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Executive Summary: The U.S. Department of State’s Embassy Ashgabat announces an open competition to implement a program focused on building the capacity of higher educational institutions in Turkmenistan to carry out short- and long-term bilateral exchanges, offer dual-degree programs, conduct and commercialize research, obtain international accreditation, and other activities directed at supporting ongoing educational reform in Turkmenistan. The ultimate goal of the projects is to enable Turkmenistan to become an active member of the global education community, and a viable partner in international exchanges, with an eventual opening of a U.S. branch university in Turkmenistan. The initial timeline for these activities is one year, with the possibility of extension. Please follow all instructions below. Background: Turkmenistan is a post-Soviet state of roughly 5 million people (official statistic) that gained its independence in 1991. The Ministry of Education oversees all educational institutions from kindergarten to university. Turkmenistan has implemented several educational reforms within the last 10-15 years, mostly introducing new subjects to schools and universities (such as those from the STEM field), increasing the use of technology in teaching (such as smartboards and laptops) and adapting textbooks and materials to make them fit better within Turkmenistan’s context. However, the centralized structure of the education system has not changed significantly, with universities continuing to offer highly structured five-year specialist degrees that fall somewhere between bachelor’s and master’s degrees on the western scale. Under the current system, students play a limited role in crafting their own educational process and/or degree. When students matriculate to university, they do so by declaring their chosen specialization. In fact, they don’t apply to the university as a whole; they apply to a specific department. Once accepted, they have no option to drop classes or switch majors. Students also do not choose which classes to take – a specific major has a set list of classes. These rules severely limit students’ academic opportunities and affect future professional opportunities. In the last few years, the Ministry of Education has stated its intention modernize Turkmenistan’s education system, which include several stated priorities: a) Launching a dual degree program together with a U.S. university (bachelor’s or master’s); b) Obtaining international accreditation; c) Establishing a branch of a U.S. university in its capital, Ashgabat; d) Gradually moving all universities to the Western, credit-based system. Turkmenistan’s government is very eager to begin work on these goals and is interested in assistance from U.S. universities in providing expertise and guidance on conducting these large-scale overhauls. The Public Diplomacy Section has worked closely with the Ministry of Education to develop a road map to bring Turkmenistan’s education system closer to the U.S. model, as well as signed a memorandum of understanding (MOU) with the Government of Turkmenistan on cooperation in the education sector. The MOU and the road map lay out concrete steps, including inviting U.S. experts on internationalization and education reform, and are some of the first actions that Embassy has taken, together with the Ministry of Education, to help Turkmenistan reach its stated goals. Through the projects described in this NOFO, the Embassy would like to develop a realistic road map to overhaul the education system, bringing it closer to Western standards and accreditation, and eventual establishment of a U.S. university branch campus in the capital city of Ashgabat. The initial project duration is one year, but will most likely be extended, as the envisioned task is multi-pronged and will likely require more than 12 months. Project Audience(s): Turkmenistan’s higher education institutions (HEIs), including universities and institutes, as well as the Ministry of Education of Turkmenistan Project Goal: Improve access to quality higher education opportunities in Turkmenistan through adoption of best practices by Turkmen higher education institutions Project Objectives: · Objective 1: Increase understanding of internationalization requirements for universities, the U.S. education system, and best practices among Ministry of Education officials and higher education representatives through training, workshops, and/or short-term exchanges to the United States. o Topics may include: how to establish dual degree and joint degree programs, accreditation requirements, opening branch campuses, etc. · Objective 2: Conduct a general analysis of Turkmenistan’s education system and create a road map that provides clear recommendations to the Ministry of Education on the practical steps needed to advance educational reforms. · Objective 3: Establish a working group of Turkmen Ministry of Education officials and higher education representatives to facilitate collaboration and implementation of recommendations aimed at modernizing and internationalizing the higher education system in Turkmenistan.

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 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)

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 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 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.