12/04/2022,03/29/2023,344767,"National Science Foundation",47.076
"Scholarships in STEM Network","Through this solicitation, NSF seeks to foster a network of S-STEM stakeholders and further develop the infrastructure needed to generate and disseminate new knowledge, successful practices and effective design principles arising from NSF S-STEM projects nationwide. The ultimate vision of the legislation governing the S-STEM parent program[1] (and of the current S-STEM-Net solicitation) is that all Americans, regardless of economic status, should be able to contribute to the American innovation economy if they so desire. To support collaboration within the S-STEM network, NSF will fund several S-STEM Research Hubs (S-STEM-Hub). The S-STEM Network(S-STEM-Net) will collaborate to create synergies and sustain a robust national ecosystem consisting of multi-sector partners supporting domestic low-income STEM students in achieving their career goals, while also ensuring access, inclusion, and adaptability to changing learning needs. The Hubs will investigate evolving barriers to the success of this student population. It will also disseminate the context and circumstances by which interventions and practices that support graduation of domestic low-income students (both undergraduate and graduate) pursuing careers in STEM are successful. The target audience for this dissemination effort is the community of higher education institutions, faculty, scholars, researchers and evaluators, local and regional organizations, industry, and other nonprofit, federal, state, and local agencies concerned with the success of domestic low-income STEM students in the United States. [1] https://www.nsf.gov/pubs/2022/nsf22527/nsf22527.htm",12/23/2022,03/29/2023,345091,"National Science Foundation",47.076
"Science, Technology, Engineering and Mathematics (STEM) Education Individual Postdoctoral Research Fellowships","The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports individual postdoctoral fellowship awards; a companion solicitation (STEM Ed OPRF) supports organizational postdoctoral fellowship programs. The STEM Ed PRF Program as a whole seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. The Program is designed tosupport postdoctoral fellows engaged in experiences that will advance their career goals by developing their expertise, skills, and competencies to conduct fundamental STEM education research. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g., Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed IPRF awards provide direct support to Fellows to enable them to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows must affiliate with an appropriate host organization and are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.",01/11/2023,04/11/2023,345335,"National Science Foundation",47.076
"Science, Technology, Engineering and Mathematics (STEM) Education Organizational Postdoctoral Research Fellowships","The Directorate for STEM Education (EDU) STEM Education Postdoctoral Research Fellowships (STEM Ed PRF) Program funds postdoctoral fellowship projects designed to enhance the research knowledge, skills, and practices of STEM Education research by recent doctoral graduates in STEM, STEM Education, Education, and related disciplines. This solicitation supports organizational postdoctoral fellowship projects; a companion solicitation (STEM Ed IPRF) supports individual postdoctoral fellowship awards. The Program is designed to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Principal Investigators who are women, veterans, persons with disabilities, and from groups underrepresented in STEM, or who have attended community colleges and minority-serving institutions (e.g. Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, Alaska Native Serving Institutions, and Hawaiian Native and Pacific Islander Serving Institutions) are especially encouraged to apply. STEM Ed OPRF awards provide support to organizations as they develop a STEM education postdoctoral research fellowship project and support a cohort of fellows. The program should enable fellows to engage in ongoing research, to develop independent research, and to implement an independent professional development plan under the guidance of a sponsoring researcher. Fellows are expected to devote themselves full time to the fellowship activities for the duration of the fellowship.",01/11/2023,04/28/2023,345334,"National Science Foundation",47.076
"Historically Black Colleges and Universities - Undergraduate Program","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.",03/21/2023,10/03/2023,347022,"National Science Foundation",47.076
"IUSE: Innovation in Two-Year College STEM Education","The National Science Foundation (NSF) plays a prominent role in the improvement of undergraduate STEM education at the Nation’s colleges and universities. Through the IUSE: Innovation in Two-Year College STEM Education (ITYC) program, the agency seeks to extend this effort by making an intentional investment in the country’s two-year institutions of higher education, or two-year colleges. The twin goals of the ITYC program are to (1) center students in the effort to advance innovation, promote equitable outcomes and broaden participation for all students in STEM education at two-year colleges, and (2) enhance the capacity of two-year colleges to harness the talent and potential of their diverse student and faculty population through innovative disciplinary, multi-department, and college-wide efforts. These goals will be achieved by investing in projects at two-year colleges that contribute to student success in STEM-based foundational courses and academic pathways for both majors and non-majors. Project activities may be in any discipline that is currently supported by NSF funding, which includes the social, behavioral, and economic sciences. Collectively, projects in the ITYC program will make progress towards ensuring that two-year college students and faculty have the resources to fully participate in and contribute to the broader STEM enterprise. Aligned with the goals above, the ITYC program features two tracks: (1) A Focus on the Academic Experiences of Two-Year College Students and (2) Leveraging Institutional Strengths and Innovation. Each Track can support projects requesting up to $500,000 for a duration of up to three years. For institutions that have not received NSF funding in the past five years, an additional $100,000 may be added to the budget which may be used by the institution to support and carry out grant-funded activities over four years. This would result in a total maximum budget of $600,000 for a project over four years. Institutions that have been funded as part of a collaborative award with their own NSF Award Number are not eligible for this incentive, however, institutions that have had a subaward from another institution are eligible. This program is open to two-year colleges, which includes the following institutions, as described by Carnegie Classifications: Associate’s Colleges: Institutions at which the highest-level degree awarded is an associate degree. This may include transfer as well a career and technical oriented colleges. Baccalaureate / Associate’s Colleges: Institutions that award at least one baccalaureate degree but confer at least 50% of their degrees at the associate level. The ITYC program is aligned with NSF's Improving Undergraduate STEM Education (IUSE) framework, which is a comprehensive effort to accelerate improvements in the quality and effectiveness of undergraduate education in STEM fields.",05/06/2023,12/13/2023,347967,"National Science Foundation",47.076
"Robert Noyce Teacher Scholarship Program","The National Science FoundationRobert Noyce Teacher Scholarship Program (Noyce)invites innovative proposals that address the critical need for recruiting, preparing, and retaining highly effective elementary and secondary mathematics and science teachers and teacher leaders who persist as classroom teachers in high-need Local Education Agencies (LEA), (a.k.a. high-need school district). To achieve this goal, Noyce supports talented science, technology, engineering, and mathematics (STEM) undergraduate majors and professionals to become effective K-12 STEM teachers. It also supports experienced, exemplary K-12 STEM teachers to become teacher leaders who continue as classroom teachers in high-need school districts. NSF welcomes submission of proposals to this funding opportunity that include the participation of the full spectrum of diverse talent in STEM,e.g., as PI, co-PI, senior personnel, postdoctoral scholars, graduate or undergraduate students or trainees.In addition, the Noyce program supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts. Noyce offers four program tracks:Track 1: The RobertNoyce Teacher Scholarships and Stipends (S&S) Track, Track 2: The NSF Teaching Fellowships (TF) Track, Track 3: The NSFMaster Teaching Fellowships (MTF) Track, and Track 4: The Noyce Research Track. In addition,Capacity Buildingproposals are accepted from proposers intending to develop a proposal in any of the program's tracks. Noyce also supports conference proposals focused on improving STEM teacher preparation. Proposals that support authentic Research Experiences in STEM Settings (RESS) for Noyce and/or non-Noyce pre-service and in-service STEM teachers are also invited. Table 1:Categories of Noyce Funding* Intended Outcome Eligible Scholars and Fellows Length of Required Teaching Commitment Track 1: Scholarships and Stipends (S&S) up to $1,200,000 with a duration of up to 5 years Develop K-12 STEM teachers in high-need school districts (a.k.a. high-need LEA) Noyce-eligible STEM undergraduate majors & STEM professionals 2 years/year for which scholarship support was received Track 2: Teaching Fellowships (TF) up to $3,000,000, with a duration of up to 6 years Noyce-eligible STEM professionals 4 years Track 3: Master Teaching Fellowships (MTF) up to $3,000,000, with a duration of up to 6 years Develop K-12 STEM teacher leaders in high- need school districts(a.k.a. high-need LEA) Experienced and exemplary K-12 STEM teachers with a bachelor's degree or master's degree in their field 5 years Track 4: Noyce Research up to $1,000,000, with a duration of up to 5 years Research effectiveness and retention of K-12 STEM teachers in high-need school districts(a.k.a. high-need LEA) N/A N/A Capacity Building up to $100,000, with a duration of up to 1 year Prepare for future Noyce submission N/A N/A *Awards may exceed the budget maximums through Collaboration Incentives for engagement of community colleges in Capacity Building or Track 1 projects, engagement with Noyce awards in Track 4 projects, or engagement with minority-serving institutions in any Noyce submission. See Section III: Award Information for additional details. The budgets for conference proposals or for authentic Research Experiences in STEM Settings should be commensurate with the proposed work and must be discussed with a Noyce Program Officer prior to submission.",05/09/2023,08/29/2023,348012,"National Science Foundation",47.076
"Workplace Equity for Persons with Disabilities in STEM and STEM Education","The Workplace Equity for Persons with Disabilities in STEM and STEM Education solicitation, which is managed by the Division of Equity for Excellence in STEM in the Directorate for STEM Education,supports fundamental, applied, and translational research that advances knowledge and practice about diverse, equitable, inclusive, and accessible STEM and STEM education workplaces and postsecondary training environments for persons with disabilities. Proposals should focus on one or more of the following three research themes: (1) Studying barriers and solutions to diversity, equity, inclusion, and accessibility in STEM and STEM education workplaces and training settings for persons with disabilities; (2) Applying intersectional social identity perspectives to investigate characteristics and conditions of STEM and STEM education workplaces and training environments that limit and/or improve diversity, equity, inclusion, and accessibility for persons with disabilities; and (3) Conducting use-inspired and solution-oriented translational research about diverse, equitable, inclusive, and accessible STEM and STEM Education workplaces and training settings for persons with disabilities. Research proposals must address key project design components: (1) The inclusion of researchers, experts, and organizations with authentic disability experiences; (2) The identification of disability type(s) to be investigated; (3) The specific STEM and/or STEM education workplaces and postsecondary training settings to be studied; (4) The use of theoretical and/or conceptual frameworks and robust research hypotheses, questions, designs, methodologies, data analyses, and data interpretation; (5) A plan to assess the success of the project; and (6) A plan for the accessible dissemination of knowledge and practice outcomes to traditional and new audiences. The amount of funding and duration requested in the Research proposals submitted in response to this solicitation should align with the maturity of the proposed work and the size and scope of the project activities. Research proposals may request a budget up to $1,500,000 and a duration up to five (5) years. All proposals should justify the requested level of funding and duration in the project description.This solicitation also invites Synthesis projects, which are a very specific type of Research proposal. Synthesis projects may propose budgets up to $600,000 and project durations up to three (3) years. This solicitation also invites proposals for Conferences, EArly-concept Grants for Exploratory Research (EAGER), and Rapid Response Research (RAPID). Facilitation Awards for Scientists and Engineers with Disabilities (FASED) are always welcome. The solicitation’s Section II, Program Description, provides additional information about each type of proposal.",05/20/2023,09/19/2023,348261,"National Science Foundation",47.041
"Discovery Research PreK-12","The goal of the Discovery Research PreK-12 program (DRK-12) is to catalyze research and development that enhances all preK-12 teachers’ and students’ opportunities to engage in high-quality learning experiences related to the sciences, technology, engineering, and mathematics (STEM). The program’s objectives are to: (1) build knowledge about how to develop preK-12 students’ and teachers’ STEM content knowledge, practices, and skills; (2) support collaborative partnerships among STEM education researchers, STEM education practitioners and school leaders with the goals of extending relevant scientific literatures while developing more effective practice; and (3) build the field of STEM education by supporting knowledge synthesis, interdisciplinary interactions across fields and stakeholders, and the development of novel and robust ways of assessing teacher and student learning, engagement, and skills. Outcomes of DRK-12 projects can include but are not limited to promising, evidence-based products that can be used by others to support the success of all teachers and all students (e.g., curriculum, teaching and research tools, and models of collaboration). The program solicits proposals along two strands: (1) Learning and (2) Teaching. While these strands certainly overlap and have synergy, proposals should identify one strand that is most consistent with the proposal’s objectives and research questions (e.g., are the project’s methods and outcomes focused primarily on teacher development and teaching or student development and learning?). Research project types under both Strands include exploratory, design and development, impact, implementation, measurement and assessment, and synthesis studies. The program also supports other project types including Partnership Development Grants and Workshops/Conferences. Successful proposals demonstrate how they build on fundamental research in STEM education and on previous or current applied research and development efforts. They also explain their theoretical and empirical justification (e.g., Why is the project designed as it is?) and outline related specific aims and methods with potential to yield new understandings of STEM teaching and learning contexts, processes, and outcomes. The program welcomes proposals focused on teaching and learning in any STEM field(s) and on priorities identified in the National Science Foundation’s strategic plan. Efforts focused on facilitating the reciprocal exchange or mobilization of knowledge between the research and preK-12 formal education professional communities are strongly encouraged (see this Dear Colleague Letter https://www.nsf.gov/pubs/2023/nsf23078/nsf23078.jsp).",05/27/2023,11/08/2023,348414,"National Science Foundation",47.076
"Historically Black Colleges and Universities - Excellence in Research","The Historically Black Colleges and Universities - Excellence in Research (HBCU-EiR) program was established in response to direction provided in the Senate Commerce and Justice, Science and Related Agencies Appropriations Subcommittee Report (Senate Report 115-139), and is built on prior and continuing efforts by the National Science Foundation (NSF) to strengthen research capacity at Historically Black Colleges and Universities (HBCUs). This report provided guidance to NSF to establish the HBCU Excellence in Research program ""to provide opportunities for both public and private HBCUs, particularly for those who have not been successful in larger NSF Research & Related Activities competitions, in order to stimulate sustainable improvement in their research and development capacity""  (https://congress.gov/congressional-report/115th-congress/senate-report/...).  EiR supports such capacity building by funding research projects aligned with NSF's research programs. The program aims to establish stronger connections between researchers at HBCUs and NSF's research programs. ",06/08/2023,10/17/2023,348599,"National Science Foundation",47.041
"Research in the Formation of Engineers","The NSF Engineering Directorate (ENG) 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 level in both formal and informal settings. Research that addresses engineering formation at the graduate education level 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. Research to transform engineering education so that all students encounter environmental and social sustainability principles as an integrated part of their education and are equipped with the tools needed to incorporate these principles into their future research, careers, and innovations. 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 (seehttps://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas related to engineering education: Graduate education. Undergraduate education in new engineering technologies and environmental sustainability. Transitions between education levels, for example 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. P-12, 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.",09/17/2023,"Not Provided",350230,"National Science Foundation",47.041
"Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder","ONDCP’s Juvenile and Family Court Judiciary Education on Substance Use and Substance Use Disorder Cooperative Agreement supports training and education that helps educate juvenile and family court judges and the entire justice system about the science of addiction, substance use, and substance use disorder, and how substance use and substance use disorder is impacted by the legal system. The President’s priority is to enhance public safety by providing those who have engaged in criminal activity with greater opportunities to lead productive lives by addressing a range of issues, including mental health, vocational training, job creation, after-school programming, substance use, and mentoring through evidence-based rehabilitation programs. ONDCP seeks to reduce drug use and its consequences through evidence-based practices, and this cooperative agreement will apply these principles to the criminal justice system. The purpose of this cooperative agreement is to: (1) educate and train juvenile and family court judges to improve adherence to best practices, (2) decrease justice costs and recidivism, and (3) increase awareness of the science of addiction, substance use, and substance use disorder among the judiciary. The cooperative agreement recipient shall: • Engage judges and former judges to provide peer-to-peer educational opportunities. • Use expert practitioners in the fields engaged in the science of addiction, criminal justice, and healthcare. • Provide in-person training, online training, and jurisdiction-specific technical assistance to a variety of demographically composed areas at the state, local, and Tribal levels. • Include ONDCP policy priorities in the development and execution of training and educational programs: o Applying a comprehensive approach to addressing substance use and substance use disorders, including prevention, harm reduction, treatment, and recovery. o Diversion programming with evidence-based and comprehensive case management, treatment for substance use disorders, recovery and other necessary services. All portions of the application must reflect these objectives and subject matter areas.",07/17/2023,08/31/2023,349308,"Office of Nat'l Drug Control Policy",95.005
"Service Delivery and Support for Families Caring For Orphans and Vulnerable Children (OVC)","The purpose of this program is to improve the well-being of families and their vulnerable children through comprehensive and coordinated evidence-based interventions that strengthen the capacity of families and communities to care for vulnerable children in sub-districts and districts with high HIV prevalence, high maternal mortality, and a high number of orphans and vulnerable children.",05/07/2012,//,169333,"US Agency for International Development",98.001
"School Improvement Program","Marginalized Palestinian areas suffer from a multitude of political, security and socio-economic problems that hinder development work and put the population at serious risk. The Palestinian Authority (PA) has limited authority and capability to reach all Palestinian areas to provide meaningful support to its residents. The School Improvement Program will implement interventions to improve the educational environment and quality of education in the most disadvantaged Palestinian areas. This program will provide support to public and private schools in the most disadvantaged Palestinian areas. The primary goal of the program is to improve access to quality education and mitigate challenges to youth development in marginalized areas. The sub-goals include: 1) Improved educational facilities through renovation.2) Improved teaching and learning through teacher training as appropriate, provision of educational resources, and collaboration with local communities.3) Expanded opportunities for youth development through extracurricular activities, career counseling and training in schools after hours.Illustrative outcomes include: Improved human and physical educational resources that contribute to narrowing the achievement gap between students in underserved and better served Palestinian areas. Organized and sustained extracurricular activities and youth programs. Established networks between teachers, administrators, counselors, officials and community representatives in the targeted schools aiming at improving the quality of education and youth programming. Enhanced community involvement in school decision-making. Strengthened educational institutions that provide services to learners.",06/11/2012,//,175614,"US Agency for International Development",98.001
"Integrated Violence Prevention","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",11/05/2018,//,310146,"US Agency for International Development",98.001
"MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health Services, Voluntary Family Planning, and Reproductive Health Care [MNCH/FP/RH] to Scale)","This Annual Program Statement (APS) publicizes the intention of the United States Government (USG), as represented by the United States Agency for International Development (USAID), Bureau for Global Health (GH), to fund one or multiple awards to address the overarching APS program purpose. The purpose is to accelerate reductions in maternal, newborn, and child mortality and morbidity in high-burden, USAID-supported countries by increasing the capacity of host country institutions and local organizations to introduce, deliver, scale up, and sustain the use of evidence-based, quality maternal, newborn, and child health (MNCH) services, voluntary family planning, (FP) and reproductive health (RH) care.This main APS document outlines the goal, purpose, expected results, and priorities of MOMENTUM (Moving Integrated, Quality Maternal, Newborn, and Child Health Services, Voluntary Family Planning, and Reproductive Health Care [MNCH/FP/RH] to Scale), and may result in multiple awards issued under subsequent APS Rounds. Note: When referencing MOMENTUM in this document, it is referring to the full portfolio of possible awards under this overall purpose. This specific document is an umbrella APS and will not be accepting concept papers or applications. Prospective applicants will be provided a fair opportunity to develop and submit competitive concept papers to USAID for potential funding via discrete Rounds under this APS. For the purposes of the MOMENTUM APS, a “Round” is defined as a specific program description that falls under the larger MOMENTUM APS goal, purpose, and results but is tailored to a certain focus. Under each Round, applicants will first submit a short concept paper that will be reviewed for responsiveness to the overall MOMENTUM purpose, selected results, and Round’s focus and then scored according to the evaluation criteria provided in the Round document. If an applicant is successful in the concept paper stage, applicant representatives may be invited to join a co-creation process. Following the co-creation process, selected applicants (individual organizations and/or consortia developed at concept paper stage or during co-creation) will be requested to submit a Full Application, the content and format of which will be provided in greater detail by the Agreement Officer. Publishing this APS does not commit USAID to make any awards. USAID also reserves the right to not conduct a co-creation process and request Full Applications from successful applicants at concept paper stage. As Rounds occur, notifications will be posted on Grants.gov. Please refer to the specific Round documents for detailed information on the concept paper submission guidance including Round points of contact, concept paper requirements, and evaluation criteria for the specific Round. These Round documents should be located under the ""Related Documents"" tab in this posting.For a USAID Mission or USAID/Washington Office wishing to issue a Round under this APS, the program description must fit within Section I of this document. Please contact Samantha Pierre (spierre@usaid.gov) and Rebecca Levine (rlevine@usaid.gov) for review of the Round document - it must be reviewed before being posted publicly under this APS. All new Rounds must be posted as a MOMENTUM APS Round on the USAID Business Forecast.",04/22/2019,09/30/2025,315120,"US Agency for International Development",98.001
"YouthPower 2 (YP2) Annual Program Statement (APS)","The YouthPower 2 Annual Program Statement (APS) provides a vehicle for engaging with youth-led and youth-serving organizations, among others, and systems to generate cross-sectoral, positive youth development outcomes. The APS disseminates information to prospective Applicants so they may develop and submit Concept Notes in response to the addenda and ultimately to be considered for USAID funding. This APS describes and provides: ▪ The types of activities for which Concept Notes and Applications will be considered; ▪ Available funding, process, and requirements for submitting Concept Notes and Application; ▪ The criteria for evaluating Concept Notes and Application; and ▪ Relevant documentation and resources. More specifically, the YouthPower 2 (YP2) APS is designed to provide a vehicle to engage with, among others, youth-led and youth-serving organizations and systems broadly and creatively, to support cross-sectoral, positive youth development outcomes. The YP2 APS is not a Request for Applications (RFA). Rather, the YP2 APS requests Concept Notes 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 active addendum opportunity under the YP2 APS titled ""Women and Youth Creating Our Future Activity"" (72047221R00007) with a closing date of August 25,2021.",03/30/2020,03/29/2023,325906,"US Agency for International Development",98.001
"Higher Education for Leadership, Innovation, and Exchange (HELIX), A New Partnerships Initiative (NPI)","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.",04/03/2020,04/02/2023,326056,"US Agency for International Development",98.001
"Uzbekistan Youth Workforce Development and Entrepreneurship Activity","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.",07/08/2021,08/23/2021,334618,"US Agency for International Development",98.001
"Women and Youth Creating Our Future Activity","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",07/16/2021,08/25/2021,334750,"US Agency for International Development",98.001
"Advancing Girls Education (AGE) Activity","The United States Agency for International Development (USAID) is seeking applications for a Cooperative Agreement from qualified entities to implement the Advancing Girls Education (AGE) Activity.Through this solicitation, the United States Agency for International Development (USAID) intends to identify a uniquely qualified Contractor to implement a five-year Cooperative Agreement activity, to increase retention of girls ages 10-19 in school who are vulnerable or at risk of dropping out of school due to physical, sexual, or psychological violence at school, teen pregnancy, or child marriage. The Activity will support the Government of the Republic of Mozambique’s (GRM) strategy of school-based reform in local communities to improve student retention and create access to education for girls and improve their learning environment.",08/17/2021,09/30/2021,335335,"US Agency for International Development",98.001
"Teacher Excellence Initiative","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.",08/19/2021,10/18/2021,335370,"US Agency for International Development",98.001
"Improving Girls’ Education Activity (IGEA)","The United States Agency for International Development (USAID) Mission Pakistan (USAID/Pakistan) is seeking applications for a Cooperative Agreement from qualified entities to implement the Improving Girls’ Education Activity (IGEA). This funding opportunity is limited to local Pakistani entities, in accordance with ADS 303.3.6.5(c)(1), and will be awarded after a limited local competition held among eligible local organizations. USAID intends to make an award to the applicant that best meets the objectives of this funding opportunity based on the merit review criteria described in this NOFO and subject to a risk assessment. 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 NOFO 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. 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. The registration process may take many weeks to complete. Therefore, applicants are encouraged to begin registration early in the process. 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.",08/23/2021,09/30/2021,335424,"US Agency for International Development",98.001
"Malawi - Moving Integrated, Quality Maternal, Newborn, Child Health and Family Planning and Reproductive Health (MNCH/FP/RH) Services to Scale (MOMENTUM)","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.",09/15/2021,10/18/2021,335698,"US Agency for International Development",98.001
"USAID’s Adolescent Reproductive Health (ARH)","USAID intends to make an award to the applicant(s) who best meets the objectives of this funding opportunity based on the merit review criteria described in this NOFO subject to a risk assessment.",09/23/2021,11/09/2021,335889,"US Agency for International Development",98.001
"Opportunity Youth Addendum under YouthPower 2 Annual Program Statement (APS)","Through this Opportunity Youth Addendum, USAID/Dominican Republic aims to provide a vehicle for engaging with youth-led and youth-serving organizations, among others, and systems to generate cross-sectoral, positive youth development outcomes. As a New Partnerships Initiative (NPI) opportunity, USAID/Dominican Republic 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.",12/02/2021,01/19/2022,336825,"US Agency for International Development",98.001
"South Sudan Integrated Youth Engagement Activity","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",01/26/2022,02/28/2022,337536,"US Agency for International Development",98.001
"USAID/Lebanon NOFO: Higher Education Scholarships Phase Two (HES-II)","Subject to the availability of funds, USAID anticipates awarding up to two cooperative agreements to the applicant(s) who best meets the objectivesof this funding opportunity based on the merit review criteria described in this NOFO, in the amount of up to $30,000,000 each.The Higher Education Scholarships Phase Two (HES-II) is one activity under the umbrella of the Higher Education Advancement and Development(HEAD) project. The purpose of the HEAD project is to improve the effectiveness of educational institutions in order to enhance Lebanon’seconomic stability and prosperity through skill development opportunities and stronger higher education institutions.See Related Documents Tab for the NOFO document and annexes.",02/10/2022,04/11/2022,337934,"US Agency for International Development",98.001
"Youth Empowerment and Skills Program","In support of its CDCS goal, USAID/Tanzania has planned this integrated cross-sectoral youth activity following Positive Youth Development principles to increase the empowerment, productivity, and community engagement of youth, in particular of out-of-school youth aged 15-25. Adolescents and young adults in this age range are on the cusp of their working lives and parenthood and are most poised to benefit from skills-based interventions. This activity will integrate efforts from USAID’s traditional areas of intervention: health, education, democracy and governance, and economic growth to ensure youth are accessing the resources and opportunities that will help them become full actors in their own well-being. This activity will support a holistic youth-centered approach to youth development that is shaped and led by youth and that provides the skills development, resources, and support that youth need to thrive.",02/16/2022,04/18/2022,338105,"US Agency for International Development",98.001
"Higher Education for Conservation 72066922APS00001 Addendum to Higher Education for Leadership, Innovation, and Exchange (HELIX) A New Partnerships Initiative (NPI) Annual Program Statement (APS) No. 7200AA20APS00009","Through this Higher Education for Conservation Addendum, USAID/Liberia aims to engage locally based new and underutilized partners to expand and amplify the Agency’s work through and with higher education. NPI seeks to support partner countries to 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.",02/23/2022,03/23/2022,338288,"US Agency for International Development",98.001
"Request for Information on Inclusive Education and Policy, Tajikistan","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.",02/25/2022,03/24/2022,338341,"US Agency for International Development",98.001
"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","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.",05/05/2022,06/03/2022,340058,"US Agency for International Development",98.001
"Notice on Bangladesh Integrated Youth Activity","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",05/05/2022,05/16/2022,340064,"US Agency for International Development",98.001
"Sustaining Prevention, Care and Support Services for Orphans and Vulnerable Children (OVC) in Zimbabwe","The goal of the Activity is to improve health, safety, education and stability outcomes for orphans and other vulnerable children, adolescents, and youth affected and infected by HIV in Zimbabwe. The Activity has four objectives: ● Objective 1: Improve access to HIV care and treatment services for children, adolescents, and youth ● Objective 2: Strengthen child and family safety skills through improved access to HIV and GBV prevention, GBV response, and child protection services ● Objective 3: Improve economic stability and educational attainment for vulnerable children and their families ● Objective 4: Strengthen local systems for planning, coordinating, monitoring and assuring the quality of services for vulnerable children and their families",05/24/2022,06/23/2022,340639,"US Agency for International Development",98.001
"HELIX Addendum - Employment Pathways for Youth","USAID/KEA requests submission of concept notes in response to the referenced Higher Education for Leadership, Innovation and Exchange (HELIX) Addendum titled Employment Pathways for Youth. Please refer to the Addendum document for additional details.",05/26/2022,06/27/2022,340726,"US Agency for International Development",98.001
"Youth Employment (YE) Activity","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.",07/22/2022,09/05/2022,342650,"US Agency for International Development",98.001
"Reducing HIV Vulnerability: Integrated Child and Youth Health (REACH)","Dear Prospective Applicants:The United States Agency for International Development (USAID) SOUTHERN AFRICA Mission is seeking applications from qualified local organizations (as defined by PEPFAR 2021 Country and Regional Operational Plan (COP/ROP) Guidance) for two Cooperative Agreements to fund a program titled “Reducing HIV Vulnerability: Integrated Child and Youth Health (REACH 1 and REACH 2).” Eligibility for this Notice of Funding Opportunity (NOFO) is limited to local entities (see Section C of this NOFO for eligibility requirements and PEPFAR definition of a local entity). USAID encourages applications from potential new local partners.The Activity will be implemented in two separate geographical areas of Namibia:REACH 1: Khomas, Oshana, Omusati, Ohangwena, Oshikoto, and Zambezi regionsREACH 2: Kavango East and Kavango West regionsSubject to availability of funds, two (2) awards (REACH 1 and REACH 2) will be made to the responsible Applicants whose application best meets the objectives of this funding opportunity and the merit review factors and criteria contained herein. The successful Applicants will be responsible for ensuring the achievement of the activity objectives. Please read each section of the NOFO carefully. While two awards are anticipated from this NOFO, USAID reserves the right to fund any or none of the applications submitted.",07/22/2022,08/26/2022,342633,"US Agency for International Development",98.001
"ETOILE - Addendum to YouthPower 2 (YP2) - 7200AA20APS00007","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), USAID/Democratic Republic of Congo (DRC) is announcing the Enseignement Technique pour Opportunités Inclusives, Lucratives et Equitables (ETOILE) Addendum to the YouthPower 2 (YP2) Annual Program Statement (APS), hereafter known as the YP2 APS. ETOILE disseminates information to prospective Applicants so they may develop and submit Concept Notes in response and ultimately to be considered for USAID funding. The ETOILE Addendum describes and provides: ● Type of activities for which Concept Notes will be considered; ● Available funding, process and requirements for submitting Concept Notes; ● Criteria for evaluating Concept Notes; and ● References for prospective Applicants to relevant documentation and resources. USAID/DRC anticipates awarding a cooperative agreement 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 awards, if any, is subject to the availability of funds, as well as the viability of eventual full Applications received. Based on submitted Concept Note(s), USAID/DRC will determine whether to request a Full Application from (an) eligible organization(s). To be competitive under ETOILE, Concept Notes and Full Applications must be fully responsive to all directions. USAID encourages applicants to become aware of the prohibitions associated with Section 889 of the John S. McCain National Defense Authorization Act (NDAA) for Fiscal Year (FY) 2019 Section (a)(1)(B) and Section (b)(1). Effective August 13, 2020, 2 CFR 200.216 for U.S. organizations and the mandatory standard provision “Prohibition on Certain Telecommunication and Video Surveillance Services or Equipment (AUGUST 2020)” for non-U.S. organizations prohibits the use of award funds, including direct and indirect costs, cost-share and program income, to procure covered telecommunication and video surveillance services or equipment. Applicants should reference the USAID Section 889 Partner website for more information. Eligible parties interested in applying are encouraged to read this announcement thoroughly to understand the type of program sought, concept note submission requirements, and selection process. Unless otherwise stated herein, all terms and conditions of the FY 2020 YP2 APS apply.",08/08/2022,10/07/2022,343005,"US Agency for International Development",98.001
"Continuity of Pre-Primary Education Post Covid Using Learning Through Play, Community Engagement and Edutainment in South Africa – South Africa Addendum APS","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.",08/12/2022,09/26/2022,343100,"US Agency for International Development",98.001
"Bangladesh Integrated Youth Activity (BIYA)","The overarching goal of the Bangladesh Integrated Youth Activity is to build the skills, abilities and capacity of youth and youth-led and youth-serving organizations so that they elevate their contributions toward increasing Bangladesh's inclusive, social and economic development goals.USAID/Bangladesh’s working theory of change is:Objective 1: Improve youth access to equitable economic opportunities.Objective 2: Strengthen youth-led and youth-serving organizations.Objective 3: Coordinate and reinforce effective local youth systems.",09/19/2022,11/08/2022,343645,"US Agency for International Development",98.001
"Sustaining Impact for Youth","The Sustaining Impact for Youth Activity (the “Activity”) will strengthen the continuum of care for orphans and vulnerable children (OVC) in Haiti by integrating health care for HIV-positive OVC and OVC affected by HIV, including Early Infant Diagnosis (EID) services for HIV-exposed infants with comprehensive case management and prevention programming for children and families affected and at risk for HIV including children of female sex workers (FSW), prisoners and children survivors of sexual violence. The new $30,000,000 five-year Activity seeks to improve health and wellbeing outcomes among OVC and families infected and affected, through provision of services in the areas of health, safety, stability and education. The Activity will support the overall goal of epidemic control in Haiti, especially for C/ALHIV.",10/06/2022,11/07/2022,343958,"US Agency for International Development",98.001
"USAID/Bangladesh Request for Information on USAID’s Accelerating Reductions in Adolescent Childbearing","Subject: USAID/Bangladesh Request for Information on USAID’s Accelerating Reductions in Adolescent Childbearing.To: All Interested Respondents/PartiesPursuant to Federal Acquisition Regulation (FAR) part 15.201(e), the United States Government, represented by the United States Agency for International Development (USAID) in Bangladesh, is publishing this Request for Information (RFI) in order to obtain information, opinions, and recommendations from all interested public and private parties with respect to the reductions in adolescent childbearing and related factors in Bangladesh.This RFI is issued solely for gathering information and innovative ideas for new design planning purposes and does not constitute a Request for Applications (RFA)/Request for Proposals (RFP). Responses to this RFI are not applications/proposals and will not in any way be deemed to form any binding agreement with the RFI issuing authority. Responses to this RFI are strictly voluntary, and USAID will not pay respondents for information provided in response to this RFI. Responses to this RFI will not be returned, and respondents will not be notified of the result of the review. This RFI will not be construed as a commitment by the U.S. Government to issue any solicitation and/or award any other instruments. Respondents are solely responsible for bearing all expenses associated with preparation and submission of a response to this RFI.",10/27/2022,11/16/2022,344199,"US Agency for International Development",98.001
"Jamaica Youth EMPOWERment Addendum to Youth Power 2 Annual Program Statement.","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/Jamaica, are announcing the Jamaica Youth EMPOWERment (EMPOWER) Activity Addendum to the YouthPower 2 (YP2) Annual Program Statement (APS), hereafter known as the YP2 APS. Through this Addendum, USAID/Jamaica aims to empower high risk youth so they are more resilient to being victims and/or perpetrators of crime and violence. The activity will build relevant skills to bolster targeted youth’s ability to get more involved in their communities and improve their job readiness and skills to access gainful employment opportunities. USAID/Jamaica anticipates awarding one (1) cooperative agreement under this Addendum with a ceiling of $15 million. 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 assistance award, if any, is subject to the availability of funds, as well as the viability of the eventual full Application received.",10/31/2022,01/04/2023,344254,"US Agency for International Development",98.001
"Resilient Education for Crisis Affected Children in Burkina-Faso","The purpose of the Resilient Education for Crisis-Affected Children activity is to increase primary education completion, particularly for displaced and host community learners who have been marginalized due to conflict and crisis conditions, with improved foundational skills and wellbeing, even in the face of shocks and stressors. A disproportionate number of Burkinabe primary school-aged children are unable to complete their primary school education, nor receive quality instruction, and therefore struggle to acquire foundational skills. Insecurity, displacement and climate risks further exacerbate poor education conditions for both host community and displaced learners. This activity has been designed to support the Government of Burkina Faso’s Education Sector Plan (2017-2030).",11/14/2022,12/30/2022,344485,"US Agency for International Development",98.001
"USAID/Jordan Youth Grow Activity Addendum to the YouthPower 2 (YP2) Annual Program Statement (APS) No. 7200AA20APS00007","Dear Prospective Applicants:As per the Foreign Assistance Act (FAA) of 1961, as amended, the United States Agency for International Development (USAID) Mission in Jordan invites submission of a Concept Paper in response to this NOFO. USAID issues this APS Addendum NOFO per the Automated Directive System (ADS) 303.3.5.2.b for a cooperative agreement to support the “Youth Grow” Activity. The resulting award will be subject to Title 2 Code of Federal Regulations (CFR) 200 – UniformAdministrative Requirements, Cost Principles, and Audit Requirements for Federal Awards; USAID’s 2 CFR 700 – Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards supplement; and the additional requirements found in NOFO SECTION F. Subject to availability of funds, USAID discretion, and finalization of technical and cost application negotiations, USAID/Jordan intends to award one cooperative agreement per 2 CFR §200.24, and ADS 303.3.11 and 304.3.3, respectively, with a $25 million (M) total estimated amount (TEA) for a five-year period of performance. Nevertheless, USAID reserves the right not to fund or make any award to the Concept Papers submitted in response to this NOFO.Through the Youth Grow YP2 APS No. 7200AA20APS00007 addendum, USAID/Jordan seeks to increase the meaningful participation of the youth of Jordan within their communities and in the economy. This activity will focus on 15 to 29-year-old youth in Jordan. As per 2 CFR §200.319, the Mission will conduct the Youth Grow Activity Addendum procurement transaction “...in a manner providing full and open competition consistent with the standards of this section.” Further, per ADS 303.3.5.3.c(1), this NOFO is open to all entities, with no restrictions on eligibility, and all potential applicants are eligible. Moreover, per ADS 303.3.6, this Youth Grow Activity Addendum NOFO solicits for maximum competition to identify and fund the program that could best achieve Agency objectives. Lastly, per ADS 303.3.6.4.b, this NOFO allows all eligible organizations to compete for the Youth Grow award. USAID shall make the resultant award per the evaluation procedures provided under NOFO SECTION E below and administer the award per ADS Chapter 303 Standard Provisions for U.S. and non-U.S. non-governmental organizations (NGOs) or 48 CFR Chapter 1 (Federal Acquisition Regulations or FAR) Part 31 for profit organizations. Applicants should note any cost sharing or matching, or leverage from other sources to supplement Youth Grow objectives. Potential applicants must be able to effectively manage and account for these funds, including following applicable reporting and earmark guidance. Unless otherwise stated herein, all YP2 APS terms and conditions apply.",11/29/2022,01/19/2023,344684,"US Agency for International Development",98.001
"Strengthen Sustainable HIV Prevention and Impact Mitigation Services for Vulnerable Children and Youth Activity in Eswatini","Strengthen sustainable HIV prevention and impact mitigation services for vulnerable children and youth activity in Eswatini",12/12/2022,01/19/2023,344847,"US Agency for International Development",98.001
"USAID’s Higher Secondary Education Activity (HSEA) Activity","The purpose of the Higher Secondary Education Activity is to improve the quality of teaching for students in higher secondary colleges. The Activity will focus on enhancing teachers’ professional skills and abilities, developing teachers’ training materials, and improving the leadership and supervision capacity of principals, vice principals and education officials. Students in the Higher Secondary Education sub-sector will benefit from improved teaching and learning, better preparation for, and successful university admission.",01/05/2023,02/19/2023,345233,"US Agency for International Development",98.001
"PROPEL Youth and Gender (Round 3): Promoting Results and Outcomes through Policy and Economic Levers","PLEASE NOTE: This is a Round 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 APS, which can be found here: GRANTS.GOV.Important information contained in the full worldwide APS is not repeated in this specific Round documentation.In Round 3, PROPEL Youth and Gender (No. 7200AA22APS00002-03) of the PROPEL Annual Program Statement (APS) No. 7200AA22APS00002, USAID is requesting the submission of concept papers focused on strengthening the enabling environment for family planning and reproductive health (FP/RH) and FP/RH integration with HIV/AIDS and maternal and child health (MCH) with a specific focus will be on policy, advocacy, financing, and governance (PAFG) related to youth and adolescents as well as gender equity. USAID anticipates issuing one award under Round 3.",01/17/2023,02/10/2023,345411,"US Agency for International Development",98.001
"USAID/ Ghana Youth Activity","This is a Request for Information (RFI) only, NOT a Request for Applications (RFA). Responses to this RFI shall not be portrayed as applications and will not be accepted by the United States Government (USG) to form a binding agreement. This RFI must not be construed as a commitment by the USG to issue an award, or to pay for costs incurred in the preparation and submission of any comments. Responses/comments on this RFI are strictly voluntary. The Activity will support rural and urban youth in northern Ghana with a range of sustainable opportunities, tools, and support systems that enable them to improve their livelihoods, increase their abilities to contribute as both economically and socially productive individuals, promote peace, and become engaged community members. The activity will give special attention to the needs of girls, the disabled, and other disadvantaged groups.",02/08/2023,03/08/2023,345882,"US Agency for International Development",98.001
"Draft Notice of Funding Opportunity - Children, Adolescents, and Families in the HIV Epidemic in Free State Province","Request for Information (RFI) of a planned activity: Children, Adolescents, and Families in the HIVEpidemic in Free State Province Activity.",04/20/2023,05/08/2023,347641,"US Agency for International Development",98.001
"Youth Innovation, Entrepreneurship and Leadership Development in Zimbabwe (“Youth Economic Empowerment”) Activity under the Local Works Zimbabwe Youth Program","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.",05/02/2023,05/31/2023,347834,"US Agency for International Development",98.001
"Children, Adolescents, and Families in the HIV Epidemic in North West Province","The United States Agency for International Development (USAID) is seeking applications for acooperative agreement from qualified entities to implement the Children, Adolescents, andFamilies in the HIV Epidemic in North West Province Activity. Subject to funding availabilityand at the discretion of the Agency, USAID intends to provide up to $20 million in total USAIDfunding over a five (5) year period. Eligibility for this award is restricted to local entities (seeSection C.1 of this notice of funding opportunity (NOFO) for eligibility requirements of localentities). USAID encourages applications from potential new local partners. The Activity will beimplemented in the North West Province of South Africa.",05/03/2023,06/13/2023,347914,"US Agency for International Development",98.001
"Ana ndi Achinyamata Patsogolo (Children and Youth First) Project","The United States Agency for International Development (USAID) is seeking applications for a Cooperative Agreement from qualified entities to implement the Ana ndi Achinyamata Patsogolo Project. Eligibility for this award is restricted to Malawian and Regional (Southern Africa Development Community - SADC) Applicants. Subject to funding availability and at the discretion of the Agency, USAID intends to provide funding not exceeding $60,000,000.00 over a 5 (five) year period. Eligibility of this award is restricted to Malawian and Regional 9 Sothern Africa Development Community - SADC) Applicants.",05/25/2023,06/22/2023,348378,"US Agency for International Development",98.001
"Children, Adolescents, and Families in the HIV Epidemic in the Free State Province","The purpose of the Children, Adolescents, and Families in the HIV Epidemic in the Free State Province Activity is to achieve the UNAIDS 95-95-95 goals by 2025 and reach and sustain epidemic control by ensuring equitable access to and use of health/HIV and social services among children and adolescents affected by HIV (and their families) and strengthening local social service systems to sustain an effective response for children, adolescents, and their families.",05/25/2023,07/17/2023,348382,"US Agency for International Development",98.001
"PROMOTING YOUTH RURAL ENTREPRENEURSHIP IN THE FARANAH ADMINISTRATIVE REGION OF GUINEA","Youth in rural areas of the Faranah Region of Guinea (prefectures of Kissidougou, Faranah, Dabola, and Dinguiraye) desire to contribute to local and national development, as well as their own economic empowerment, through entrepreneurship to employ themselves and other members of their communities. However, they face key barriers: access to finance, access to technology and inputs, challenges with transparency and corruption, and limited capacity in developing business strategies, among others. USAID/Guinea wants to support current and future youth entrepreneurs in the rural areas of the Faranah Region (Kissidougou, Faranah, Dabola, Dinguiraye) to overcome these and other obstacles, and to live up to their potential. USAID is interested in supporting entrepreneurship and economic empowerment that are inclusive of youth with disabilities and female youth. USAID plans to engage with a local organization or a group of local/regional organizations (with one organization as the primary) through Fixed Amount Awards. Each award will not exceed $2,000,000, subject to funding availability. The performance period is expected to be around 3 years and 7 months, divided into two phases. Phase 1, which is the Assessment and Co-design phase, will take approximately 7 months with a budget of approximately $100,000. If necessary, the award may be renewed for Phase 2, which is the Entrepreneurship Empowerment Program Implementation phase that will take approximately 3 years with a budget of approximately $1,900,000.",06/07/2023,07/21/2023,348590,"US Agency for International Development",98.001
"Children, Adolescents, and Families in the HIV Epidemic in the Limpopo Province","The United States Agency for International Development (USAID) is seeking applications for a cooperative agreement from qualified entities to implement the Children, Adolescents, and Families in the HIV Epidemic in the Limpopo Province Activity. Subject to funding availability and at the discretion of the Agency, USAID intends to provide up to $25 million in total USAID funding over a five (5) year period. Eligibility for this award is restricted to local entities (see Section C.1 of this notice of funding opportunity (NOFO) for eligibility requirements of local entities). USAID encourages applications from potential new local partners. The Activity will be implemented in the Limpopo Province of South Africa.",06/23/2023,08/17/2023,348899,"US Agency for International Development",98.001
"USAID/Mali Shifin ni Tagne Activity Addendum to YouthPower 2 Annual Program Statement","Through this USAID/Mali Shifin ni Tagne Activity Addendum to Annual Program Statement Number (APS) No.: 7200AA20APS00007, USAID/Mali aims to provide a vehicle for engaging with youth-led and youth-serving organizations, among others, and systems to generate cross-sectoral, positive youth development outcomes. USAID/Mali 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 ● Refers prospective Applicants to relevant documentation and resources. USAID/Mali anticipates awarding one cooperative agreement 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 awards, 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/Mali will determine whether to request a Full Application from an eligible organization. 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.",07/05/2023,09/01/2023,349098,"US Agency for International Development",98.001
"USAID’s Adolescent Health Activity","Dear Prospective Applicant: The United States Agency for International Development in Bangladesh (USAID/Bangladesh) is seeking applications from qualified US and non-US organizations to implement an activity titled USAID’s Adolescent Health Activity. As detailed in SECTION C, ELIGIBILITY INFORMATION of this Notice of Funding Opportunity (NOFO), eligibility for this award is not restricted. The authority for this NOFO is found in the Foreign Assistance Act of 1961, as amended. Please be aware that this NOFO follows a Multi-tiered Review process and therefore contains the following merit review phases. The result of this NOFO is expected to be one (1) award, although USAID reserves the right to fund any or none of the applications submitted. The successful Applicant will be responsible for ensuring the achievement of the program objectives. Please read each section of the NOFO carefully and submit response accordingly. Please send any questions to the point(s) of contact identified in section D. The deadline for questions is shown above. Responses to appropriate questions received prior to the deadline will be furnished to all potential applicants through an amendment to this NOFO posted in www.grants.gov. Applicants are required to submit their applications electronically via e-mail to the given address under SECTION D–APPLICATION AND SUBMISSION INFORMATION. USAID bears no responsibility for data errors resulting from transmission or conversion processes associated with electronic submissions via e-mail. Issuance of this NOFO 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. Award will be made to the responsible applicant(s) whose application best meets the requirements of this NOFO and the merit review criteria contained herein. Thank you for your interest in USAID’s programs.",07/31/2023,09/14/2023,349620,"US Agency for International Development",98.001