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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 purpose of this program is to support states and Tribes with implementing youth (up to age 24) suicide prevention and early intervention strategies in schools, educational institutions, juvenile justice systems, substance use and mental health programs, foster care systems, pediatric health programs, and other child- and youth-serving organizations.

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.

The Office of Naval Research (ONR) is interested in receiving a broad range of proposals for augmenting existing and/or developing innovative solutions that directly maintain, and/or cultivate a diverse, world-class Science, Technology, Engineering, and Mathematics (STEM) workforce to maintain the U.S. Navy and Marine Corps’ technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways of U.S. citizens directly relevant to the needs of Department of Navy’s (DON) current and future workforce. As the capacity of the DON Science and Technology (S&T) workforce is interconnected with the STEM education system, DON recognizes the need to support efforts that can jointly improve STEM student outcomes and align educational and outreach efforts with Naval S&T current and future workforce needs. This announcement explicitly encourages programs that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the naval related workforce. Programs must aim to increase engagement in naval relevant STEM, and enhance the corresponding skills, knowledge, and abilities of participants. ONR encourages applicants to utilize current STEM educational research for informing program design and advancing STEM careers and opportunities of naval relevance.

The U.S. Environmental Protection Agency’s (EPA) Office of Research and Development (ORD) seeks to support a Research Training Program for college and university students. The objective of this Request for Applications (RFA) is to support the training of undergraduate and graduate students on site at EPA’s research facility located in Ada, Oklahoma. ORD conducts timely, mission-relevant, solution-oriented research based on the principles of integrity, sustainability, and responsiveness to the needs of the Nation. The Environmental Research Apprenticeship Program (ERAP) for College and University Students is designed to increase both the effectiveness and number of future environmental scientists and technicians by allowing trainees to collaborate with senior EPA-ORD scientists. The overall goal is to train the next generation of science, technology, engineering, and mathematics (STEM) scientists and engineers to further the Agency’s mission to reduce greenhouse gas emissions, manage chemical risks, protect, and restore land, and protect America's water. The training will be conducted at EPA’s facilities in Ada, Oklahoma. Some examples of the fields of study for desirable trainees include (but are not limited to) those majoring in environmental science, water policy, chemistry, engineering, computer science, ecology, and physical and biological sciences.

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.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The MHSP Program provides competitive grants to support and demonstrate innovative partnerships to train school-based mental health services providers (as defined in section 4102 of the Elementary and Secondary Education Act of 1965, as amended (ESEA)) (services providers) for employment in schools and local educational agencies (LEAs). The goal of this program is to increase the number and diversity of high-quality, trained providers available to address the shortages of mental health services professionals in schools served by high-need LEAs (as defined in this notice). The partnerships must include (1) one or more high-need LEAs or a State educational agency (SEA) on behalf of one or more high-need LEAs and (2) one or more eligible institutions of higher education (eligible IHE) (as defined in this notice). Partnerships must provide opportunities to place postsecondary education graduate students in school-based mental health fields into high-need schools (as defined in this notice) served by the participating high-need LEAs to complete required field work, credit hours, internships, or related training, as applicable, for the degree or credential program of each student. In addition to the placement of graduate students, grantees may also develop mental health career pathways as early as secondary school, through career and technical education opportunities, or through paraprofessional support degree programs at local community or technical colleges. Assistance Listing Number (ALN) 84.184X.

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.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The purpose of the CGSA program is to enhance the quality of assessment instruments and assessment systems used by States for measuring the academic achievement and growth of elementary and secondary school students. Assistance Listing Number (ALN) 84.368A.

Executive Summary: The U.S. Embassy Ashgabat, Turkmenistan announces an open competition to implement American Spaces Programs project at the four American Spaces in Turkmenistan located in Ashgabat, Dashoguz, Mary and Turkmenabat. The program will include a variety of programs in a) enhancing English skills (e.g., drama club, English club and sessions, etc.), b) introducing to STEM skills (e.g., math contest, NASA apps development challenge, coding, etc.), c) business skills development (e.g., interactive economics, business camp, etc.), and d) climate change awareness. The primary audience for these programs will be Turkmen youth ages 10 to 25, including girls and women, school and university students and young professionals, especially from economically disadvantaged backgrounds. The program will also engage alumni from previous Embassy programs as experts and program coordinators as well as bring local businesses and nonprofit organizations to share their expertise and build stronger local professional communities. Potential implementer will be responsible for planning, executing, closing, and monitoring and evaluation of the programs. The expected date range for implementation of this project is October 1, 2024 through September 30, 2025. Potential candidates can apply to administer all of the suggested programs below or just one or several of the programs at a time. Background: American Spaces are the premier public diplomacy platform of the U.S. Embassy Ashgabat in Turkmenistan that further strengthens mutual understanding and friendship between the people of Turkmenistan and the United States of America. 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 to conduct highly impactful programs, such as Academy for Women Entrepreneurship in partnership with Arizona State University, a variety of STEM programs to introduce local youth to web design and app development, as well as book festivals and eco festivals. The American Spaces Program aims to support implementing a range of diverse programming activities with key primary audiences in all four American Spaces across Turkmenistan. Project Goal: Increase mutual understanding between the United States and Turkmenistan through experiential learning activities that promote English language, innovation, entrepreneurship, environmental protection, and gender equality in STEM. Primary Audiences: The primary audiences for the American Spaces Program in Turkmenistan are: a. School and university students b. School and university teachers c. Young professionals, such as current/aspiring entrepreneurs, especially from economically disadvantaged backgrounds d. Girls and women e. Civil society representatives f. USG programs alumni Project Objectives: Objective 1: Enhance STEM and problem-solving skills of at least 500 youth, in Ashgabat and in the regions. Objective 2: Create a network of youth interested in tech and STEM by facilitating community networking opportunities between Turkmen youth and tech communities in Turkmenistan and the United States. American Spaces Program may include the following suggested STEM programs at American Spaces in Turkmenistan: · Tech Lab will cover two primary audiences and can cover program coordinator and trainers fee, activities, supplies, catering and promotional materials in all four American Spaces: o A. Coding skills lab will introduce around 100 English speaking school graduates and young professionals, ages 18 – 30, to the basics of web design and digital skills through a 4-month long program. This program aims to help local youth pursue education in computer science and enter tech careers in Turkmenistan. o B. Technovation Girls will provide program support to around 150 schoolgirls, ages 8-18, in app development and tech entrepreneurship to enable them to successfully compete in the global tech entrepreneurship competition. · Regional Math Contest. American Spaces in Turkmenistan plan to organize a first-ever math tournament for school students, ages 10-14, based on the popular U.S. math competition “24 Challenge”. The budget may include study materials for a series of 3-month long sessions, tournament materials for the final national tournament in Ashgabat and travel expenses of winners from regional tournaments in each American Corner from Dashoguz, Mary and Turkmenabat. · The NASA International Space Apps Challenge. This program aims to engage English speaking students ages 16 - 25 to participate in the global NASA Space Apps challenge through a series of in-person workshops and events in the American Spaces. The budget may include project coordinator and trainer fees, training/activities supplies, final Hackathon promo materials, catering, and social media content creation to amplify the program. Objective 3: Increase English language skills among at least 500 local youth by providing hands-on English learning activities, including but not limited to: · An “English Immersion” program to engage up to 500 English speakers throughout the year, ages 10 to 18 to enhance their English skills through topics on U.S. values of diversity and inclusion, climate change, media literacy, entrepreneurship, and public speaking, through a variety of activities and projects. The budget can include trainer fees, training supplies, promotional items and coffee breaks. This project may include: a. English Drama Club that might organize a play by an American author, that can be also performed at local events and schools through a mobile mini-theater. b. English language learning immersive camps that can be conducted during spring, summer and fall school breaks. c. English language book clubs that can introduce the American Corner resources and services (e.g., English resource books, readers, magazines and games) to improve English skills. Objective 4: Increase knowledge and awareness of climate change mitigation efforts among 100 young eco-champions through educational and networking programs focused on climate action, innovative business best practices and entrepreneurial strategies. These programs may include the following: · “Climate Champions” – organize a 10-day climate change awareness program for English speaking students in all American Spaces (ages 16 - 25) throughout September 2024 to August 2025 that will include workshops, field trips, and community service activities conducted in partnership with the local eco activists and nonprofits. During the program participants will learn about the challenges posed by climate change, water, energy, sustainable consumption, and discuss common myths and explore best practices from the United States. The budget may include project coordinator and trainers’ fees, training supplies, promotional materials, and coffee breaks in American Spaces. · Farmcraft program. American Spaces in Turkmenistan plan to organize a global North America Scholastic Esports Federation (NASEF) Farmcraft competition for school students, ages 10-18. This educational program uses the popular game Minecraft to introduce the basics of agricultural science, food security and climate change. The budget may include facilitator fees for a series of 3-month long sessions, training supplies, promotional materials, and coffee breaks in American Spaces. Objective 5: Increase interest in business and entrepreneurship among at least 100 local youth in Turkmenistan through training on business development and economics. These programs may include the following: · Business Skills program. The program can run for middle and high school students for 40 hours, with the final pitch events at American Spaces that will bring together local and international business communities. · Playful Economics. Based on the playful economics curriculum, this program will introduce the basics of economics concepts in a fun way to middle and high school students (ages 12-18). American Spaces plan to organize a series of programs and activities throughout the year for local youth ages 12-18 across all American Spaces. The budget may include project coordinator and trainer fee, training supplies, and promotional materials. The goal of the program is to introduce the basics of business, entrepreneurship, and other economic concepts. All the programs proposed by the potential implementer should have clear goals and objectives, clear output and outcome statements. Proposals should also indicate plans for reports about success and impact of the programs, social media presence, photo release procedures and other logistics. Potential implementer will be responsible for planning, executing, closing, and monitoring and evaluation of the program.

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 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 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.

The Office of Planning, Research, and Evaluation (OPRE) within the Administration for Children and Families (ACF) is soliciting applications for the Family Self-Sufficiency Demonstration Development (FSSDD) Phase 2 Awards (note that all instances of the term “continuation” that appear throughout the NOFO refer to Phase 2 of the program). Entities who were awarded the initial award (HHS-2021-ACF-OPRE-PE-1944) are eligible to apply for this current cooperative agreement.During the initial award, recipients conducted foundational evidence capacity-building activities relevant to their interventions. During this continuation award, recipients will continue building on the progress they made during the initial award. The FSSDD Phase 2 award has two main purposes. The first purpose is to support recipients in building their internal evidence capacity to strengthen evidence-informed program services and improve outcomes for the families they serve. The second purpose is for recipients to contribute to the evidence on interventions serving families with children who are eligible for or at risk of becoming eligible for Temporary Assistance for Needy Families (TANF). Recipients will also develop clear plans for sustaining an evidence-driven organizational culture beyond the funding period of the award and will share project learnings and implications with appropriate research, policy, and practice audiences. Recipients are required to work with a federally funded, third-party technical assistance provider throughout the entirety of the award.

You must download both the Application Instructions and the Application Package from Grants.gov. You must verify that the Assistance Listing Number and Assistance Listing Description on the first page of the Application Package, and the Funding Opportunity Title and the Funding Opportunity Number match the Program and NOFO to which you are applying.The Application Package contains the portable document forms (PDFs) available on Grants.gov, such as the SF-424 Family. The Instruction Download contains official copies of the NOFO and forms necessary for a complete application. The Instruction Download may include Microsoft Word files, Microsoft Excel files, and additional documents.An applicant demonstrating good cause may request a waiver from the requirement for electronic submission, for example, a lack of available Internet access in the geographic area in which your business offices are located. Lack of SAM registration or valid DUNS/UEI is not good cause. If you cannot submit your application electronically, you must ask in writing for a waiver of the electronic grant submission requirements. HUD will not grant a waiver if the Applicant fails to submit to HUD in writing or via email a request for a waiver at least 15 calendar days before the application deadline. If HUD grants a waiver, a paper application must be received before the deadline for this NOFO. To request a waiver, you must contact:

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The CLSD program awards competitive grants to advance literacy skills through the use of evidence-based (as defined in this notice) practices, activities, and interventions, including pre-literacy skills, reading, and writing, for children from birth through grade 12, with an emphasis on disadvantaged children, including children living in poverty, English learners (as defined in this notice), and children with disabilities (as defined in this notice). Assistance Listing Number (ALN) 84.371C.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly for children with disabilities[1], English learners, and other traditionally underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; support efforts to strengthen the charter school authorizing process; and support quality, accountability, and transparency in the operational performance of all authorized public chartering agencies, including State educational agencies (SEAs) and local educational agencies (LEAs) (section 4301 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA)). The CSP Developer Grant program (Assistance Listing Numbers 84.282B and 84.282E) is authorized under Title IV, Part C of the ESEA (20 U.S.C. 7221-7221j). Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the ESEA. Charter schools that receive financial assistance through CSP Developer Grants provide elementary or secondary education programs, or both, and may also serve students in early childhood education programs or postsecondary students, consistent with the terms of their charter. Assistance Listing Number (ALN) 84.282B [1] Terms defined in this notice are italicized the first time each term is used.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The major purposes of the CSP are to expand opportunities for all students, particularly for children with disabilities[1], English learners, and other traditionally underserved students, to attend charter schools and meet challenging State academic standards; provide financial assistance for the planning, program design, and initial implementation of charter schools; increase the number of high-quality charter schools available to students across the United States; evaluate the impact of charter schools on student achievement, families, and communities; share best practices between charter schools and other public schools; aid States in providing facilities support to charter schools; support efforts to strengthen the charter school authorizing process; and support quality, accountability, and transparency in the operational performance of all authorized public chartering agencies, including State educational agencies (SEAs) and local educational agencies (LEAs) (section 4301 of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA)). The CSP Developer Grant program (Assistance Listing Numbers 84.282B and 84.282E) is authorized under Title IV, Part C of the ESEA (20 U.S.C. 7221-7221j). Through CSP Developer Grants, the Department provides financial assistance to charter school developers to enable them to open and prepare for the operation of new or replicated charter schools or to expand high-quality charter schools in States that do not currently have a CSP State Entity grant under the ESEA. Charter schools that receive financial assistance through CSP Developer Grants provide elementary or secondary education programs, or both, and may also serve students in early childhood education programs or postsecondary students, consistent with the terms of their charter. Assistance Listing Number (ALN) 84.282E. [1] Terms defined in this notice are italicized the first time each term is used.

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.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: using longitudinal data to support State education policymaking and transformative research in the education sciences. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies’ use of their State’s education longitudinal data systems to identify and reduce opportunity and achievement gaps for learners from prekindergarten through adult education. Transformative Research in the Education Sciences (ALN 84.305T). Through this program, IES seeks to support innovative research that has the potential to make dramatic advances towards solving seemingly intractable problems and challenges in the education field and/or to accelerate the pace of conducting education research to facilitate major breakthroughs. For the FY 2025 competition, the Transformative Research in the Education Sciences grant program will focus on accelerating learning and reducing persistent education inequities by leveraging evidence-based principles from the learning sciences, coupled with advanced technology to create high-reward, scalable technology solutions. Multiple Submissions: You may submit applications to more than one of the FY 2025 research grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to each IES grant program announced here as long as they address different key issues, programs, or policies. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. Assistance Listing Number (ALN) 84.305T.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The CSP CMO Grant program (ALN 84.282M) is authorized under Title IV, Part C of the Elementary and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act (ESEA) (20 U.S.C. 7221-7221j). Through CSP CMO Grants, the Department awards grants to charter management organizations (CMOs)[1] on a competitive basis to enable them to replicate or expand one or more high-quality charter schools. Grant funds may be used to significantly increase the enrollment of, or add one or more grades to, an existing high-quality charter school or to open one or more new charter schools or new campuses of a high-quality charter school based on the educational model of an existing high-quality charter school. Charter schools that receive financial assistance through CSP CMO Grants provide elementary or secondary education programs, or both, and may also serve students in early childhood education programs or postsecondary students, consistent with the terms of their charter. Assistance Listing Number (ALN) 84.282M. [1] Terms defined in this notice are italicized the first time each term is used.

This is a replacement grant for 90YE0281 whose organizational ownership changed. Only Public Policy Associates LLC is eligible to apply for this announcement.

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.

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.

The purpose of this program is to help reduce the onset and progression of substance misuse and its related problems by supporting the development and delivery of community-based substance misuse prevention and mental health promotion services. The program is intended to expand and strengthen the capacity of local community prevention providers to implement evidence-based prevention programs.This NOFO will remain open for three fiscal years.The following are the due dates for each FY:FY 2023: Applications are due by June 5, 2023FY 2024: Applications are due by June 5, 2024FY 2025: Applications are due by June 5, 2025Applications submitted by the due date will be reviewed and funding decisions will be made by the end of the FY.Applicants that do not receive funding are eligible to apply for the following fiscal year.

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.