Grants.gov

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.

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.

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 delinquency, victimization, and juvenile justice system involvement.

With this solicitation, OJJDP seeks to fund a training and technical assistance (TTA) provider to build capability and capacity of diversion programs serving justice-involved youth populations with substance use disorder and co-occurring mental health and substance use disorder needs. The successful applicant will lead a national TTA program and administer a subaward program providing subawards to local demonstration sites to improve responses and outcomes for youth with substance use disorders and co-occurring mental health and substance use disorders who come into contact with the juvenile justice system, or who are at high risk of contact, by diverting these youth toward community-based treatment to address their unique mental and behavioral health needs to prevent them from entering the formal justice system.

With this solicitation, OJJDP seeks to support state, local, and Tribal juvenile justice residential facilities, and the agencies that oversee them, with the recruitment and retention of staff to assist in complying with the staffing ratio requirements outlined in the national PREA standards. This solicitation prioritizes efforts to create and enhance a sexually safe culture, promoting zero tolerance of sexual abuse in juvenile facilities. This program furthers the DOJ’s mission to uphold the rule of law, to keep our country safe, and to protect civil rights.

With this solicitation OJJDP seeks to provide funding for the development and implementation of comprehensive and culturally relevant training and technical assistance designed to support Tribal efforts to create, enhance, and/or sustain programs, services, and supports for youth in Tribal communities.

With this solicitation, OJJDP seeks to support state, local, and Tribal correctional agencies to adopt and achieve full compliance with the National PREA Standards to prevent, detect, and respond to sexual abuse and sexual harassment, to ensure that the state will be able to submit a certification of full compliance in future years (see 34 U.S.C. § 30307(e)(2)(B)).

Workforce Innovation and Opportunity Act (WIOA) Youth Activities Program Allotment for Program Year (PY) 2024. States should e-mail all submission questions to Janice Sheelor, Grants Management Specialist, at Sheelor.Janice@dol.gov. The email must reference the specific Funding Opportunity Number, and include a contact name, email address, and phone number.

For further information about this FOA, please contact LaQuisha Barnes, Grants Management Specialist, Office of Grants Management, at WPY_FOA-ETA-24-07@dol.gov.

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.

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.

The Office of Academic Exchange Programs of the Bureau of Educational and Cultural Affairs announces an open competition for the administration of the FY 2024 Global Undergraduate Exchange Program (Global UGRAD). The total amount of funding for this award will be up to $6,770,000, pending the availability of FY 2024 funds. U.S. public and private non-profit organizations meeting the provisions described in IRS regulation 26 CFR 1.501(c) (3) may submit proposals to cooperate with the Bureau in the administration and implementation of the Global UGRAD Program. Organizations with less than four years of experience in conducting international exchange programs are not eligible for this competition. See the NOFO, Section C.3. Other Eligibility Requirements for further information.The Global UGRAD Program selects outstanding underserved students from East Asia and the Pacific, Europe and Eurasia, the Near East, South and Central Asia, Sub-Saharan Africa, and the Western Hemisphere to receive scholarships for one semester of non-degree study at U.S. institutions of higher education. Some students may also participate in one additional semester of pre-academic English language training. Funding should support approximately 245 participants, pending the availability of FY 2024 funds. Every effort should be made to maximize the number of scholarships awarded. Proposals should demonstrate flexibility and creativity in program planning and administration. Please see the full announcement for additional information.

The Office of Citizen Exchanges, Youth Programs Division of the Bureau of Educational and Cultural Affairs (ECA) announces an FY 2024 open competition for three distinct regional Youth Ambassadors programs (previously called Youth Leadership Programs) with select countries in East Asia and Pacific (EAP), Europe and Eurasia (EUR), and the Middle East and North Africa (NEA). 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 participants with four-week exchanges in the United States focused on the primary themes of civic education, leadership development, respect for diversity, and community engagement and to support the implementation of service projects in their home communities. The EAP and NEA programs also will engage approximately 3-5 adult mentors in programming alongside youth participants. Competitively selected U.S. secondary students will join participants in U.S.-based activities on the NEA exchanges. Only one proposal per region will be considered by ECA from each applicant organization. In cases where more than one submission per region 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 for the region from that applicant. Please see the full announcement for additional information.

The Office of Citizen Exchanges, Sports Diplomacy Division (ECA/PE/C/SU), in the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the implementation of the FY 2024 Global Sports Mentoring Program (GSMP). U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 U.S.C. 501(c)(3) may submit proposals to conduct two separate month-long professional development mentorship programs and a reciprocal overseas exchange involving approximately 70-80 international and American participants in total (30 emerging leader participants from other countries and 40-50 American mentors). By empowering women and people with disabilities, the GSMP directly supports U.S. foreign policy goals, promotes social inclusion, and elevates the status of marginalized populations. Through the mentorship experience, the GSMP encourages mutually beneficial relationships between American sports executives and leaders in the sports sector overseas. Furthermore, the GSMP engages alumni from previous years through sustained U.S. Embassy relationships, follow-on individual grants to alumni, and monitoring and evaluation. Tapping into the power of public-private partnerships and founded on participant-led business plans, the GSMP positively affects communities at home and abroad and creates a more secure and democratic global playing field for all.The FY 2024 GSMP model has two distinct professional development mentorship exchanges—the Sport for Community GSMP and the espnW GSMP. Set for spring of 2025, the Sport for Community GSMP on disability rights taps into the global attention received by mega-sporting events—in particular, the Paralympic Games, Special Olympics, and Deaflympics—to connect approximately 15 emerging leader participants with 15 to 20 American mentors in the adaptive sports sector. Sport for Community focuses on increasing the inclusion and full participation of marginalized youth and people with disabilities through sports opportunities worldwide. In fall of 2025, the espnW GSMP on women’s empowerment—a public-private partnership with espnW (ESPN’s sports brand dedicated to women in sports)—will connect approximately 15 female change agents with approximately 15 to 20 American mentors, all of whom are dedicated to promoting the rights and empowerment of women and girls around the world through sports. From start to finish, the Americans with Disabilities Act (ADA) and Title IX serve as core themes. By demonstrating how landmark U.S. legislation promotes democratic values and equality, the GSMP underscores American competitiveness and leadership on an international scale. To keep pace with the burgeoning sport for social change and business trend, the GSMP will also incorporate programmatic elements on how sports philanthropy, marketing, and entrepreneurship play into action plan development and implementation. Please see the full announcement for additional information.

The U.S. Department of State’s Bureau of Educational Cultural Affairs (ECA) announces the American Music Mentorship Program (AMMP) open competition for one cooperative agreement to support a mentorship residency for music industry professionals from around the world. AMMP is a two-to-three-week U.S.-based mentorship residency for approximately 20 mid-career music industry professionals (“mentees”) from three to five countries. AMMP is ECA’s Global Music Diplomacy Initiative’s (GMDI) mentorship program, first announced by U.S. Secretary of State Blinken in September 2023 in response to the PEACE through Music Diplomacy Act. The program seeks to bolster music ecosystems, which play a vital role in fostering diverse and inclusive societies, championing innovation, protecting free expression, promoting economic opportunity, and contributing to the vitality of a civil society. AMMP is facilitated by a partnership between ECA and a private sector partner. With ECA input, the private sector partner will lead the recruitment and selection process and secure American professionals from its membership to serve as “mentors,” who will volunteer their time. Mentors will be available four days during the in-person program and meet virtually monthly with the mentees for up to a year following the residency. Mentors will provide behind-the-scenes access, bolster the mentees’ technical skills and build the foundations for lasting professional networks. Mentees will represent careers that support creative talent and build the music industry infrastructure in their home countries and demonstrate English language proficiency. Mentees will be recruited and selected in cooperation with participating U.S. Embassies and Consulates. Areas of specialization, or “professional tracks,” will be determined each year between the ECA and the private sector partner in cooperation with the award recipient and in line with needs of the participating countries. Mentees will be paired with mentors in the U.S. music industry who are in the same professional track and who bolster mentee’s professional skills and build networks. Mentees will travel to the United States for a two-to-three-week residency, which will take place in a site(s) that have a music industry presence and/or access to individual experts, from small/niche companies, independent labels, mid-sized companies, and larger industry businesses. During the residency, mentees work with expert workshop facilitators and mentors to receive state-of-the-art-training and industry access. Mentees will participate in professional workshops, small and full group forums, cross-industry collaborations, site visits, and develop post-program action plans. Program activities will provide opportunities for professional networking, career planning, and skills-building that create a holistic professional experience through a robust exchange of ideas and training by utilizing in-person and virtual approaches. Mentors and mentees will meet virtually monthly for approximately one year to develop mentee career plans and ensure sustainable effects of the program. Some of these sessions may occur prior to the in-person residency, but the majority should take place after the mentees have returned to their home countries. The recipient will coordinate and track the virtual component throughout the course of the year-long mentorship. The recipient must manage complex logistics, meet strict timelines, manage the needs of private sector partners and mentors, and promote the program through media and social media and develop a plan to share progress, status, updates and outcomes of program components with relevant stakeholders. 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 full announcement for additional information.

Executive Summary The U.S. Embassy Ashgabat, Turkmenistan announces an open competition to implement a program to operate three (3) American Corners in Turkmenistan in Dashoguz, Mary and Turkmenabat. Other American Corners may be developed at the direction of the Public Diplomacy Section. American Spaces in Turkmenistan is a network of PD-funded cultural centers, which are a global network of over 600 State Department-sponsored cultural centers. The American Spaces in Turkmenistan conduct youth-oriented cultural and experiential learning programs to improve skills in English, STEM, entrepreneurship, and climate change awareness. The primary audience for these programs will be Turkmen youth, including girls and women, school and university students, teachers, young professionals, especially from economically disadvantaged backgrounds, and USG alumni. The award recipient will be responsible for overseeing administrative aspects of the American Spaces program, to include staffing of selected corners, training logistics, and equipment and facility maintenance. The recipient will also assist in implementing American Spaces programming with significant Public Diplomacy Section input and assistance to ensure the programming meets Mission goals and objectives. Potential implementor will also be responsible for planning, executing, closing, and monitoring and evaluation of all the activities and programs conducted at the American Corners. The expected date range for implementation of this project is May 1, 2025 to April 30, 2026. Please follow the instructions below for the application. Background American Spaces are the premier public diplomacy platform of the U.S. Embassy Ashgabat in Turkmenistan that has been strengthening mutual understanding and friendship between the people of Turkmenistan and the United States of America for almost 20 years. American Spaces are located in Ashgabat, Dashoguz, Mary and Turkmenabat and offer English resources and development opportunities to meet interests of diverse audiences, while also serving as gateways for the Turkmen citizens to learn about American society, culture and education. The American Spaces are well known in the community for their regular English-language activities, such as conversation groups with native speakers, workshops with visiting specialists, and regular presentations by Americans on U.S. life and culture. American Spaces also partner with international and local organizations (e.g., the Smithsonian Institution) to conduct highly impactful programs, such as the Academy for Women Entrepreneurship in partnership with Arizona State University’s School of Global Management, a variety of STEM programs to introduce local youth to web design and app development, as well as book festivals and eco festivals. Project Audiences The primary audiences for American Spaces in Turkmenistan are: a. School and university students b. School and university teachers c. Young professionals, such as current/aspiring entrepreneurs d. Girls and women e. Civil society representatives f. USG programs alumni Project Goal To deepen mutual understanding, foster collaboration and cultivate partnerships between the people of the United States and Turkmenistan through free-of-charge cultural and experiential learning programs conducted at American Corners in all the regions of Turkmenistan: Dashoguz, Mary and Turkmenabat. Project Objectives Objective 1. Oversee and administer American Corners operations within the allocated budget over a 12-month period, demonstrated by implementation of innovative solutions to technical and logistical challenges, maintenance of staff’s high professional standards, and cost-efficient maintenance of spaces, while maintaining the modern aesthetic and accessibility standards of American Spaces. The implementer will maintain the American Corners’ physical space in safe, accessible, and welcoming and inspiring environment that is designed in accordance with modern American Spaces branding recommendations; provide logistical support with procurement, shipping and technical and Internet service to meet the Corners’ programming needs; and constantly seek opportunities to reduce the cost of rent; hire and retain top talent to work at American Corners, provide professional development to staff; and ensure publicity of Corner offerings and programs via social/print media. The American Spaces standards mandate that all American Corners maintain collections of books, magazines, computer workstations, and an area for programs. All materials at the American Corners—to include internet access—must be free and open to the public. American Corners may vary in size, but have the following minimum characteristics: · Secure location with public access; · Minimum size of approximately 100 square meters; · Library containing a minimum of 500 English books selected and provided by the U.S. Mission; · Program venue to accommodate 20 people; · Open and accessible to women and girls; · Accessible to people with disabilities; · Furniture, such as: o 15–20 chairs o 2–3 reading tables o 5–8 computer desks o 2 office desks with chair · Equipment, such as: o 1 printer o 1 copier o 1 scanner o 1 digital camera o 1–2 gas heaters as required o 1 air conditioner as required o 5–10 computer workstations o 5–8 uninterruptible power supply (UPS) units o 1 laptop o 5-10 iPads o 1 projector & screen o 1 sound system (speakers + mic for public programs) o 3D Printer o MakerSpace robotic and technology materials The three existing American Corners in Dashoguz, Mary and Turkmenabat already have the equipment and furniture mentioned above, which will be made available for the new implementing partner. Objective 2. Design and execute a range of diverse programming activities across six core areas of American Spaces (explained below) in alignment with Mission goals, demonstrated by sustained participation and increases in participant turnout. American Spaces operate based on the global standards of the American Spaces program. These standards mandate that every American Corner offer programming in six core areas free of charge for all the participants: 1. English language teaching and learning: Increase English language proficiency and instructional skills of English language learners and English language teachers, particularly for underserved audiences by facilitating a wide range of programs that build the skills of English language teachers and promote English language learning. American Corners provide access to English language speakers and professional development/teacher training resources provided by the State Department. 2. Information about the United States: Increase awareness and understanding of our primary audiences about American history, culture, and society through people-people diplomacy. American Corners also offer collections of English books, videos, newspapers, magazines, photo galleries, and Internet access and ensure these collections remain accurate, up to date, and audience appropriate. 3. Educational advising: Increase the knowledge and skills of high-school students on higher education opportunities in the United States by providing accurate, comprehensive, and up-to-date guidance on applying to U.S. colleges and universities. 4. Alumni engagement: Support continuing engagement with alumni of U.S. exchange programs and cultural enrichment programs, connecting them to local audiences by sharing their U.S. experience and expertise to benefit the local communities. 5. Skills Building: Develop skills and increase capacity of the Turkmen population to meet global challenges, mitigate crises, increase trade, support inclusive and sustainable economic growth and opportunity and strengthen resilience to economic, technological, environmental and other global challenges. American Corners continue offering programs to meet interests of diverse audiences in the regions especially by organizing projects that promote English language, innovation, entrepreneurship, environmental protection, and gender equality in STEM, as well as teach skills such as critical thinking and media literacy, resume writing and job promotion, how to launch entrepreneurial or social development projects, how to use makerspace equipment to conduct projects. 6. Strategic Cultural Programs: Foster people-to-people connections, increase understanding and build respect towards the United States with Turkmenistan audiences through cultural programs, that can include visual and performing arts, film, literature, health, food culture/cuisine, sports, science and technology, volunteerism, makerspace activities, environment, civil society, and entrepreneurship – introducing Turkmen audiences to virtually any aspect of culture, from an American perspective. American Corners are encouraged to take advantage of the full scope of cultural programming resources offered by the State Department, including arts, sports, and science envoys; speaker programs; films; the “GLOBE” program (Global Learning and Observation to Benefit the Environment); Model UN programs; and print and digital offerings developed by the State Department and the Smithsonian Institution. Objective 3. Establish sustained partnerships with local organizations to curate and implement cultural and experiential learning initiatives for local communities, demonstrated by increased number of joint outreach efforts. Examples of those public engagement initiatives can include joint Book Festivals, Cultural Concerts, Eco Festivals, film screenings, and regional and national competitions. Objective 4. Increase participation of primary audiences from the regions in U.S. Embassy programs by facilitating access to exchange programs, training opportunities, and study tours, demonstrated by the increase in qualified applicants from the regions.

The English Access Scholarship Program (formerly the English Access Microscholarship Program), established in 2004, is a multifaceted public diplomacy initiative at the forefront of global English language learning and the enhancement of English teaching capacity. With over 200,000 student alumni and over 10,000 teacher alumni in more than 85 countries, the English Access Scholarship Program (Access) is recognized as a high-profile, strategic program that supports U.S. foreign policy objectives, while providing educational opportunities for future leaders globally. Emphasizing critical thinking and employing student-centered and communicative approaches, the program's teaching methodology targets bright, underserved students, primarily aged 13 to 20. The Access Program focuses on four pillars that are integrated into all components of the program: global citizenship themes, 21st-century skills, U.S. culture and values, and communicative English language instruction. The Office of English Language Programs (ECA/A/L), Bureau of Educational and Cultural Affairs anticipates approximately 15,000 participants, including teachers, students, and alumni. Programming may be in-person, virtual, or hybrid and occur in-country, in the region, and in the United States. ECA launched the Access Program in 2004. The program has expanded to become a foundational element in the Bureau’s continuum of exchanges to reach younger and more diverse audiences worldwide. For nearly over a decade, professional development for teachers has also been an integral part of the program. Many Access programs are serving as model classrooms for English teaching in their countries. 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.

Funding Opportunity Title: DigiGirlz Alumnae Incubator Program Funding Opportunity Number: OFOP0001333 Deadline for Applications: Wednesday May 22, 2024 Assistance Listing Number: 19.040 Total Amount Available: $120,000 USD NOTE: Additional funding may become available at a later date. Any additional funds will be added to the total grant amount but should only be used to increase seed funds awarded to participants in final phase of program. A. PROGRAM DESCRIPTION The U.S. Embassy Morocco is pleased to announce an open grant competition to award a cooperative agreement to organize the “DigiGirlz Alumni Incubator Program.” The Embassy’s Public Affairs Office invites proposals from established Moroccan associations, committed, and organized civil-society organizations to implement the "DigiGirlz Alumnae Incubator Program" which builds on prior U.S. investments in Moroccan women and girls, specifically through the long-standing “DigiGirlz Mentorship Program.” The DigiGirlz Mentorship Program was established in 2017 and more than 2000 alumnae have graduated from the program thus far. The “DigiGirlz Alumni Incubator Program” aims to further train and empower select alumnae of the “DigiGirlz Mentorship Program,” building upon their existing ideas and skills, and taking them from project ideation to implementation, through advanced training and mentorship, and providing them with unparalleled networking opportunities and seed funding for proposed start-ups. The program is poised to accelerate sustainable entrepreneurial initiatives that directly combat the climate crisis. Seed funding will be provided to up to ten teams, with each team consisting of between 1-15 participants drawn from our DigiGirlz alumnae network. Please follow all instructions below. Program Objectives: The program’s goals and objectives are to: 1- Foster Women-Led STEM Innovation: The incubation program aims to significantly increase the number of women leading STEM-based startups and innovations. This is achieved by offering select participants targeted mentorship, as well as material, financial, and other support, particularly in the areas of entrepreneurship and technology development. The focus is on encouraging young women to pursue careers in STEM and to become innovators and leaders in their fields. 2- Cultivate an Equitable STEM Startup Ecosystem: The program is dedicated to breaking down the barriers and biases that hinder women's participation in STEM entrepreneurship. Efforts will be focused on creating an inclusive and equitable environment within the STEM startup community. This involves providing tailored training and support to address unique challenges faced by women entrepreneurs in STEM fields, thereby promoting gender equality at the foundational level of business creation and growth. 3- Enhance Business Expertise and Employability in STEM: In addition to strengthening technical skills, the program places a strong emphasis on enhancing the business expertise of young women in STEM. This involves providing hands-on experiences in business plan development, project pitching, fundraising, and professional networking, all crucial for successful entrepreneurship. The goal is to increase the employability and business success of program participants, thereby ensuring they are job-ready and equipped to create and lead successful STEM enterprises. 4- Foster Climate Change Innovation and Leadership: The program aims to empower young women in STEM to develop innovative solutions to environmental challenges. By integrating climate change awareness and sustainable practices into the curriculum, the initiative seeks to cultivate a generation of female leaders who are equipped with the skills and knowledge necessary to address today’s most pressing climate issues. This objective will encourage participants to apply their STEM expertise towards creating sustainable, eco-friendly technologies and strategies, thereby contributing significantly to global efforts in combating the negative effects of climate change and promoting environmental sustainability. The proposal should take into consideration a three-phased approach: 1) Advanced entrepreneurship training and dedicated mentorship for up to 60 DigiGirlz alumnae; 2) Quarterly networking events to foster collaboration and gain insights from professionals in relevant fields; 3) Final pitching competition resulting in award of seed funding of $5,000-$10,000 (more if additional funding is available) per project for up to 10 projects assessed to have the potential for lasting impact. The program implementation (fixed cost) of this program is estimated at between $50,000 to $70,000 USD. B. FEDERAL AWARD INFORMATION Length of performance period: 12 to 18 months Number of awards anticipated: 1 award. Award amounts: awards may range from a minimum of $100,0000 to a maximum of $120,000. Total available funding: $120,000 Type of Funding: FY24 Smith Mundt Public Diplomacy Funds Anticipated program start date: October 2024 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: Provide standardized logos/branding guidelines for promotional materials. Approve marketing materials and participate in promotional activities of the program, utilizing the U.S. Mission’s social media platforms and media contacts. Approve proposed venues. Approve participant and trainer recruitment and selection plans. Assist in identifying and contacting alumni of U.S. government exchange programs, representatives of U.S. companies, and enlisting U.S. Mission personnel as potential speakers or trainers. Review and approve proposed program speaker and trainer rosters and activity/workshop/site visit content and formats. Program Performance Period: Proposed programs should be completed within 18 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 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. Cost Sharing or Matching There is no minimum or maximum percentage required for this competition. Other Eligibility Requirements 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. D. APPLICATION AND SUBMISSION INFORMATION Address to Request Application Package Submit all forms in electronic format through MyGrants Platform or Grants.gov no later than May 22, 2024, at midnight. All questions about this NOFO should be addressed to: Rabatgrants@state.gov (Subject: DigiGirlz Alumnae Incubator Program) Link to this funding opportunity on MyGrants Link to this funding opportunity on Grants.gov 2. Content and Form of Application Submission 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 8 ½ x 11 paper, and · All Microsoft Word documents are single-spaced, 12-point Calibri font, with a · minimum of 1-inch margins. The following documents are required: 1. Mandatory application forms · SF-424 (Application for Federal Assistance – organizations) · SF-424A (Budget Information for Non-Construction programs) · SF-424B (Assurances for Non-Construction programs) · Applicant Organizational Information Form · Project Narrative form · Detailed proposed program (No template provided) · Budget Proposal (in USD) (please use $1 = 10 MAD as exchange rate) · CVs for Director and key project personnel (you should provide in English) · Final registration papers for the organization (وصل نهائي) (you can provide in Arabic) Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: All organizations, whether based in the United States or in another country, must have a Unique Entity Identifier (UEI) and an active registration with the SAM.gov. A UEI is one of the data elements mandated by Public Law 109-282, the Federal Funding Accountability and Transparency Act (FFATA), for all Federal awards. Note: As of April 2022, a DUNS number is no longer required for federal assistance applications. SAM.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 must have a Non-Profit status and obtain the free registration below. Information about obtaining SAM.gov registration is available under the Additional Resources box on our website. • SAM.gov registration Submission Dates and Times Applications are due no later than May 22, 2024. Other Submission Requirements All application materials must be submitted by email to RabatGrants@state.gov

The U.S. Study Abroad Branch (ECA/A/S/Q) in the Office of Global Educational Programs in the Bureau of Educational and Cultural Affairs (ECA), U.S. Department of State, is pleased to announce an open competition for proposals to administer the FY 2025 Critical Language Scholarship (CLS) Program. The CLS Program is a component of the U.S. Department of State’s effort to increase the number of Americans who learn critical foreign languages in support of the U.S. foreign policy goals of bolstering national security; promoting U.S. competitiveness and economic prosperity; and building mutual understanding with critical regions of the world. The CLS Program started in 2006 as part of the interagency National Security Language Initiative. The award will fund approximately 522 U.S. undergraduate and graduate students to study critical languages through intensive overseas language institutes organized on behalf of ECA, in countries and locations where the target languages are widely spoken and through virtual programming. The award supports programming for all CLS alumni since the program’s inception in 2006.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 NOFO for additional information.

The U.S. Department of State's Public Diplomacy Section (PDS) in India is pleased to announce an open competition for a cooperative agreement to support the "Empowering Media Savvy Youth" project in FY2024. This project will be implemented in five Indian cities: New Delhi, Mumbai, Chennai, Kolkata, and Hyderabad.This project endeavors to confront the growing menace of online manipulation and reinforce regional security, thereby reflecting the shared commitment of the U.S.-India partnership to cultivate a secure digital landscape and combat external influences. Through targeted digital literacy and resilience programs, the project empowers diverse communities across the target cities.(Please refer to the full announcement available under 'related documents' tab)

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 October and/or November 2025. Through the Youth Ambassadors for Community Service program, up to 30 young adults from France between the ages of 15 and 17 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 2025 and June 2025, 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 France, the recipient organization will design the two-week U.S. exchange program, in October and/or November 2025, 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 United States. 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. 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 United States 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 United States 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-United States-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 17, 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-FY2024-04 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.

The Public Diplomacy Section (PDS) invites proposal submissions from public and private non-profit organizations that are based and legally registered in Bosnia and Herzegovina (BiH) to implement the BiH component of the 2025-2026 Youth Leadership and Teacher Professional Development Program, pending the availability of Fiscal Year 2023/2024 Assistance to Europe, Eurasia and Central Asia (AEECA) funds. Mandatory Components: 1. The Youth Leadership Program (YLP) should be organized for 18 high school students aged 15-19, and three 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. At the core of YLP is a substantive three-to-four-week program in the United States that takes place in at least two different cities during which time the BiH participants exchange information and experiences with peers in the United States. The United States-based program will be executed by a U.S. implementing partner. The BiH component of the program (“The program”) should incorporate a pre-departure orientation in Sarajevo and an eight-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 activities and content should represent diverse BiH political and social viewpoints, as well as other aspects of diversity. The program should advance 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 plan to guide and oversee follow-on engagement and project implementation once participants return home from the U.S. component of the project.

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 increase understanding of the United States and strengthen support for the transatlantic relationship and our common goals among young, emerging voices in Austrians. Please follow all instructions below. Although Austrians – especially the younger generations – tend to be eager consumers of American technology and popular culture, and view America’s economic prowess and entrepreneurial spirit as world class, there is skepticism toward U.S. global leadership, including the impression that the United States acts unilaterally on the world stage, concern about the stability of democracy, societal divides, and polarization in the United States. U.S. Embassy Vienna invites proposals for a Youth and Education Exchange to be carried out between September 2024 and December 2025. In times of increasing discord and mis- and disinformation, 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, DEIA, 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 the role of civil society, and enhance people-to-people ties between young Austrians and Americans. 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. 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 life, in particular leadership, civil society, community engagement, and politics 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, civil society representatives, 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 $150,000 Total available funding: $150,000 (pending availability of funds) Type of Funding: FY24 Smith Mundt Public Diplomacy Funds Anticipated program start date: September 15, 2024 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 · For-profit organizations CANNOT apply. 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. 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. For the following sections please see the attached A2A FY24 NOFO Youth and Education Exchange document D. APPLICATION AND SUBMISSION INFORMATION E. APPLICATION REVIEW INFORMATION F. FEDERAL AWARD ADMINISTRATION INFORMATION G. FEDERAL AWARDING AGENCY CONTACTS If you have any questions about the grant application process, please contact: ViennaGrants@state.gov H. OTHER INFORMATION

A. PROGRAM DESCRIPTION Executive Summary: The U.S. Embassy Public Diplomacy Section in Dushanbe, Tajikistan is soliciting proposals for a cooperative agreement to administer the English Access Scholarship program, that meets the specifications stated below. The implementer must be a legally recognized non-governmental organization, that meets U.S. and Tajikistan technical and legal requirements to develop and implement Public Diplomacy Programs as specified in Section C. Background: Launched in 2004, the English Access Scholarship Program (hereafter known as “Access Program” or “Access”) is a two-year global scholarship program supported by the U.S. Department of State and managed by the U.S. Embassy of Tajikistan that provides a foundation of English language skills to bright, underserved students, primarily aged 14 to 15. This two-year, 360-hour program exposes participants to U.S. culture, global citizenship, and democratic values through English language scholarships, professional development opportunities for teachers and administrators, and programming for alumni. Consisting of both in-class and off-site activities, the program curricula must integrate the four pillars of the Access Program: global citizenship themes, U.S. culture and values, 21st-century skills, and English language instruction. Project description: The goal of the Access Program is to equip talented students who possess a minimal knowledge of English with effective communication and critical thinking skills through meaningful interaction, cooperative learning strategies, and real-life contexts. Additionally, Access seeks to prepare students for conversational English language skills with native and non-native speakers of English through a variety of experiential learning activities. Selected participants must be bright, economically disadvantaged students with a beginning level of English. Participants should commit to enroll in classes during the full two-year program. Students are expected to graduate with certificates of completion from the U.S. Embassy in Tajikistan at the end of their two-year program. The Program is divided into two distinct phases: (1) 360 hours of after school classroom instruction, consisting of a minimum 6 hours per week and maximum 2 hours per day as well as (2) off-site activities that are cohesive and clearly linked to the curriculum described below. The program curriculum must focus on the Media Literacy and Civic Engagement themes. These themes remain relevant in both urban and rural areas of Tajikistan and the youth will learn to analyze, evaluate, and expand their access to alternative sources of information through the in-class and off-site activities on Media Literacy. It also aims to engage youth in more active civic lifestyles based on critical thinking skills, sharing and production skills, informed decision-making, and active participation. Media literacy improves citizens' understanding of fundamental rights such as communication, as well as the balance between these rights and ethical obligations at the personal and collaborative levels. By tying these values to the concept of global citizenship, media literacy education encourages youth to respect and support the rights of others. Program Design When designing an Access program, providers should take into consideration the time needed to recruit and train teachers and to select students for the program prior to beginning instruction. In addition, the purchase of textbooks and supplies will be an important part of program planning. The U.S. Embassy recommends using four levels (Starter, Elementary, Pre-Intermediate and Intermediate) of American Headway Textbooks. Access Teacher Community of Practice (CoP) It is highly recommended that providers plan for and budget to pay teachers to attend at least two hours per month of teacher professional development through the free Access Teacher Community of Practice (CoP). The Access Teacher CoP is an online resource for teachers to receive professional development focused on model lesson plans as well as webinars with guest speakers on American culture. Professional Development Before Access instruction begins, providers should provide and budget for training for teachers on all four pillars of the Access Program. For example, training on global citizenship themes and U.S. culture and values can be facilitated through webinars on the Access Teacher CoP, while training on TESOL methodology and 21st-century skills may be incorporated through Online Professional English Network (OPEN) courses or in-person trainings organized by the U.S. Embassy's Regional English Language Office. It is recommended that teachers engage in professional development on the CoP throughout the two-year program. By the end of this program, Access students will learn skills that help them gain them access to better jobs, educational opportunities, and the ability to participate in and compete for future exchanges and study in the United States, such as through FLEX, TechGirls, UGRAD, Fulbright, etc. The Successful Provider will be Responsible for the Following Tasks: · Collaborate with the U.S. Embassy to integrate program goals in curriculum and program design. · Partner with the U.S. Embassy to select high-quality teachers and appropriate students for the program. · Support professional development needs for Access teachers. · Deliver instruction and programmatic activities. · Regularly monitor and evaluate program implementation to ensure high-quality programming. · Inform U.S. Embassy about significant program developments, challenges, and highlights. · Send invitations to the relevant U.S. Embassy staff alerting them to special events, as well as opportunities to visit and speak. · Submit success stories of Access Program students to relevant U.S. Embassy staff, in a timely manner, for use on social media. · Maintain program and financial documentation to comply with auditing and U.S. Government regulation. Project Audience(s): Youth (9th grade students, typically ages 14-15) with beginner-level English speaking skills from low-income communities most affected by labor migration and vulnerable to extremist ideas (rural areas of Khatlon such as the villages surrounding the cities of Kulob, Danghara, Qubodiyon, and Shahrituz as well as districts of the Dushanbe Republican Subordination including Tursunzoda, Rudaki, Obigarm and others which are predominantly in Tajikistan’s remote areas). By targeting 9th grade students (typically ages 14-15) from undeserved/migrant families, with some interest in volunteerism/community/ sustainability and environment/technology/women’s empowerment. The program will help these Tajik youth consider and build the skills needed for future careers which are needed to develop Tajikistan’s domestic economy. Project Goal: To support socio-economic empowerment of Tajik youth by improving English language proficiency of 9th grade students from underserved communities through participation in a two-year English language training program focused on media literacy and civic engagement. Project Objectives: · Objective 1: Increase English language reading, writing, listening and speaking skills on themes of media literacy and civic engagement up to 50 program participants through in-class instruction and off-site civic engagement/volunteer activities. · Objective 2: Strengthen students’ understanding of global citizenship, U.S. culture, values through experiential learning activities, leadership and civic engagement skills. For example: through volunteerism, community service activities, and engaging in issues that impact their local community. · Objective 3: Improve the ability of students to critically analyze media content, identify disinformation and credible sources through media literacy training and simulated disinformation exercises. All proposals should: · Proposals should include both Cost Proposal and Technical Proposal. [Attachments 1 and 2]; · Address how the project will contribute to achievement of objectives listed above; · Enumerate specific outputs and outcomes to be achieved by the end of the project, using the Monitoring & Evaluation Performance Monitoring Plan (PMP) [Attachment 3]; · Describe pedagogical approach that will be used to teach Access students; · Describe in detail the process for selecting and recruiting students; · Describe how students of different English language levels will be organized in the program; · Describe how students will be motivated and encouraged to attend all Access sessions; · Describe how parents/community will be informed and involved in the Access program; · Demonstrate competency to manage all financial and oversight aspects of the project, including participant costs; · Cost Proposal should have a detailed breakdown of costs for the two-year project including purchasing of books/materials, students’ transportation and snacks, project administration, admin costs, etc. On average, costs associated with one student in the framework of the two-year project are approximately $1,000. Each project can include up to 50 students. Projects that involve higher numbers of students with lower costs are encouraged. · English Access Scholarship Program Handbook [Attachment 5]; B. FEDERAL AWARD INFORMATION Length of performance period: 2-year program Number of awards anticipated: 1 award per grantee for two or more sites. Award amounts: awards may range from a minimum of $24, 000 to a maximum of $50, 000. Total available funding: approximately $1,000 per student Award Ceiling: $50,000 Award Floor: $24,000 Type of Funding: FY23/24 Assistance for Europe, Eurasia, and Central Asia under the Foreign Assistance Act) Anticipated start date: November 30, 2024 The Public Diplomacy Section of Embassy Dushanbe reserves the right to award less or more than the amount of funds described in the absence of worthy applications or under such other circumstances as they may deem to be in the best interest of the U.S. government, pending the availability of funds and approval of the designated Grants Officer. This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement. The Embassy will be substantially involved in carrying out the following aspects of this cooperative agreement: - Serves as the primary point of contact for providers throughout the program. - Approves proposals, program reports, and expenses. - Reviews and approves Access program announcements. - Helps the provider in the selection process of students, program coordinators and teachers. - Helps the provider in the recruitment of participants. - Assists during the development of the curriculum of English language, leadership and professional skills, and exposure to U.S. culture and democratic values and Intensive sessions. - Participates in the Opening and Closing ceremonies of the program. - Visits program sites. -Oversees program implementation and financial compliance. - Provides general support such as connecting with Fulbright English Teaching Assistants and English Language Fellows; access to American Spaces; facilitating connections with FLEX alumni, USANT regional representatives and representatives from the United World Colleges. - Promotes the success stories of the project results. The Embassy will be involved in the areas mentioned above or others as needs may come up. Program Performance Period: Proposed programs should be completed in 2-years or less. Please refer to the related documents' section for the mandatory award attachments and complete English Access Scholarship Program NOFO.

The U.S. Embassy Tashkent Public Diplomacy Section (PD) of the U.S. Department of State announces an open competition for organizations to submit applications to organize a two to three-week day camp in Uzbekistan to improve university students’ English and IT skills in summer of 2025. The project must be innovative and creative to promote and improve English language learning as well as master basic and intermediate IT/software skills. This grant seeks to support initiatives such as: improving the quality of English language learning; introducing and training university students to new and existing IT programs; teaching communicative English in the IT sphere; and increasing awareness of emerging trends in IT. This funding opportunity seeks to improve the quality of English and IT in the country by supporting a multi-week, day camp focused on: improving the quality of English language usage within the IT sector; introducing and training university students on new and existing IT related technologies; teaching communicative English within a professional setting; and exposing students to emerging trends in IT. Grantees are expected to publicize project activities, including through social media and/or traditional press outlets; and highlight U.S. Embassy, Tashkent support, with our logo included on project-related materials.

The Educational Information and Resources Branch (EducationUSA Branch or ECA/A/S/A) in the Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA) announces a NOFO for up to three cooperative agreements to administer FY 2025 EducationUSA Advising Services, pending the availability of FY 2025 funds. EducationUSA is the U.S. Department of State’s global network of over 430 educational advising centers in more than 175 countries and territories. EducationUSA advisers provide accurate, comprehensive, and current information about the full range of U.S. higher education opportunities, guiding prospective students to find the institution that best fits their needs. In addition, the EducationUSA network assists accredited HEIs to help institutional leaders meet their campus internationalization goals, including strategic guidance to U.S. institutions regarding relevant international higher education systems and partners to enhance their international networks and potential partnerships. The EducationUSA network, in collaboration with ECA, also provides information on the U.S. higher education system to foreign governments and institutions and encourages study abroad by Americans to expand their understanding of foreign cultures, communities, and countries.With the goal of increasing student mobility between the United States and other countries through EducationUSA advising, ECA expects this NOFO will result in up to three cooperative agreements. Applicants can submit proposals for one, two, or all three of the components below: Component A for EducationUSA Global Advising Services to support advising operations worldwide including, but not limited to, the development and maintenance of IT infrastructure, training resources and materials, global strategic communications and outreach, and the employment and management of approximately 12 Regional Educational Advising Coordinators (REACs). (Approximately $6,600,000.) Component B for EducationUSA Advising Services in Eurasia and Central Asia, to support advising in Armenia, Azerbaijan, Belarus, Estonia, Georgia, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Moldova, Tajikistan, Turkey, Turkmenistan, and Ukraine. (Approximately $1,500,000.) Component C for EducationUSA Advising Services in the Middle East and North Africa, to support advising in Egypt, Gaza, Lebanon, Tunisia, West Bank, and Yemen. (Approximately $650,000.) Please see the full announcement for additional information.

The Office of Academic Exchange Programs of the Bureau of Educational and Cultural Affairs announces an open competition for the administration of the FY 2024 Global Undergraduate Exchange Program (Global UGRAD). The total amount of funding for this award will be up to $6,770,000, pending the availability of FY 2024 funds. U.S. public and private non-profit organizations meeting the provisions described in IRS regulation 26 CFR 1.501(c) (3) may submit proposals to cooperate with the Bureau in the administration and implementation of the Global UGRAD Program. Organizations with less than four years of experience in conducting international exchange programs are not eligible for this competition. See the NOFO, Section C.3. Other Eligibility Requirements for further information.The Global UGRAD Program selects outstanding underserved students from East Asia and the Pacific, Europe and Eurasia, the Near East, South and Central Asia, Sub-Saharan Africa, and the Western Hemisphere to receive scholarships for one semester of non-degree study at U.S. institutions of higher education. Some students may also participate in one additional semester of pre-academic English language training. Funding should support approximately 245 participants, pending the availability of FY 2024 funds. Every effort should be made to maximize the number of scholarships awarded. Proposals should demonstrate flexibility and creativity in program planning and administration. Please see the full announcement for additional information.

The Office of Citizen Exchanges, Youth Programs Division of the Bureau of Educational and Cultural Affairs (ECA) announces an FY 2024 open competition for three distinct regional Youth Ambassadors programs (previously called Youth Leadership Programs) with select countries in East Asia and Pacific (EAP), Europe and Eurasia (EUR), and the Middle East and North Africa (NEA). 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 participants with four-week exchanges in the United States focused on the primary themes of civic education, leadership development, respect for diversity, and community engagement and to support the implementation of service projects in their home communities. The EAP and NEA programs also will engage approximately 3-5 adult mentors in programming alongside youth participants. Competitively selected U.S. secondary students will join participants in U.S.-based activities on the NEA exchanges. Only one proposal per region will be considered by ECA from each applicant organization. In cases where more than one submission per region 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 for the region from that applicant. Please see the full announcement for additional information.

The Office of Citizen Exchanges, Sports Diplomacy Division (ECA/PE/C/SU), in the Bureau of Educational and Cultural Affairs (ECA) announces an open competition for the implementation of the FY 2024 Global Sports Mentoring Program (GSMP). U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 U.S.C. 501(c)(3) may submit proposals to conduct two separate month-long professional development mentorship programs and a reciprocal overseas exchange involving approximately 70-80 international and American participants in total (30 emerging leader participants from other countries and 40-50 American mentors). By empowering women and people with disabilities, the GSMP directly supports U.S. foreign policy goals, promotes social inclusion, and elevates the status of marginalized populations. Through the mentorship experience, the GSMP encourages mutually beneficial relationships between American sports executives and leaders in the sports sector overseas. Furthermore, the GSMP engages alumni from previous years through sustained U.S. Embassy relationships, follow-on individual grants to alumni, and monitoring and evaluation. Tapping into the power of public-private partnerships and founded on participant-led business plans, the GSMP positively affects communities at home and abroad and creates a more secure and democratic global playing field for all.The FY 2024 GSMP model has two distinct professional development mentorship exchanges—the Sport for Community GSMP and the espnW GSMP. Set for spring of 2025, the Sport for Community GSMP on disability rights taps into the global attention received by mega-sporting events—in particular, the Paralympic Games, Special Olympics, and Deaflympics—to connect approximately 15 emerging leader participants with 15 to 20 American mentors in the adaptive sports sector. Sport for Community focuses on increasing the inclusion and full participation of marginalized youth and people with disabilities through sports opportunities worldwide. In fall of 2025, the espnW GSMP on women’s empowerment—a public-private partnership with espnW (ESPN’s sports brand dedicated to women in sports)—will connect approximately 15 female change agents with approximately 15 to 20 American mentors, all of whom are dedicated to promoting the rights and empowerment of women and girls around the world through sports. From start to finish, the Americans with Disabilities Act (ADA) and Title IX serve as core themes. By demonstrating how landmark U.S. legislation promotes democratic values and equality, the GSMP underscores American competitiveness and leadership on an international scale. To keep pace with the burgeoning sport for social change and business trend, the GSMP will also incorporate programmatic elements on how sports philanthropy, marketing, and entrepreneurship play into action plan development and implementation.Please see the announcement for additional information.

The Office of Academic Exchange Programs (ECA/A/E), Bureau of Educational and Cultural Affairs (ECA), U.S. Department of State announces an open competition for a cooperative agreement to assist in the administration of the FY 2025 Fulbright Student Program. The Fulbright Student Program is a major component of the worldwide Fulbright Program, which also includes the Fulbright Scholar and Fulbright Specialist Programs, as well as the Fulbright Teacher Exchange Program and the Hubert H. Humphrey Fellowship Program. For over 75 years, the Fulbright Student Program has offered awards for college and university graduates to engage in degree study, to teach, and to conduct research abroad and in the United States. The hallmark of the Fulbright Student Program is the selection of all participants through open and transparent merit-based competition. Tens of thousands of U.S. and foreign students have participated in these academic exchanges since the Fulbright Program's inception in 1946. The Fulbright Student Program sends approximately 1,908 U.S. students and early career professionals abroad annually to conduct independent research, serve as teaching assistants and cultural resources in English classrooms, and pursue academic studies at overseas institutions. Reciprocally, the program brings approximately 2,150 foreign participants from approximately 160 countries to the United States for similar activities hosted primarily by U.S. colleges and universities. Responsibility for the management of the Fulbright Student Program is shared between the U.S. Department of State in Washington, DC, 49 bilateral Fulbright commissions, approximately 100 U.S. embassies overseas, and private sector cooperating agencies in the United States. Overall policies and selection guidelines for the Fulbright Student Program are determined by the presidentially appointed J. William Fulbright Foreign Scholarship Board (FFSB). The organization(s) awarded a cooperative agreement under this competition will be responsible for placement, monitoring, organization of enrichment activities for program participants, disbursement of funds, and records management for the FY 2025 cohort of U.S. students and foreign students as well as the program promotion and recruitment and selection of the FY 2026 cohort of U.S. and foreign students. This work will be supervised by the Bureau of Educational and Cultural Affairs. Please see the full announcement for additional information.

The Public Diplomacy Section (PDS) of the U.S. Mission Afghanistan is pleased to announce an open competition for eligible organizations to submit applications to carry out a program providing educational advising services to public diplomacy program participants and alumni, and to current undergraduate and high school students in Afghanistan, with the goal of assisting qualified applicants in Afghanistan who are ready to pursue higher education at institutions in the region, and in the U.S. This program aims to provide a range of educational advising services, in group and individualized sessions, to promote awareness of educational opportunities for Afghans, and build Afghan capacity to successfully apply for and participate in international higher education opportunities. This program supports increasing access to higher education and should focus on improving access to education for Afghan particularly the women.

The Bureau of International Narcotics and Law Enforcement Affairs of the U.S. Department of State announces an open competition for organizations to submit proposals that implement elements from INL El Salvador’s roadmap to strengthen restorative and rehabilitative justice in El Salvador’s juvenile justice system, reduce juvenile recidivism rates, and restore community integrity. The purpose of this project is to strengthen the regulatory framework of the juvenile justice system in conjunction with key stakeholders (the First Lady’s office, CONAPINA, the Supreme Court, the Attorney’s General Office, the Public Defender’s Office, the Ministry of Justice and Public Security, Ministry of Finance, Ministry of Education, Ministry of Labor, Ministry of Health, and Ministry of Governance). Proposals should include activities to assist stakeholders in drafting a National Juvenile Justice Policy, assist CONAPINA in creating regulations, policies, and SOPs to effectively manage youth in conflict with the law (YICL), and help CONAPINA and juvenile judges improve coordination and work together to propose legal reforms that support rehabilitative programs for adolescents. Activities should increase shared understanding among key stakeholders, institutionalize rehabilitation programs for adolescents, and promote juvenile court judges applying more alternative sentencing options.

Executive Summary: The U.S. Department of State’s Embassy Ashgabat announces an open competition to implement programs focused on visual and performing arts. The project can address any area, including painting, sculpture, song/vocal performance, dance, music composition, theater and others. The objective of these projects is to promote U.S. culture and values, as well as the principles of equality, inclusion and diversity through artistic media, while helping build up the next generation of artists in Turkmenistan. Projects can involve audiences of diverse levels and ages, from school children to adults, including independent artists. Background: Turkmenistan's rich cultural traditions span thousands of years and are integral to its identity as a relatively young country. Its art portfolio is exceptionally rich and spans a variety of artistic media. Song, dance, painting, sculpture, poetry, filmmaking and even carpetmaking all have historically been important cultural and artistic outlets for the Turkmen people. Modern Turkmen artists have continued this tradition of versatility and creativity, which, coupled with a sense of curiosity and openness to new ideas, have made them ideal collaborators for artistic and cultural programs with the U.S. Embassy. Over the past 30 years, the Public Diplomacy Section at Embassy Ashgabat has successfully collaborated with numerous diverse artists and performers, who often note that their work is enthusiastically received by other artists, the public, and that state institutions receive them warmly because of the opportunities these visits provide to raise awareness about Turkmenistan’s rich cultural heritage. In particular, the Embassy has enjoyed successful collaborations with Turkmenistan’s musicians, including, most recently, a collaboration centered around Broadway music. This program not only reached audiences around the country, but engaged leading local artists who staged the first full-length musical production in Turkmenistan independently after participating in the Embassy program. Within the visual arts, Embassy Ashgabat has recently carried out successful projects involving painting. Local art school students greatly enjoyed learning from a recent visiting painter, who conducted masterclasses and workshops on the subject of plein-air painting, including a follow-up program that allowed some participants to visit the United States. Through cultural programming, Embassy Ashgabat seeks to highlights how art serves as an important tool for self-actualization, discovery, and education. In fact, both Turkmen and American participants of U.S.-sponsored programs often remark on the importance of the information they learned through these programs as well as the connections they’ve made with other participants. Strengthening partnerships through the arts is especially important now, when global events seem to be dividing and distancing people from one another. Embassy Ashgabat considers its cultural programming as important as its educational exchanges, and through this program, the Public Diplomacy Section plans to continue working with the younger audiences, with an emphasis on promoting the values of equality, diversity and inclusion through the mediums of visual and performing arts. Projects that share U.S. values and cultural traditions, and foster artistic collaborations are especially welcome. Project Audience(s): · Students from local art and music schools (children and teenagers) based in Ashgabat and other cities in Turkmenistan; · Turkmen State Conservatory and Institute of Culture students (teenagers and youth), based in Ashgabat · Young performers (musicians, singers, actors) seeking to develop their skills, based in Ashgabat and other cities in Turkmenistan. Project Goal: Facilitate the exchange of artistic practices and cultural preservation methods through joint educational and cultural programs between U.S. and Turkmen artists. Project Objectives: Conduct project or projects, preferably with children and youth, that would strengthen existing skills, teach new skills, promote international collaboration, and raise the general profile of the United States in Turkmenistan. Project Objectives: (Project proposals may address one or more of these objectives). Objective 1: Increase awareness and appreciation of U.S. culture and values among Turkmenistan’s youth and artists through exhibitions, festivals or educational and cultural events. Objective 2: Strengthen visual and artistic skills of Turkmenistan’s artists and youth through workshops, training programs and mentorship opportunities. Objective 3: Equip Turkmenistan’s artists with skills and resources to practice and effectively showcase Turkmen traditional art forms. Objective 4: Facilitate joint collaborative initiatives among and between Turkmenistan’s and U.S. artists that showcase cultural exchange and mutual understanding.

PROJECT OBJECTIVES: PDS Poland invites proposals to equip the next generation of Polish leaders (aged 15 – 30) to implement impactful civic engagement programs focused on the promotion of human rights, democratic values, and the rule of law. Activities should equip participants with skills to successsfully navigate the complexities of their society, engage constructively, and contribute meaningfully to their community’s development and Poland’s future. Projects should also be designed with the intent of fostering enduring connections and collaboration among participants after the project’s conclusion. PRIORITY PROGRAMMING AREAS: A successful proposal will include a comprehensive calendar of activities up to 36 months that include the following three elements: 1. A series of skills-building workshops and/or interactive trainings; 2. Support for implementation of participant-led community projects; 3. A minimum of 12 months of ongoing mentoring and networking opportunities for participants following the completion of elements 1 and 2 above. All projects must address the development of youth leadership, critical thinking, project management skills, and resilience as well as at least one of below programming areas: · Human Rights Engagement and Problem-Solving: Initiatives promoting human rights and tolerance, focused on active community engagement, including local analysis of challenges and identification of solutions. · Promoting Democratic Participation: Programs that encourage democratic involvement, and increase youth participation in the public policy process, including collaboration with local governments, communities, NGOs, civil society organizations, and/or the private sector. Programs should focus on teaching advocacy skills and the formulation of policy reforms to develop strategies addressing local issues to affect meaningful change. · Inclusive Engagement: Strategies for engaging typically civically inactive youth and ensuring that the needs and rights of minority communities are considered in building safe and tolerant environments. Examples of types of activities that can be included in proposals: 1. Projects organized and carried out by youth (aged 15 - 30) that focus on the themes mentioned above. Initiatives aimed at empowering young people by providing them with the necessary skills and knowledge to effectively plan and execute community projects. 2. Programs that train educators to equip young people (aged 15 - 30) with the necessary skills (including resilience) to carry out civic engagement projects (this type of activity must include a youth-implemented project) in their communities. 3. Mentoring and networking events. PDS Poland welcomes proposals that incorporate the involvement of U.S. experts, trainers, models, and/or best practices, as appropriate. Participants and Audiences: Proposals should describe both the primary and secondary audiences for the program, including anticipated numbers to be reached. Primary audiences are those who will participate directly in the program, while secondary audiences are those who will be reached by the project’s primary audiences as a result of their participation (For example, a workshop for educators would have teachers as the primary audience and the students in their classrooms organizing a civic engagement project in their local communities as the secondary audience). Programs ensuring gender parity and socio-economic inclusion across all its activities are encouraged. Applicants should be as specific as possible in their proposals about their project’s primary audience and how they will engage them through programming. The principal method of engagement will be through in-person programming. Virtual engagement may be a part of the overall strategy, augmenting in-person programming. Additional proposal elements to note: The grantee is expected to lead recruitment efforts of program participants, ensuring DEIA (diversity, equity, inclusion, and access) principles are promoted in the recruitment process. U.S. Mission Poland will amplify program opportunities on its social media platforms. The language of instruction can be English and/or Polish. The proposal must include detailed information about the project members/coordinators, including CV and other relevant professional experience. The trainers or facilitators of the program should be experienced professionals working in the field. The proposal must include a proposed activity schedule and monitoring and evaluation plan to measure program impact. Marketing and outreach strategies to recruit target program participants are required. Activities that are not typically funded include, but are not limited to: Projects that are inherently political in nature or that contain the appearance of partisanship/support to individual or single party electoral campaigns; Projects that support specific religious activities; Exchange programs; including travel to the U.S. Social welfare projects; Trade activities; fundraising campaigns; commercial projects; scientific research; construction projects; projects whose primary aim is the institutional development of the organization itself; Conferences, lectures, scientific research, studies, etc.; Book publishing or translation for the purposes of publishing a book; Ongoing salary costs of organization staff; Equipment, including but not limited to, cameras and for the office; and Food and drink beyond the cost of coffee breaks and working lunches (alcohol will not be funded).

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 for a Mental Health Awareness and Training Program for El Salvador’s juvenile justice institutions. The purpose of this project is to provide training, education, and mentor programs for health, social care, and criminal justice practitioners to improve awareness, recognition, assessment, intervention, and management of mental health problems for employees across the juvenile justice system and the more than 500 staff and practitioners inside the four reinsertion centers (Centros de Integración Social, CIS), four juvenile temporary detention centers (resguardos), and the three probation department offices, among others

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.

The U.S. Fish and Wildlife Service (FWS or 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 U.S. Fish and Wildlife 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. The FWS 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 FWS operates a variety of programs that promote wildlife conservation and public land management under the Public Lands Corps Act (PLC) through engagement, employment, and education of our nation’s diverse youth and veterans. FWS programs operating under the Public Lands Corps Act have been designated as covered programs under Justice40 (Executive Order 14008). The FWS 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 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), and all subsequent amendments. Guidance authorizes U.S. Fish and Wildlife Service 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 FWS. The purpose of the FWS 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 FWS for the conservation and management of fish, wildlife, plants and their habitats for the American people. The PLC FWS Youth Corps Program allows the FWS 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 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. See Full Announcement for additional information and application instructions. 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 FWS PLC programs are requested to consult with a local FWS office BEFORE developing or submitting an application (see FWS Youth Program Contacts included in the Related Documents of this announcement or visit U.S. Fish and Wildlife Service (fws.gov) to locate a FWS office in your area. ***Unsolicited Partnership applications submitted through Grants.gov will be returned as ineligible. See Related Documents for application instructions for FWS Youth Corps.

Bureau of Land Management Utah is seeking applicants for Master Cooperative agreements for qualifying Youth and Conservation Organizations.

The Red Bluff Fish and Wildlife Office (RBFWO), Central Valley Project Improvement Act (CVPIA) Program is soliciting proposals for the completion of a Feasibility Study to assess potential solutions to increase available floodplain habitat in the lower Feather River corridor through Nelson Slough and contribute to improved quality of juvenile salmonid rearing habitat through increased production and availability of food resources. The project location is in the California Department of Fish and Wildlife’s Feather River Wildlife Area – Nelson Slough Unit. Scope of WorkThis award will provide funds for a work effort consisting of identification, development and feasibility of a floodplain connectivity solution in Nelson Slough primarily benefiting juvenile salmonids. This will include facilitating meetings with the Technical Advisory Committee, composing of members from United States Fish and Wildlife Service (USFWS), National Marine Fisheries Service, California Department of Fish and Wildlife (CDFW) and California Department of Water Resources (CDWR). The USFWS and Project Management Team intend to use information collected from this study to develop a future habitat restoration project at this site. The project tasks and applicant responsibilities are the following: Information gathering and site reconnaissance; Project Management;Data Collection and Evaluation; Develop a multi-dimensional hydrodynamic flow model to assess floodplain inundation frequencies; Develop a sediment transport model; Landowner access; Facilitate, plan, and provide notes from Technical Advisory Committee meetings; andDevelop juvenile salmonid habitat alternatives (i.e., restoring natural processes, side-channel creation through historic oxbow, floodplain connectivity, etc.).Project The CVPIA SIT and Core Team recommended increasing access to juvenile rearing habitat in lower Feather River and Sutter Bypass and identified it as a high priority for FY2020 (2019 Tech Memo). The project will continue to be funded for planning and analysis in FY2025 with potential construction and implementation in FY2026. The proposed project completes a feasibility study to develop and evaluate potential restoration actions at the Nelson Slough Wildlife Area Unit to increase the frequency with which floodplain habitat is inundated. The project would be located on CDFW property at the confluence of the lower Feather River corridor and the Sutter Bypass near Nelson Slough.The project may include lowering and widening an existing slough within setback levees in the lower Feather River corridor downstream of Highway 99 and tying this into the Sutter Bypass; creating multiple swales within the area; and/or lowering the floodplain terrace. This would allow Feather River basin water to flow into the Sutter Bypass with much greater frequency than under current conditions, thereby connecting remnant floodplain (including an abandoned oxbow from the Feather River) in the lower Feather River corridor with existing floodplain in the Sutter Bypass. Nelson Slough, a 750-acre unit of the Feather River Wildlife Area, is adjacent to more than 3,500 acres of conservation properties along the Feather River and approximately 4,500 acres of conservation properties within the Sutter Bypass. The project could increase floodplain habitat available to Feather, Yuba, and Bear River salmonids by up to 1,000 acres or more under certain flow conditions. Additional floodplain inundation resulting from this project could provide rearing benefits to Sacramento River origin juvenile winter and spring-run Chinook salmon, juvenile Butte Creek spring-run Chinook salmon in the Sutter Bypass, Feather River basin spring-run Chinook salmon, as well as Central Valley steelhead and potentially juvenile green sturgeon. Currently, River Partners has been awarded funds through the CVPIA for improving salmon and steelhead juvenile rearing habitat through creation and restoration of up to five miles of side channels on the Lower Feather River adjacent to the Nelson Slough Wildlife Area Unit. This project could potentially be integrated with the River Partners Lower Feather River Side Channel Restoration Project. The Peterson, Coarse Resolution model Report, 2014 (DSM) suggests that supporting increasing juvenile Chinook size at emigration can be beneficial to the outcome of a greater number of returning adults. Post project monitoring may help improve or validate the hypothesis of the DSM. Supplemental InformationOutcome of the project would achieve the following goals: Increase accessible floodplain for Feather, Yuba, and Bear River salmonids by through increased access; Determination of the amount of accessible acres created at various flow ranges compared to existing conditions with various landscape changes;Reduce habitat fragmentation to improve rearing and emigration corridors; Increase and improve the quantity, quality, and diversity of riverine habitat, including floodplain rearing habitat for juvenile fish; Reduce predation impacts of non-native fish species in channel;Increase native riparian vegetation in restored habitat;Contribute to the recovery of federal and state listed fish populations; and Contribute to the Central Valley Project Improvement Act doubling goal for the Feather, Yuba, and Bear Rivers. Questions that will be addressed in the feasibility study are:Up-to-date topographic and bathymetric LiDAR or similar, relative to project area or any other areas of influence. Characterization of the hydrodynamics that would facilitate floodplain activation. Characterization of the hydrodynamics that would facilitate floodplain activation. Prioritize updating physical habitat characterization.Focus on (potential) instream system parameters (longitudinal profiles, cross section installation and revisiting those, etc.). Using a drone to map area pre-project, as well as post project. Assess:Flood conveyance, flood storage and inundation frequency and duration; Fluvial geomorphic processes;Aquatic and riparian habitat;Project costs;Land availability;Sedimentation;Excavated materials and spoil placements; andInfrastructure (i.e. utility pipelines, roadway bridge abutments).Pre-project assessments: This would include assessing hydrology and water quality, as well as biologic monitoring cataloging insect, bird, and other current animal habitat necessary to understand what the area is currently providing and serve as a baseline for assessing post project performance after implementation. Monitoring and evaluation are essential to determine whether restoration projects are implemented correctly and performing as expected so that we achieve the intended benefits. Wildlife Habitat Area Management Objectives: Current acreage of upland habitat shall not be decreased. Must not fragment current available upland habitat.Any side channels created would require a crossing for wildlife and staff to facilitate bird plants. Species of interest include quail, deer, turkey, pheasant, and multiple waterfowl. No restoration activity shall reduce the various hunting opportunities offered by CDFW on the Nelson Slough Unit (i.e., deer hunt season, waterfowl hunt season, quail hunt season, turkey fall hunt season, turkey spring hunt season, and pheasant hunt season). Awardee will coordinate closely with CDFW wildlife area staff to develop alternatives that do not impact these opportunities for the public. Considerations:Consider restoration design and implementation timing with DWR and Sutter County to complement their future levee improvement work at the Nelson Slough Unit and the surrounding reach of the Feather River and Sutter Bypass as described in the Riparian Restoration Plan for the Nelson Slough Unit (2009 River Partners) Department PriortiesThe mission of the U.S. Fish and Wildlife Service is “working with others to conserve, protect, and enhance fish, wildlife, plants, and their habitats for the continuing benefit of the American people”. Fish and Aquatic Conservation is an integral program within the U.S. Fish and Wildlife Service and supports the mission by working with partners to achieve benefits for aquatic species and their habitats. The U.S. Fish and Wildlife Service plays a key role in addressing the challenges identified in the Biden-Harris administration’s priorities. https://www.fws.gov/initiative/directors-priorities Rebuilding the economy;Tackling climate change;Developing a wildlife conservation strategy for the 21st century;Combating Wildlife Trafficking.

The NSF ADVANCE program contributes to the National Science Foundation's goal of a more diverse and capable science and engineering workforce.1 In this solicitation, the NSF ADVANCE program seeks to build on prior NSF ADVANCE work and other research and literature concerning gender, racial, and ethnic equity. The NSF ADVANCE program goal is to broaden the implementation of evidence-based systemic change strategies that promote equity for STEM2 faculty in academic workplaces and the academic profession. The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive. All NSF ADVANCE proposals are expected to use intersectional approaches in the design of systemic change strategies in recognition that gender, race and ethnicity do not exist in isolation from each other and from other categories of social identity. The solicitation includes four funding tracks: Institutional Transformation (IT), Adaptation, Partnership, and Catalyst, in support of the NSF ADVANCE program goal to broaden the implementation of systemic strategies that promote equity for STEM faculty in academic workplaces and the academic profession. The Institutional Transformation (IT) track is designed to support the development, implementation, and evaluation of innovative systemic change strategies that promote gender equity for STEM faculty within an institution of higher education. The Adaptation track is designed to support the work to adapt, implement, and evaluate evidence-based systemic change strategies that have been shown to promote gender equity for STEM faculty in academic workplaces and the academic profession. Adaptation projects can either: 1) support the adaptation of evidence-based systemic change strategies to promote equity for STEM faculty within an institution of higher education; or 2) facilitate national or regional STEM disciplinary transformation by adapting evidence-based systemic change strategies to non-profit, non-academic organizations. The Partnership track is designed to support the work to facilitate the broader adaptation of gender equity and systemic change strategies. Partnership projects are expected to result in national or regional transformation in STEM academic workplaces and the academic profession and demonstrate significant reach. Partnership projects can focus on the transformation of institutions and organizations and/or the transformation within one or more STEM disciplines. The Catalyst track is designed to broaden the types of IHEs that are able to undertake data collection and institutional self-assessment work to identify systemic gender inequities impacting their STEM faculty so that these can be addressed by the institution. Please note that NSF ADVANCE does not provide fellowships, research, or travel grants to individual students, postdoctoral researchers, or faculty to pursue STEM degrees or research. Undergraduate STEM opportunities can be found at stemundergrads.science.gov and graduate STEM opportunities at stemgradstudents.science.gov. [1]Building the Future Investing in Innovation and Discovery: NSF Strategic Plan 2018-2022. https://www.nsf.gov/pubs/2018/nsf18045/nsf18045.pdf. [2] All the STEM fields supported by NSF are supported by the ADVANCE program including the learning, social, behavioral, and economic sciences. ADVANCE does not support the clinical science fields.

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 goals of the IRES program are to enhance U.S. leadership in science and engineering research and education and to strengthen economic competitiveness through training the next generation of science research leaders. IRES focuses on the development of a world-class U.S. STEM workforce through international research experiences for cohorts of U.S. students. 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. Personnel from international partners should be listed as "non-NSF funded collaborators." Guidance on information to provide for "non-NSF funded collaborators" is found in Section V.A. IRES 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 international researchers. IRES projects must be organized around a coherent overarching intellectual theme that may involve a single discipline or multiple disciplines funded by NSF. For all IRES proposals, PIs are strongly encouraged to outline a variety of virtual, hybrid or other alternative approaches to strengthen and maintain international collaboration in addition to travel. It is expected that these approaches will extend collaboration beyond the actual international trip and strengthen IRES proposals overall.

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 mathematics, 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.

This solicitation is offered for support of two types of projects, a TCUP Hub and faculty-led topical interest groups (TIGs). The TCUP Hub will serve the entire TCUP-eligible community with activities such as convening workshops (including the TCUP Leaders' Forum), coordinating faculty/student exchanges, organizing professional development opportunities, and overseeing TCUP Fellowship opportunities with eligible agencies. The Hub will connect people and organizations to facilitate relationships, expand and diversify networks, and support TCUP faculty and staff in building capacity in areas they identify. It will curate shared resources, expertise, and experiences to build the capacity of TCUP institutions. Also, it will build and support a sense of community among all TCUP institutions and elevate the voices within them. Only one Hub will be supported, either to a single institution or to a collaborative submission from multiple institutions. Interested parties may find that a collaborative submission from multiple institutions is more feasible, engaging two or more TCUP institutions to synergistically leverage their different strengths in realizing the Hub's mission. Multiple institutions submitting collaboratively may better address the multiplicity of TCUP institutions, which vary geographically, administratively, and in modes of governance. Clearly, some activities may be best pursued by enlisting specialists as consultants. Two types of collaborative proposals are acceptable: simultaneous submission of proposals from multiple organizations submitting a unified set of certain proposal sections, as well as information unique to each organization, such as unique budgets, key personnel, and activities; or submission of a collaborative proposal from one organization, with collaborating institutions included through subawards (subawards are permitted only to TCUP-eligible institutions; proposers should confer with the TCUP program staff prior to submission). All collaborative proposals submitted from multiple organizations must be submitted via Research.gov. Additionally, this solicitation is offered for support of independent, faculty-led topical interest groups (TIGs) that focus on professional development of faculty and formation of science, technology, engineering, and mathematics (STEM) discipline networks (e.g., engineering, genomics, Indigenous research, environmental science). Up to two new TIGs may be supported. [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.

Hispanic Serving Institutions (HSIs)are animportant component of the nation’s higher education ecosystem and play a critical role in realizing the National Science Board’s vision for a more diverse and capable science and engineering workforce1,2.Aligned with this vision and the NSF Strategic Plan3, the goals of the NSF HSI Program are to: Enhance the quality of undergraduate science, technology, engineering, and mathematics (STEM) education at HSIs. Increase the recruitment, retention, and graduation rates of students pursuing associate’s or baccalaureate degrees in STEM at HSIs. Meeting these goals requiresinstitutions to understand and embrace their students’strengths, challenges, and lived experiences. While this can happen in many ways and across many parts of an institution, theHispanic Serving Institutions: Enriching Learning, Programs, and Student Experiences (HSI:ELPSE)solicitationis specifically focused on studying and improving the student experience in the following settings: STEM courses, particularly for students pursuing STEM degrees; Certificate, minor, and/or degreeprograms; Academic departments or divisions; and Schools and colleges that represent a partof the entire institution (e.g., a School of Engineering or a College of Natural Sciences). Institutions are encouraged to consider how their mission and designation as anHSI could reimagine and/or strengthen courses, degree programs, departments, or divisions. The HSI:ELPSE solicitation welcomes projects that look to implement, test and refine promising practices and/or conduct research related to broadening participation or improving recruitment, retention, graduation and other positive outcomes for undergraduates in STEM. The HSI:ELPSEsolicitation supportsprojects that are purposefully designed to meet students where they are, accounting for both their assets and the challenges they may face. Identities and experiences are not determined solely by membership in a single monolithic population of students (e.g., Hispanic, first-generation, commuter, etc.). Consequently, institutions are expected to use institutional datato identify equity gaps, identify areas of need,and unpack the factors that shape students’ individual realities and shared experiences. Perspectives gained from these data should be central to the design of the project. This solicitation includes the following tracks: Implementation and Evaluation Projects (IEP): Levels 1 and 2 Educational Instrumentation (EI) Please see below for specific information about each track. Generally, proposals to theIEP track will center on one or more of the following: courses; curricular improvements; pedagogy; support structures inside and outside of the classroom; degree programs; and student pathways. The HSI:ELPSE solicitation will also consider proposals designed to increase access to computing resources and/or laboratory instrumentation needed to provide high-quality undergraduate STEM education at the following types of institutions: (1) HSIs in EPSCoR jurisdictions; and (2) HSI Primarily Undergraduate Institutions (PUIs) in all other (non-EPSCoR) jurisdictions.Please see the discussion of the Educational Instrumentation Track below for specific details.

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.

The Louis Stokes Alliances for Minority Participation (LSAMP) program invests in the Nation's colleges and universities to aid student success to create a new generation of STEM discoverers for the national STEM enterprise. The program takes a comprehensive approach to the STEM Learning Ecosystem to impact STEM student development and retention. LSAMP is an alliance-based program, whereby a group of institutions of higher education (IHEs) work together to diversify the nation's science, technology, engineering, and mathematics (STEM) workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to persons from LSAMP populations. LSAMP populations are defined as persons from groups underrepresented in the STEM enterprise: Blacks and African-Americans, Hispanic and Latino Americans, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders. The LSAMP program provides funding to alliances that implement comprehensive, evidence-based, innovative, and sustained strategies that ultimately result in the graduation of well-prepared, highly competitive students from LSAMP populations who pursue graduate studies or careers in STEM, while also supporting knowledge generation, knowledge utilization, assessment of program impacts, dissemination activities and dissemination of scholarly research into the field. Projects supported by the LSAMP program include: --Alliance Development Grants (ADG) support the conceptualization and development of new B2B and new SPIO alliances. (New) --Bridge-to-the-Baccalaureate (B2B) alliances facilitate the successful transfer of students from LSAMP populations to four-year institutions in pursuit of STEM baccalaureate degrees. --STEM Pathways Implementation-Only (SPIO) alliances are designed for new and reconstituted alliances. These projects focus on building and strengthening strategies and approaches to assist Institutions of Higher Education (IHEs) increase STEM baccalaureate degrees to LSAMP populations and facilitate entry into STEM graduate degree programs. --STEM Pathways Research Alliances (SPRA) are designed for well-established alliances. These projects serve as models of excellence in STEM broadening participation by (1) steadily increasing STEM baccalaureate degrees to LSAMP populations and facilitating entry into STEM graduate degree programs; (2) producing and disseminating new scholarly research on the broadening participation of LSAMP populations (or underrepresented and underserved populations in STEM disciplines and the nation's STEM workforce) and, (3) holistically assess the state of institutionalization and sustainability of the alliance. --Bridge to STEM Graduate Degrees in National Priorities (BD-Master's) projects support cohorts of six graduate students pursuing a M. S. degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM graduate degree programs at Master's comprehensive-degree producing institutions only. (New) --Bridge to STEM Graduate Degrees in National Priorities (BD-Doctoral) projects support cohorts of twelve graduate students pursuing a Ph.D. degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM doctoral degree programs. --STEM Networking Incentives and Engagement (NETWORKS) projects provide support to incentivize the creation and participation of LSAMP populations in STEM networks. (New)

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.

The five-year USAID National Family Planning and Adolescent Reproductive Health (FP/ARH) Activity (2024-2029) aims to improve family planning and adolescent reproductive health in the Philippines. It is a key component of the USAID Universal Health Care Project (UHCP) with the goal of improving health outcomes of underserved Filipinos. The FP/ARH Activity will help advance the Philippine government’s efforts under the Universal Health Care law to improve the delivery of quality preventive, promotive care at the primary health care level. The Activity will contribute to achieving the Philippine government’s health goals as follows: Increase the demand satisfied with modern FP methods among all women of reproductive age from 42 percent in 2022 to 75 percent by 2030; Reduce the adolescent birth rate from 25 per 1,000 girls (age 15-19) in 2022 to 12 per 1,000 girls by 2030; and Reduce the maternal mortality ratio from 144 per 100,000 live births in 2020 to less than 70 per 100,000 live births by 2030

This is a Request for Information (“RFI”) issued by the U.S. Agency for International Development (USAID) Mozambique for conducting market research in response to the questions provided in Attachment C. This RFI is issued solely for planning and information seeking purposes in accordance with FAR Part 10 and ADS 300. USAID will not pay for information submitted nor will it reimburse costs incurred by individuals or entities that elect to respond to this RFI. USAID/Mozambique intends to design a new Activity - Ensuring Social Protection by Empowering and building Resiliency for Adolescents, Nuclear families, Children, and caregivers affected by HIV/AIDS (ESPERANÇA) - that will support and contribute to the Government of the Republic of Mozambique (GRM) to reach and sustain HIV epidemic control in three provinces - Sofala, Manica and Tete. This is anticipated to be a five (5) year award November - 2024 - 2029, with a total value of up to $40 million. The purpose of this communication is to obtain industry comment and input on the above-mentioned activity. More specifically, the RFI intends to: ● Assess the interest of potential organizations in submitting applications/proposals for the new USAID/ ESPERANÇA Activity. ● Gain technical and organizational insights in the capacity of potential organizations. ● Explore innovative approaches to partnering with organizations working in the same area; and ● Collect inputs to contribute to the improvement of the proposed Program Description (PD)/Scope of Work (SOW). Attachment C presents the set of questions to which organizations should respond. Note that this is a RFI and not a Request for Applications (RFA) or a Request for Proposal (RFP). This RFI is not to be construed as a commitment by the U.S. Government to issue any solicitation or ultimately an award based on this RFI, or to pay for any information submitted as a result of this request. It should be noted that responding to this RFI will not give any advantage to any organization in the subsequent procurement.

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.