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The Innovative Technology Experiences for Students and Teachers (ITEST) program is an applied research and development program that seeks to actualize a diverse future STEM (science, technology, engineering, and mathematics) and ICT (information and communication technologies) workforce that is prepared to meet pressing local, societal, and global challenges. Because STEM and ICT careers increasingly rely on technologies and computing, the ITEST program funds projects that engage youth, from pre-kindergarten through high school, and pre-K-12 educators in equitable, innovative technology learning and education experiences within and across STEM disciplines in formal or informal settings. These projects build youths’ interest and knowledge in STEM careers, and they prioritize the full inclusion of all groups to include those that have been underrepresented, underserved, or excluded from STEM educational opportunities. This ensures that NSF is better postured to leverage the full spectrum of diverse talent across the country. This solicitation calls for a Resource Center for the ITEST program. The Resource Center will support diverse, multi-sector stakeholders in actualizing the three pillars of ITEST: (1) strategies for equity in STEM education, (2) partnerships for career and workforce preparation, and (3) innovative use of technologies in teaching and learning. It is expected that this Resource Center will facilitate individual and collective dialogue, reflection, and action relative to these pillars, while supporting stakeholders in the conceptualization, actualization, and communication of ITEST projects.

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 prevent and reduce alcohol use among youth and young adults ages 12 to 20 in communities throughout the United States. Award recipients will be expected to implement activities that support capacity building such as implementing evidence-based community approaches, enhancing collaboration, cooperation and coordination among communities, federal, state, and local and tribal governments, and convening Town Halls.

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 purpose of this program is to provide trauma-informed, evidence-based interventions to youth and young adults (up to 25 years of age) who are at clinical high risk for psychosis. Recipients will be expected to use evidence-based interventions to: (1) improve symptomatic and behavioral functioning; (2) enable youth and young adults to resume age-appropriate social, academic, and/or vocational activities; (3) delay or prevent the onset of psychosis; and (4) minimize the duration of untreated psychosis for those who develop psychotic symptoms.

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 Air Force Office of Scientific Research (AFOSR) seeks a broad range of applications for augmenting existing and/or developing innovative solutions that directly maintain and/or cultivate a diverse, world-class Science, Technology, Engineering and Mathematics (STEM) workforce to maintain the U.S. Air Force and Space Force’s technological superiority. The goal of proposed efforts must provide solutions that establish, build, and/or maintain STEM educational pathways and workforce opportunities for diverse U.S. citizens directly relevant to AFOSR science and technology areas.As the capacity of the Department of the Air Force (DAF) Science and Technology (S&T) workforce is interconnected with STEM education and outreach, AFOSR recognizes the need to support efforts that can jointly improve STEM student outcomes and align education and outreach efforts with DAF S&T current and future workforce needs. This announcement explicitly encourages projects that improve the capacity of education systems and communities to create impactful STEM educational experiences for students of all ages and the air and space-related workforce. Projects must aim to increase engagement in STEM, from students to the current workforce, and enhance people with needed DAF STEM skills, knowledge and abilities. AFOSR encourages applications to utilize current STEM education research for informing project design and advancing STEM careers and opportunities of DAF relevance.This FOA is specifically seeking STEM education and outreach projects that address scientific and technical areas identified in the following thrust areas. Project scope may range in size and complexity. While not a formal requirement or program focus of this FOA, applicants are strongly encouraged to consider under-represented and under-served populations including women and minorities in project plans. Special audience priority areas may include, but not be limited to, military connected students, veteran initiatives, and education systems integral to DAF science and technology.

USDA FNS will award $2 million in total grant funding to up to four (4) organizations led and staffed primarily by members of Federally Recognized Tribes and/or Native Hawaiians, from different regions of the contiguous United States, Alaska, or Hawaii (regions may, but are not required to, correspond to USDA FNS regions). These entities will provide tailored training and technical assistance to School Food Authorities (SFA) that serve tribal communities and participate in the NSLP. Funds may be used to support the use of traditional Indigenous foods in the NSLP, SBP, SFSP, SSO, and/or CACFP At-Risk. Cooperators should draw from the experience and expertise of school nutrition professionals, school administrators, community partners, elders, and other community experts from the tribal communities being served and provide training and TA that are culturally relevant and appropriate. The cooperators, with FNS guidance and approval, will also develop culturally relevant nutrition education materials for students to accompany the traditional Indigenous foods that are served, and the cooperators will train school nutrition professionals and other school staff on providing nutrition education to students.Through this initiative, FNS intends to see the following outcomes:Increased understanding of the specific barriers faced by SFAs serving tribal communities in offering traditional Indigenous foods as part of the meals served through the CNP.Increased capacity of organizations led and staffed primarily by members of Federally Recognized Tribes and/or Native Hawaiians to provide training and TA to increase the inclusion of traditional Indigenous foods into the meals served through the CNP.Engagement of school nutrition professionals from tribal communities in incorporating traditional Indigenous foods into the meals served through the CNP.New and updated resources, tools, and trainings tailored to school nutrition professionals and other school staff or community partners serving tribal communities on the importance of traditional Indigenous foods and how to increase inclusion of these foods into the meals served through the CNP.The establishment of new procurement relationships that can supply traditional Indigenous foods to SFAs serving tribal communities in quantities and at prices that are acceptable.The development, standardization, and testing of new recipes utilizing traditional Indigenous foods that are specific to the tribal communities being served.Increased inclusion of traditional Indigenous foods into the meals served through the CNP.Increased engagement of students, school nutrition professionals, other school staff, and tribe members in increasing traditional Indigenous foods in the meals served through the CNP through taste tests, student nutrition committees, Local School Wellness Committees, and/or other means.New and updated nutrition education resources tailored to students from tribal communities on the meaning and importance of the traditional Indigenous foods that are served, and training for school nutrition professionals on providing nutrition education to students.Identification and sharing of best practices and outcomes data that demonstrates the feasibility and effectiveness of tailored training and TA for school nutrition professionals in increasing the use of traditional Indigenous foods in the meals served through the CNP.Increased partnerships between non-profit organizations, SFAs, tribes, and/or other entities with experience and expertise in training, nutrition and nutrition education, traditional Indigenous foods, and/or school food service management.Increased partnerships between FNS and organizations led and staffed primarily by members of Federally Recognized Tribes and/or Native Hawaiians and tribal communities.

The U.S. Department of State’s U.S. Embassy Islamabad announces an open competition for one assistance award through this Notice of Funding Opportunity (NOFO), contingent on funding availability, through the Public Diplomacy Grants Program. The grantee will implement a program to empower young Pakistani citizens to actively engage in democratic society. Competitive proposals should outline substantive components of skills-training workshops in Pakistan that will help participants develop the necessary leadership skills, commitment to community service, and stakeholder networks to contribute to the betterment of their communities and country. Please follow all instructions below.

The U.S. Embassy Tashkent Public Diplomacy Section (PDS) of the U.S. Department of State announces an open competition for organizations to submit applications to conduct innovative and creative short-term, youth-focused exchange programs to promote youth empowerment, leadership, and skills building. Applications outlining initiatives or exchange programs that focus on leadership skills and global citizenship will be supported.Proposed Project Introduction: This funding opportunity seeks to support secondary and university students through the development of leadership skills, global citizenship, and addressing shared challenges through partnership with the United States. Grant activities should be short-term, youth-focused exchange programs, with participants spending 10 to 30 days in the United States. Grantees are expected to publicize project activities, including through social media and/or traditional press outlets; and highlight U.S. Embassy support, with our logo included on project related materials. The Embassy encourages applications from institutions and organizations from the United States and all regions of Uzbekistan. Implementers will be fully responsible for all elements of the program, from recruitment and preparatory logistics inside Uzbekistan, travel, and program elements in the United States.

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.

The Office of Citizen Exchanges, Youth Programs Division, of the Bureau of Educational and Cultural Affairs (ECA), announces an open competition for the FY 2024 Benjamin Franklin Transatlantic Fellowship. U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3), including accredited, post-secondary U.S. educational institutions, may submit proposals to provide a four-week U.S.-based program in the summer of 2025. The program will engage approximately 45 teenagers (ages 16-18) from Europe and 10 teenagers from the United States. U.S. embassies throughout Europe will recruit and select the foreign participants, and the U.S. award recipient will recruit and select the American participants. The program will focus on transatlantic relations, leadership development, critical thinking, diplomacy, community activism, and the media as ways that young adults can unite around common goals. Support for individual or small group follow-on projects in the participants’ home communities will complete the program. Please see the full announcement for additional details.

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 ANNH Program provides grants to eligible institutions of higher education (IHEs) to enable them to improve and expand their capacity to serve Alaska Native and Native Hawaiian students. Institutions may use these grants to plan, develop, or implement activities that strengthen the institution. Assistance Listing Number (ALN) 84.031W.

A. PROGRAM DESCRIPTION The U.S. Embassy Brasília, Brazil / Bureau of WHA of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a program to implement the 2025 Brazil Youth Ambassadors program. Please follow all instructions below. Priority Region: WHA / Brazil Program Objectives: Mission Brazil seeks for institutional assistance to support the development and implementation of the Brazil portion of the 2025 Youth Ambassadors program for up to 46 selected students and 2 adult program assistants. The Youth Ambassadors exchange program offers outstanding, yet underprivileged, high school students from the public education system a short-term full immersion in U.S. culture and society, as well as skill-building opportunities for the 21st Century work environment. Awarded students visit the capital of the United States, attend meetings with public and private institutions, visit schools and social projects, participate in training sessions to help improve communication skills, leadership, teamwork, entrepreneurship, and innovation, as well as to develop a creative action plan to help address a key issue in their respective communities. Since its inception in 2003, Mission Brazil’s Youth Ambassadors program (YAP) has evolved from a small exchange program for a dozen high school students to Brazil’s internationally recognized – and hemisphere-wide replicated – flagship youth engagement initiative. The YAP brand is easily recognizable throughout the country and reaches audiences from the dense urban centers of São Paulo and Rio de Janeiro to the most remote parts of rural Brazil. Beyond the exchange itself, this program has become the catalyst for the Mission to build on strategic and lasting partnerships with the government of Brazil by pursuing complementary policy goals in the areas of education, English language teaching, strengthening civil society, as well as by keeping the U.S. as the top destination for Brazilians interested in studying abroad. As a result of its positive impact, since 2010, State Department started funding the program throughout Latin America. Embassy Brazil complements the funding to provide this unique exchange opportunity for more Brazilian students. Our share of the program should allow the implementing organization to: Implement and administer the online application process, Assist the Embassy in the broad dissemination of information about the program, Screen and pre-select Brazilian candidates for a final revision and selection by the Embassy, Book and purchase participants' in-country travel, Book and purchase participants’ round-trip international tickets – everyone on the same flights both ways, Purchase travel insurance during pre-departure orientation in Brazil, as well as for the day of the group’s return to Brazil and their return flights back home, Provide travel allowance (in dollars) for participants to cover minor incidental expenses during the program, Coordinate all logistical aspects related to the pre-departure orientation (venue set-up & equipment, promotional materials, ground transportation, lodging, meals and incidental expenses, transfer in-out, airport support, etc.), In collaboration with the Embassy, develop and implement comprehensive content and assign specialists for the pre-departure orientation sessions, Design and implement a three-month post-program initiative to assist participants in their reentry, and as they try to implement the action plans developed during the exchange program in the U.S. Participants and Audiences: This funding opportunity aims at supporting the full and positive participation of up to 46 Brazilian public high school students selected for the 2025 Youth Ambassadors program, as well as two (02) adult program assistants selected from the pool of Embassy’s Partner Institutions spread all over the country. B. FEDERAL AWARD INFORMATION Length of performance period: 1 year (including development, implementation, and post-program reentry and follow-on initiative) Number of awards anticipated: One award (dependent on amounts) Type of Funding: FY-2024 – Smith Mundt Public Diplomacy Funds Anticipated program start date: January 14, 2025 IMPORTANT: This notice is subject to availability of funding. Funding Instrument Type: Grant Program Performance Period: Proposed programs should be completed in one year or less. NOTE: The Department of State will entertain applications for continuation grants funded under this award beyond the initial budget period on a non-competitive basis – for up to two (02) additional years – subject to availability of funds, satisfactory progress of the program, and a determination that continued funding would be in the best interest of the U.S. Department of State. C. ELIGILIBITY INFORMATION Eligible Applicants are U.S. and overseas-based Non-Governmental Organizations (NGOs), Educational Institutions and other qualified organizations that have proven record of extensive experience working with Brazilian youth, familiarity with the Brazilian culture and society, and who can comprehensively respond to the NOFO and be able to mobilize in a short period of time. The following organizations are eligible to apply: Not-for-profit organizations, including think tanks and civil society/non-governmental organizations, Cost Sharing or Matching Cost sharing possibilities when it helps increase community and stakeholder engagement in the project are welcome, however, it will not be considered a deciding factor. Other Eligibility Requirements To be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov, as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information. IMPORTANT: 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. D. APPLICATION AND SUBMISSION INFORMATION Address to Request Application Package: Application forms required below are available at the U.S. Embassy website and grants.gov Content and Form of Application Submission: Please follow all instructions below carefully. Proposals that do not meet the requirements of this announcement or fail to comply with the stated requirements will be ineligible: Content of Application Please ensure: The proposal clearly addresses the goals and objectives of this funding opportunity, All documents are in English, All budgets are in U.S. dollars, All pages are numbered, All documents are formatted to 8 ½ x 11 paper, and All Microsoft Word documents are single-spaced, 12-point Calibri font, with a minimum of 1-inch margins. The following documents are required: 1. Mandatory application forms SF-424 (Application for Federal Assistance – organizations) or SF-424-I (Application for Federal Assistance --individuals) at XXXX SF-424A (Budget Information for Non-Construction programs) at www.grants.gov 2.Summary Page:  Cover sheet stating the applicant’s name and organization, proposal date, program title, program period proposed start and end date, and brief purpose of the program. 3.Proposal (12 pages maximum): The proposal should contain sufficient information that anyone not familiar with it would understand exactly what the applicant wants to do. You may use your own proposal format, but it must include all the items below. Proposal Summary: Short narrative that outlines the proposed program, including program objectives and anticipated impact. Introduction to the Organization applying: A description of past and present operations, showing ability to carry out the program, including information on all previous grants from the U.S. Embassy and/or U.S. government agencies. Problem Statement: Clear, concise, and well-supported statement of the problem to be addressed and why the proposed program is needed. Program Goals and Objectives: The “goals” describe what the program is intended to achieve. The “objectives” refer to the intermediate accomplishments on the way to the goals. These should be achievable and measurable. Program Activities: Describe the program activities and how they will help achieve the objectives. Program Methods and Design: A description of how the program is expected to work to solve the stated problem and achieve the goal. Include a logic model as appropriate. Proposed Program Schedule and Timeline: The proposed timeline for the program activities. Include the dates, times, and locations of planned activities and events. Key Personnel: Names, titles, roles, and experience/qualifications of key personnel involved in the program. What proportion of their time will be used in support of this program? Program Partners: List the names and type of involvement of key partner organizations and sub-awardees. Program Monitoring and Evaluation Plan: This is an important part of successful grants. Throughout the timeframe of the grant, how will the activities be monitored to ensure they are happening in a timely manner, and how will the program be evaluated to make sure it is meeting the goals of the grant? Future Funding or Sustainability Applicant’s plan for continuing the program beyond the grant period, or the availability of other resources, if applicable. 4.Budget Justification Narrative: After filling out the SF-424A Budget (above), use a separate file to describe each of the budget expenses in detail. See section H. Other Information: Guidelines for Budget Submissions below for further information. 5. Attachments: 1-page CV or resume of key personnel who are proposed for the program. Letters of support from program partners describing the roles and responsibilities of each partner, If your organization has a Negotiated Indirect Cost Rate Agreement (NICRA) and includes NICRA charges in the budget, your latest NICRA should be included as a PDF file. Official permission letters, if required for program activities. 6.Unique Entity Identifier and System for Award Management (SAM.gov) Required Registrations: All organizations, whether based in the United States or in another country, must have a Unique Entity Identifier (UEI) and an active registration with the SAM.gov. A UEI is one of the data elements mandated by Public Law 109-282, the Federal Funding Accountability and Transparency Act (FFATA), for all Federal awards. Note: As of April 2022, a DUNS number is no longer required for federal assistance applications. The 2 CFR 200 requires that sub-grantees obtain a UEI number. Please note the UEI for sub-grantees is not required at the time of application but will be required before an award is processed and/or directed to a sub-grantee. 7.Submission Dates and Times Applications are due no later than April 27, 2024 8.Funding Restrictions The Embassy does not pay for the following: Publication of materials for distribution within the U.S. Administration of a project that will make a profit. Expenses incurred before or after the specified dates of award period of performance (unless prior written approval received) Projects designed to advocate policy views or positions of foreign governments or views of a particular political faction, Alcoholic beverages, Costs of entertainment, including amusement, diversion, and social activities and any associated costs are unallowable, except where specific costs that might otherwise be considered entertainment have a programmatic purpose and are authorized either in the approved budget for the Federal award or with prior written approval of the Federal awarding agency, Land, Construction. The Embassy may make conditions and recommendations on proposals to enhance proposed programs. Conditions and recommendations are to be addressed by the applicant before approval of the award. To ensure effective use of U.S. Embassy Brasília-Brazil funds, conditions or recommendations may include requests to increase, decrease, clarify and/or justify costs.

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 SBMH program provides competitive grants to State educational agencies (SEAs) (as defined in 20 U.S.C. 7801(30)), local educational agencies (LEAs) (as defined in 20 U.S.C. 7801(49), and consortia of LEAs to increase the number of credentialed (as defined in this document) school-based mental health services providers (as defined in 20 U.S.C. 7112(6)) providing mental health services to students in LEAs with demonstrated need (as defined in this document). Assistance Listing Number (ALN) 84.184H.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 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.