Sprouting School Gardens Grant

Overview:

Across the country, Sprouts has been supporting thousands of school gardens and nonprofit organizations through our grant programming. To help more schools create or expand their school garden-based programs, we are pleased to announce our new Sprouting School Gardens Grants.

The grants range in size from $5,000 to $10,000 and support school garden program operations, program supplies, and educator stipends to help school gardens thrive. Organizations must be schools or 501(c)(3) nonprofits with a presence in cities and communities where Sprouts Farmers Market operates stores in order to apply. 

Organizations must first complete a full Neighborhood Grant* cycle may be invited to apply for a Healthy Communities Grant. The Healthy Communities Grant is designed to help nonprofit partners scale programs and serve a greater number of individuals. Grants range in size from $50,000 to $100,000, spread over two years. By offering multi-year funding, organizations can build capacity and expand their reach within the communities they serve. 

Sprouting School Gardens Grants are designed to create, sustain or expand garden-based education programs on school campuses that emphasize health education and nutritious eating. Funding can be used to support new school gardens or existing school gardens (indoor and outdoor gardens are both eligible), program supplies and educator stipends. Programs that include hands-on cooking or tasting components are highly encouraged to apply.

FUNDS SUPPORT THINGS LIKE...   

• Learning Tools: Garden curriculum books, cooking carts and supplies for your cooking demonstrations, root viewers, pollinator hotels etc.  

• Physical Garden Features: This includes garden beds, seedlings/plants, shade structures, sheds, hydroponic towers and other physical items in the garden    

• Educator Stipends: Full or part-time garden educator stipend for time spent in the garden or on continuing education   

• Tools & Supplies: Think classroom sets of gloves, shovels, buckets, wheelbarrows, hoses, or any item that is used to maintain your garden   

• Other: Supplemental food for cooking demonstrations 

This grant program is replacing our previous Neighborhood Grant, which since 2016 has awarded more than $4 million to 400 nonprofit organizations.

Grantees will be announced on July 31, 2024 and funds will be awarded in early August. Funds are restricted to the 2024-2025 school year and must be used within that timeframe. All grantees will be required to submit a final grant report, using a template that's provided, to share how the funds were used and to share results. 

U.S. Mission to India Empowering LGBTQI+ Community Leadership across India

Overview:

The Embassy of the United States of America, New Delhi, announces an open competition to implement a program to promote equal access for LGBTQI+ communities by strengthening leadership capacity. This program is built upon the foundation of promoting inclusivity, equality, and accessibility of government services for the trans and intersex communities, recognizing their unique challenges in accessing education, healthcare, employment, and legal recourse against discrimination. Through a cascading 'train the trainer' model, this initiative aims to empower leaders within these communities to disseminate critical information and skills, creating a ripple effect of increased community engagement and awareness that will benefit India and the United States through improved health, education, economic strength, justice, and equality.

Project Goal:

To promote the democratic value of equal access for all peoples, including minorities and marginalized groups, this project aims to build the capacity of trans and intersex community leaders in India, enabling them to effectively access, utilize, and advocate for government services and rights. Utilizing a peer education model, the project will create a sustainable model that empowers the trans and intersex communities from within, fostering resilience, awareness, and inclusivity.

Project Objectives:

Objective 1: Train at least 200 LGBTQI+ community leaders, at least 40 in each consular district (Chennai, Hyderabad, Kolkata, Mumbai, and New Delhi), with preference given to trans and intersex community leaders, with leadership, professional development, and organizational management skills and specific information on promoting access to government services, including healthcare, education, legal identity documents, and recourse against discrimination practices.

Objective 2: Develop comprehensive training materials, for free distribution in the public domain, tailored to the needs of LGBTQI+ communities, with emphasis on trans and intersex communities, including guides on navigating government services and legal rights. To ensure wide accessibility, all materials will be translated into the major languages spoken in the consular districts (Hindi, Tamil, Telugu, Bengali, and Marathi.),

Objective 3: Establish a peer-to-peer training network where trained leaders can educate and empower their community members, reaching at least 2,000 additional individuals within the first year.

Objective 4: Monitor and evaluate the program's impact, with specific metrics for knowledge increase, access to services, and community empowerment, adjusting strategies as needed to ensure effectiveness and reach.

Funding Instrument Type: Cooperative Agreement

Number of awards anticipated: one award.

Anticipated program start date: August 20, 2024

Program Performance Period: Proposed programs should be completed in 12 months or less. The Department of State will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State.

Solicitation limitations:

Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding.

Sustainable Regional Systems Research Networks (SRS RNs)

Overview:

The goal of this solicitation is to fund convergent research and education that will advance sustainable regional systems science, engineering, and education to facilitate the transformation of current regional systems to enhance sustainability. To further the advancement of SRS science, engineering, and education, NSF will support proposals for Sustainable Regional Systems Research Networks (SRS RNs). Advancing SRS science, engineering, and education requires intentional integration across three scales from regional to global: 
 

 i. The study of single urban system/metropolitan region and its connected rural systems where multiple sustainability outcomes are addressed from a multi-scale systems perspective that connects homes, businesses, and communities to regional and global systems.  

ii. The study of multiple urban systems and their connected rural systems, exploring inter-relationships among networks of urban and rural systems, and identifying urban-rural typologies for the study of cohort groups and comparison groups.  

iii. The study of supra-aggregations of connected urban-rural systems, e.g., all urban-rural systems in an electrical grid region, trans-boundary watershed, a nation, a world region, or the world, to assess the collective impact of urban-rural transformation on people and the planet.

While all 3 of these scales (i-iii) include both urban and rural systems, it is important to note that a research project does not have to have an equal emphasis on the urban and rural systems of study, but rather, a consideration of both that is relevant to the research questions. A successful research network does not necessarily have to span all three (i-iii) scales.

Within each of these scales (i-iii), integration of the following seven key elements (A-G) could significantly advance SRS science: 

A. Data and Methods: New data and methods are needed to understand the current drivers and interactions among natural, engineered, and social and behavioral systems in urban-rural areas as they impact multiple sustainability outcomes across scales. 

B. Equity: Expertise and data on best practices in terms of implementing strategies that equitably maximize human well-being within a regional system, with consideration of the historical context, are vital for creating sustainable regional systems. 

C. Generalizable Theories: Comparative, typology, and scalability studies are needed to develop generalizable theories across diverse urban-rural region types. 

D. Modeling: The science to model the future of SRS across scales needs to be advanced. 

E. Outcomes: New science is needed to understand the co-benefits and trade-offs among multiple outcomes for human and planetary wellbeing across spatial and temporal scales. 

F. Partner engagement: Effective participation by tribal and other communities, industry groups, practitioner groups, and governments at multiple levels should be established to leverage real-world experimentation that may be ongoing in many communities. 

G. Theories of Change: New science is needed to understand the drivers of and levers for change in diverse urban-rural systems, with a focus on integrative design, technology innovation, sociotechnical transitions, education, workforce impact, and/or multi-level actors and governance. 
 

The purpose of the SRS RNs competition is to develop and support interdisciplinary, multi-organizational teams working collaboratively to produce cutting-edge convergent research, education, and outreach that addresses grand challenges in sustainable regional systems.

SRS RNs will study multi-scale regional systems to further SRS science, engineering, and education. Key elements will include: 

• New data, methods, and models to understand interactions between natural, human-built, and social systems;  

• Improved understanding of interdependencies, mutual benefits, and trade-offs of different well-being outcomes for humans and the environment;  

• New and generalizable theories of change relevant to SRS;  

• The co-production of knowledge;  

• Exploration of concepts of social equity in sustainable regional systems across spatial and temporal scales.

SRS RN outcomes will have the potential to inform societal actions for sustainability across urban systems and the connected rural communities that make up regional systems. 

Proposals must include either/or: 

• If the team of core organizations include academic organizations, then at least one must be a university or college that serves populations of students historically underrepresented in STEM. To qualify as a core partner organization, there must be financial support for a minimum of three faculty members participating in the SRS RN along with financial support for a minimum of three students. 

• A core partner, such as a community group, a non-profit, or other group/organization that supports an underrepresented community within the scope of the proposed research project. To qualify as a core partner organization, they must be allocated a minimum of 10% of the total budget request for the entire SRS RN.

Award Information 
Estimated Number of Awards: 1 to 2 as cooperative agreements 

The number of awards is dependent upon the proposals received and the degree to which proposals meet the solicitation goals, NSF merit review criteria, and solicitation-specific review criteria, as well as the availability of funds. 

Anticipated Funding Amount: $30,000,000 

Solicitation limitations:

Limit on Number of Proposals per PI or co-PI: 1 No more than one

U.S. Embassy Port Moresby PAS Annual Program Statement

Overview:

The U.S. Embassy Port Moresby Public Affairs Section (PAS) of the U.S. Department of State is pleased to announce the availability of funding through its Public Diplomacy Small Grants Program. This Annual Program Statement outlines our funding priorities, strategic themes, and procedures for submitting funding requests. Please carefully follow all instructions below. 

Purpose of Small Grants: 

Programs should promote strategic objectives of our countries and meet mission goals, incorporating an American cultural element or connection with American experts, organizations, or institutions. These programs should focus on strengthening economic, social, and environmental conditions in Papua New Guinea, Solomon Islands, and/or Vanuatu. 

Proposals must support initiatives aligning with our core objectives of promoting economic empowerment, media literacy, and STEM/STEAM education, with a particular emphasis on women and girls. Grant proposals submitted for consideration must fall under the following lines of effort:  

Economic Empowerment: 

• Providing opportunities for skill development, including STEM (Science, Technology, Engineering, and Mathematics) and STEAM (adding Arts to STEM) education, for all individuals, including marginalized populations, women, and girls.
• ​​​​Promoting sustainable resource management and enhancing women’s participation in decision-making processes. 
• Access to and participation in STEM/STEAM education and careers among women and girls.
• Supporting initiatives such as educational programs, mentorship initiatives, and outreach efforts to empower women and girls in STEM/STEAM-related fields. 
• Strengthening democratic institutions to facilitate economic growth, promoting transparency, accountability, and good governance. 
• Empowering women to actively engage in shaping the socio-political landscape of their communities and nations. 
• Creating economic opportunities for women in sectors such as agriculture, forestry, and fisheries while safeguarding the environment. 

Media Literacy and Promotion: 

• Promoting media literacy and engagement, emphasizing the role of media in democratic societies.
• Enhancing citizens’ ability to critically analyze media content, recognize false information, and participate in media discourse. 
• Understanding the importance of a free and independent press. 
• Empowering individuals to become active contributors to media discourse by promoting media literacy and providing tools to navigate media environments effectively. 

In addition to these focus areas, proposals must align with the core goals of the U.S. Embassy, which include promoting education, cultural exchange, and mutual understanding between the United States and partner countries. This includes providing accurate, compelling, timely, and audience-appropriate information about the United States – including its history, culture, society, values, and foreign policies. Facilitating business English, English for job skills, CV and resume writing, research skills, and technical writing. Promoting higher education study in the United States by providing international students with accurate, comprehensive, and current guidance on applying to U.S. colleges and universities. 

Applicants are encouraged to develop innovative and impactful projects that contribute to advancing gender equality, promoting inclusive economic growth, and strengthening democratic institutions. Proposals should clearly outline project objectives, activities, expected outcomes, and sustainability plans. 

Funding Instrument Type: Grant, Fixed Amount Award, or Cooperative Agreement dependent on activity. 

Program Performance Period: Proposed programs should be completed in 12 months or less. 
Total Amount Available: $500,000 subject to funding availability. 
Maximum for Each Award: Local organizations: $24,000, International: $250,000  

PAS will entertain applications for continuation grants funded under these awards beyond the initial budget period on a non-competitive basis subject to the availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State. 

Solicitation limitations:

Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding. 

U.S. Mission to Costa Rica, Embassy San Jose Public Diplomacy Section Annual Program Statement

Overview:

The U.S. Embassy San Jose Public Diplomacy (PD) Section of the U.S. Department of State announces an open competition for organizations to submit a Statement of Interest (SOI) to implement cultural or educational programs that strengthen ties between the United States and Costa Rica. A SOI should include cultural, exchange, and outreach activities that promote shared values and people-to-people ties between the United States and Costa Rica. The thematic areas for the projects must be aligned with Public Diplomacy priorities and the strategic goals of the U.S. Embassy in Costa Rica, detailed below. 

Priority Program Areas: 

• Programs that promote diversity, equity, inclusion, and accessibility including, but not limited to: skills building programming, awareness-building, cultural programming, sports, countering gender-based violence, or educational opportunities.

• Programs that promote shared United States and Costa Rican values through English language learning, the arts, music, sports, entrepreneurship, STEAM education, and university preparation skills. 

• Activities that foster long-term student and academic collaboration between U.S. and Costa Rican universities, technical schools, and community colleges, particularly in the fields of STEAM, semi-conductor workforce development, and English language teaching. 

• Activities that increase media literacy and/or combat the spread of disinformation. 

Activities that may be funded include, but are not limited to:  

• Public-facing programs that include U.S. subject matter experts conducting speaking tours/public talks, roundtable discussions, workshops, etc.

• Academic and professional lectures and seminars  

• Skills building and education programs that help young people learn technology-based job skills  

• Awareness-building campaigns 

• Professional and academic exchanges and programs  

• Artistic and cultural workshops, joint performances, and exhibitions 

Awards may range from a minimum of $35,000 to a maximum of $50,000 pending funding availability. 

2024 SOI Deadline: May 15, 2024  
Selected SOIs will then need to submit the full grant package by June 15, 2024. 
 
The submission of the SOI is the first step in a two-step process. Applicants must first submit a concise (2-page maximum) SOI designed to clearly communicate program ideas, objectives, and an estimated budget. This is not a full proposal. The purpose of the SOI process is to allow applicants to submit program ideas for evaluation prior to requiring the development of a full proposal application.

Program Performance Period: 12 months or less

Solicitation limitations:

Applicants are only allowed to submit one Statement of Interest per organization. If more than one SOI is submitted from an organization, ALL proposals from that institution will be considered ineligible for funding.

University Partnerships in Turkmenistan

Overview:

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. 

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. 

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:

1. 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.
   Topics may include: how to establish dual degree and joint degree programs, accreditation requirements, opening branch campuses, etc.
2. 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.
3. 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

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.

U.S. Mission to Turkmenistan, Embassy Ashgabat - Experiential Learning Activities Programs

Overview:

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.

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.
Objective 3: Increase English language skills among at least 500 local youth by providing hands-on English learning activities.
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. 
Objective 5: Increase interest in business and entrepreneurship among at least 100 local youth in Turkmenistan through training on business development and economics.

Funding Instrument Type: Cooperative Agreement

Arts Programs for Justice-Involved Youth

Overview:

With this solicitation, OJJDP seeks to support and strengthen collaborations between arts-based organizations and juvenile justice systems to develop, expand, or enhance promising and effective interventions that provide access to high-quality arts programs with and for current or previous justice-involved youth to reduce juvenile delinquency, recidivism, and/or other problem and high-risk behaviors. OJJDP defines justice-involved youth as those participating in courtordered diversion or community-based programs, serving on probation due to a delinquency finding by a juvenile court, or placed in detention, correctional, residential facilities, or other out of home placement in the juvenile justice system. OJJDP's guiding philosophy is to enhance the welfare of America’s youth and broaden their opportunities for a better future. To bring these goals to fruition, OJJDP is leading efforts to transform the juvenile justice system into one that will Treat Children as Children; Serve Children at Home, With Their Families, in their Communities; and Open Up Opportunities for System-Involved Youth. OJJDP encourages all proposed applications that work with youth to highlight how the proposed program aligns with these priorities.  

OJJDP envisions a juvenile justice system centered on the strengths, needs, and voices of youth and families. Young people and family members with lived experience are vital resources for understanding and reaching persons involved or at risk of involvement with youth-serving systems. OJJDP asks stakeholders to join us in sustainably integrating bold, transformative youth and family partnership strategies into our daily work. OJJDP believes in achieving positive outcomes for youth, families, and communities through meaningful engagement and active partnerships, ensuring they play a central role in collaboratively developing solutions.  

Applicants must describe how their proposed project/program will integrate and sustain meaningful youth and family partnerships into all sections of the proposal narrative — including the description of the issue, project design and implementation, capabilities and competencies, plan for collecting data — and the budget. Depending on the nature of an applicant’s proposed project, youth and family partnership could consist of one or more of the following:  

• Individual-level partnership in case planning and direct service delivery (before, during, and after contact with youth-serving systems).  
• Agency-level partnership (e.g., in policy, practice, and program development, implementation, and evaluation; staffing; advisory bodies; budget development).  
• System-level partnership (e.g., in strategic planning activities, system improvement initiatives, advocacy strategies, reform efforts) 

Goals and Objectives 
Goal 1: Reduce juvenile delinquency, recidivism, and/or other problem and high-risk behaviors of justice-involved youth through the development, enhancement, and/or expansion of highquality, culturally relevant arts programs.  

Goal 2: Increase participation of justice-involved youth in high-quality arts programs that are in alignment with OJJDP’s overarching priority areas and that integrate and sustain meaningful youth and family partnerships in their program design and budget. 
 
Objective 1: Increase collaboration between arts-based organizations and juvenile justice systems through the development, enhancement, or expansion of partnerships.  

Objective 2: Increase high-quality arts programs that serve justice-involved youth.  

Objective 3: Increase the number of current or previous justice-involved youth participating in high-quality arts programs that seek to reduce risk factors and increase protective factors.  

Objective 4: Reduce risk factors and increase protective factors of justice-involved youth through participation in high-quality arts programs.  

Priority Areas  
In order to further OJP’s mission, OJP will provide priority consideration when making award decisions to the following:  
1A. Applications that propose project(s) that are designed to meaningfully advance equity and remove barriers to accessing services and opportunities for communities that have been historically underserved, marginalized, adversely affected by inequality, and disproportionately impacted by crime, violence, and victimization.  

1B. Applicants that demonstrate that their capabilities and competencies for implementing their proposed project(s) are enhanced because they (or at least one proposed subrecipient that will receive at least 40 percent of the requested award funding) are a population-specific organization that serves communities that have been historically underserved, marginalized, adversely affected by inequality, and disproportionately impacted by crime, violence, and victimization.  

For purposes of this solicitation, population-specific organizations are nonprofit, nongovernmental, or Tribal organizations that primarily serve members of a specific underserved population and have demonstrated experience and expertise providing targeted services to members of that specific underserved population.

Awards, Amounts, and Durations  
Anticipated number of awards: 4  
Anticipated maximum dollar amount per award: Awards will be up to $50,000  
Period of performance start date: October 1, 2024  
Period of performance duration (months): The period of performance is 24 months. The awardee may use the first 6 months for planning and capacity-building activities. 
Anticipated total amount to be awarded under this solicitation: $200,000  

Additional information: While the maximum allowable funding amount is $50,000, organizations that are new or that have never before received a federal award may wish to submit a proposed budget at a lower amount to support the development, enhancement, and/or expansion of high-quality, culturally relevant arts programs for justice-involved youth. 

Solicitation limitations:

An applicant may submit more than one application, if each application proposes a different project in response to the solicitation. Also, an entity may be proposed as a subrecipient (subgrantee) in more than one application.  

OJJDP will consider applications under which two or more entities (project partners) would carry out the federal award; however, only one entity may be the applicant for the solicitation. Any others must be proposed as subrecipients (subgrantees)

Effective Educator Development Programs: Teacher Quality Partnership (TQP)

Overview:

The purposes of the Teacher Quality Partnership (TQP) program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals, including individuals of color and individuals from other occupations, into the teaching force. 

Background: The Department is committed to recruiting, preparing, and retaining racially, culturally, and linguistically diverse educators to the teaching workforce. This commitment includes promoting educator diversity and ensuring that education is a profession that people from all backgrounds can pursue by supporting comprehensive, high-quality and affordable pathways into the profession. The Department thinks preparing, developing and supporting a diverse educator workforce is critical to strengthening student success. Additionally, addressing high-need shortage areas helps to ensure all students have access to a high-quality, well-rounded education. Through Raise the Bar: Lead the World, the Department is working in partnership with States, Tribes, local educational agencies (LEAs), and educator preparation programs, including Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), Hispanic-Serving Institutions (HSIs), and other Minority Serving Institutions (MSIs), to eliminate educator shortages in our nation’s schools and to strengthen and diversify the education profession. The priorities used in this FY 2024 TQP competition both highlight and advance the goals of Raise the Bar to ultimately improve student achievement by placing highly qualified, diverse educators in classrooms across the country. The TQP program supports ‘‘eligible partnerships’’ that pair a high-need LEA, a high-need school served by the LEA, or a high-need early childhood education (ECE) program with a partner institution that includes a school, department, or program of education within such partner institution, and a school or department of arts and sciences within such partner institution. Such partnerships also may include certain other entities described below. Under section 202(d) and (e) of the Higher Education Act of 1965, as amended (HEA), these partnerships must implement either (a) teacher preparation programs at the pre baccalaureate or ‘‘fifth-year’’ level that include specific reforms in IHEs’ existing teacher preparation programs; or (b) teacher residency programs for individuals who are recent graduates with strong academic backgrounds or are mid-career professionals from outside the field of education. 

Priorities: This notice contains four absolute priorities, four competitive preference priorities, and two invitational priorities. 

Absolute Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. All applications must address only one of the four absolute priorities. Each of the four absolute priorities constitutes its own funding category. Assuming that applications in each funding category are of sufficient quality, the Secretary intends to award grants under each absolute priority. 

• Absolute Priority 1—Partnership Grants for the Preparation of Teachers.
• Absolute Priority 2—Partnership Grants for the Establishment of Effective Teaching Residency Programs.
• Absolute Priority 3—Partnership Grants for the Development of Leadership Programs in Conjunction With the Preparation of a Pre-Baccalaureate Model for Teachers.
• Absolute Priority 4—Partnership Grants for the Development of Leadership Programs in Conjunction With the Establishment of an Effective Teaching Residency Program.

Competitive Preference Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are competitive preference priorities. 

• Competitive Preference Priority 1—Increasing Educator Diversity
• Competitive Preference Priority 2—Supporting a Diverse Educator Workforce and Professional Growth To Strengthen Student Learning
• Competitive Preference Priority 3—Meeting Student Social, Emotional, and Academic Needs
• Competitive Preference Priority 4—Promoting Equity in Student Access to Educational Resources and Opportunities

Invitational Priorities: For FY 2024 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are invitational priorities.

• Invitational Priority 1—Partnership Grants for the Establishment of GYO Programs and Registered Apprenticeship Programs for K–12 Teachers.
• Invitational Priority 2—Supporting Early Elementary Educators and School Leaders.

*See funding opportunity notice for full details.

Deadlines  
Deadline for notice of intent to apply: Applicants are strongly encouraged, but not required, to submit a notice of intent to apply by May 6, 2024. 
Deadline for transmittal of applications: June 3, 2024.  

Award Information 
Estimated Available Funds: $25,000,000. We intend to use an estimated $25,000,000 for this FY 2024 competition. Contingent upon the availability of funds and the quality of applications, we may make additional awards in subsequent years from the list of unfunded applications from this competition. 
Estimated Range of Awards: $500,000–$2,000,000. 
Estimated Average Size of Awards: $1,000,000 for the first year of the project. Funding for the second, third, fourth, and fifth years is subject to the availability of funds and the approval of continuation awards. 
Maximum Award: We will not make an award exceeding $2,000,000 to any applicant per 12-month budget period. 
Estimated Number of Awards: 15–17. 

Project Period: 60 months.

Pre-application webinars:  https://oese.ed.gov/offices/officeofdiscretionary- grants-support-services/ effective-educator-developmentprograms/ teacher-quality-partnership/ applicant-info-and-eligibility.

Solicitation limitations:

Cost Sharing or Matching: Each grant recipient must provide, from non-Federal sources, an amount equal to 100 percent of the amount of the grant, which may be provided in cash or in-kind, to carry out the activities supported by the grant.

Eligible Applicants: An eligible applicant must be an ‘‘eligible partnership’’ as defined in section 200(6) of the HEA. The term ‘‘eligible partnership’’ means an entity that— 
(1) Must include: (i) A high-need local educational agency (LEA); (ii)(A) A high-need school or a consortium of high-need schools served by the high-need LEA; or (B) As applicable, a high-need ECE program; (iii) A partner institution; (iv) A school, department, or program of education within such partner institution, which may include an existing teacher professional development program with proven outcomes within a four-year IHE that provides intensive and sustained collaboration between faculty and LEAs consistent with the requirements of title II of the HEA; and (v) A school or department of arts and sciences within such partner institution; and 
(2) May include any of the following: (i) The Governor of the State. (ii) The State educational agency (SEA). (iii) The State board of education. (iv) The State agency for higher education. (v) A business. (vi) A public or private nonprofit educational organization. (vii) An educational service agency. (viii) A teacher organization. (ix) A high-performing LEA, or a consortium of such LEAs, that can serve as a resource to the partnership. (x) A charter school. (xi) A school or department within the partner institution that focuses on psychology and human development. (xii) A school or department within the partner institution with comparable expertise in the disciplines of teaching, learning, and child and adolescent development. (xiii) An entity operating a program that provides alternative routes to State certification of teachers.

U.S. Embassy Cotonou PDS Request for Statements of Interest: Notice of Funding Opportunity

Overview:

The U.S. Embassy Cotonou Public Diplomacy Section (PDS) of the U.S. Department of State announces a Request for Statements of Interest (RSOI) from organizations interested in applying for funding for program proposals that strengthen ties between the peoples of the United States and Benin through cultural and exchange programming that highlights shared values and promotes bilateral cooperation.  PDS invites organizations interested in potential funding to submit SOI applications outlining program concepts that reflect this goal. Please carefully follow all instructions below. 
 

Purpose 
PDS Cotonou invites SOIs for programs that strengthen ties between the people of the United States and the people of Benin through cultural and exchange programming that highlights shared values and promotes bilateral cooperation. All programs must include an American cultural element, or a connection with American expert/s, organization/s, or institution/s in a specific field that will promote increased understanding of U.S. policy and perspectives.  

Examples of PDS-funded programs include, but are not limited to: 

• Academic and professional lectures, seminars, and speaker programs; 

• Artistic and cultural workshops, joint performances, and exhibitions; 

• Cultural heritage conservation and preservation programs; 

• Professional and academic exchanges and programs;  

• Experiential learning activities (e.g. Model UN, Model Government).  

 
The submission of an SOI is the first step in a two-part process. Applicants must first submit an SOI, which is a concise, one-to-two-page concept note (in English) designed to clearly communicate a program idea and its objectives before the development of a full proposal application. The purpose of the SOI process is to allow applicants the opportunity to submit program ideas for PDS to evaluate prior to requiring the development of full proposal applications. Upon review of eligible SOIs, PDS will invite selected applicants to expand their ideas into full proposal applications. 

 
Priority Program Areas 
Project proposals submitted through this Annual Program Statement (APS) should address one of the following Priority Program Objectives:  

• Vulnerable Groups Empowerment: Activities that address poverty and vulnerability in the communities and contribute to build resilience and social cohesion or/and promote the rights of members of marginalized groups including women and girls, religious and ethnic minority groups and other community at risk (e.g. Capacity building on countering Violent Extremist Organizations VEOs’ disinformation and recruitment). Target audiences include: youth and young adults active in their communities, religious leaders, community members in the North. (One to two awards anticipated, maximum $10,000 each).  

• Investigative Journalism: Activities that link Beninese journalists to American journalists or media institutions, and/or empower community radios with best practices to handle an adversarial debate, and/or develop tools and skills to combat myths and disinformation and to verify information before sharing with the public in order to strengthen free press and journalism as an institution in Benin. Target audience: community radios, mid-career journalists. (One to two awards anticipated, maximum $15,000 each).  

• U.S.-Benin Partnership: Activities featuring popular American and/or Beninese artists, musicians, cultural figures, and other influencers in order to promote a deeper understanding of the United States’ long support for improving trade and prosperity in Benin, as well as habits that lead to healthier and more prosperous lives (e.g. promoting U.S.-Benin trade with linkage to AGOA). Target audiences include: women entrepreneurs who specialize in handicrafts, youth and young adults who use social media or listen to radio as their primary source of information; and/or educated urban adults unaware of U.S. initiatives to support Benin’s development. (One to two awards anticipated, maximum $25,000 each).  

• Skills for Success: Activities to promote STEM, learning American English, especially through soft skills (such as resume writing, digital communications, basic financial literacy, public speaking, entrepreneurial skills) and digital literacy, drawing on American and Beninese examples, in order to encourage successful participation in the global economy. Applicants are strongly encouraged to partner with English Clubs, American Spaces, or U.S. exchange program alumni to conduct these activities. Target audiences include: underemployed and unemployed youth who will soon complete or have completed formal education; female microentrepreneurs; and/or graduate/undergraduate students in Science, Technology, Engineering, or Math with a strong interest in improving their English or pursuing graduate study in the United States. (One to three awards anticipated, $15,000 each). 

Awards may range from a minimum of $25,000 to a maximum of $50,000 pending funding availability. 

FEDERAL AWARD INFORMATION: 
Length of performance period: 6 to 12 months
Award amounts: awards may range from a minimum of $5,000 to a maximum of $25,000
Anticipated program start date: Varies
Program Performance Period: Proposed programs should be completed in 12 months or less. 

SOI APPLICATION REVIEW CRITERIA:  

1. Quality of Program Idea: Short narrative that outlines the proposed program, including program objectives and anticipated impact. The SOI should explain why the proposed program is needed.  
 

2. Program Planning: A description of how the program is expected to work to solve the stated problem and achieve the objectives. A proposed timeline for the program activities should include the dates, times, and locations of planned activities and events.  

 
3. Ability to Achieve Objectives/Institutional Capacity: A demonstration of the organization’s or individual’s expertise and previous experience in administering programs.  

 
4. Diversity, Equity, Inclusion, and Accessibility: Clearly stated objectives for recruiting and fully including participants from historically underserved communities in program activities, and/or including perspectives from historically underserved communities in the United States.  

Solicitation limitations:

Applicants are only allowed to submit one concept note per organization. If more than one concept note is submitted from an organization, none of the concept notes from that institution will be considered for funding.