Grants.gov

The purpose of this Notice of Funding Opportunity (NOFO) is to implement the demonstration authority in Section 373(i) of the Older Americans Act of 1965, as amended (OAA), using the framework provided by the 2022 National Strategy to Support Family Caregivers (the Strategy). The project funded under this NOFO will join four grantees recently funded under (insert old NOFO number) to undertake multi-faceted, cross-collaborative work to advance the capacity of the National Family Caregiver Support Program (NFCSP – OAA, Title III-E) and the Native American Caregiver Support Program (NACSP-OAA, Title VI-C) to better recognize and support family caregivers. The project funded under this NOFO will focus solely on goal 4 of the Strategy: strengthening financial and workplace security of family caregivers.The target audiences for the technical assistance and related activities of the successful grantee are entities typically involved with implementing and operating programs funded by the OAA, including state units on aging (SUAs); area agencies on aging (AAAs); local aging services and family caregiver support providers; kinship, grandparent and grandfamily services providers; tribes and tribal entities, and other entities that may be part of the aging and/or tribal services networks. Additionally, given the NFCSP’s inclusion of family caregivers of individuals with early onset-dementia and older relative caregivers supporting adults with disabilities, ACL desires that applicants identify how they will work to advance the capacity of the program to reach and serve these populations more effectively, with specific emphasis on approaches for strengthening the financial and workplace security of family caregivers.Applicants must demonstrate the understanding, expertise, and capacity for developing and undertaking activities such as (but not limited to):Gathering, analyzing, developing, and disseminating employee/employer-focused tools and resources for supporting employed family caregivers;Identifying and disseminating planning resources for family caregivers and care recipients;Curating and disseminating information on affordable long-term services and supportsDeveloping, testing, and broadly disseminating employer awareness and training programsOther activities and initiatives to promote greater financial and workplace security for family caregivers.

Awards will be made as cooperative agreements to accredited Minority Serving Institutions (MSIs) partnered with non-profit organizations in the United States that are eligible to apply for this NASA Research Announcement (NRA). The period of performance for an award is up to 2 years. Prospective proposers are requested to submit any questions in writing to NASAMUSIC@nasaprs.com no later than 10 business days before the proposal due date so that NASA will have sufficient time to respond. Proposers to this NRA are required to have the following, no later than the due date: 1) a Data Universal Numbering System (DUNS) number, 2) a valid registration with the System for Award Management (SAM) [formerly known as the Central Contractor Registry (CCR)], 3) a valid Commercial And Government Entity (CAGE) Code, 4) a valid registration with NASA Solicitation and Proposal Integrated Review and Evaluation System (NSPIRES) (this also applies to any entities proposed for sub-awards or subcontracts.) Consult Appendix H Section H.3.1 for more eligibility information. Consult Appendix H Section 2.2 regarding teaming requirements and partnership guidelines. The goal of NASA MUSIC is: to provide strategic effort that will leverage research and contract relationships of MSIs and NASA through relationships developed by non-profit organizations that may include collaboration of subject matter experts and access to NASA research facilities; An effort to improve STEM education and research at MSIs; A funded activity that seeks to build institutional capacity of MSIs; An activity to support long-term sustainability of STEM research at MSIs. MUSIC seeks to address the agency goals and objectives through: Increasing the institutional awareness of NASA competitive resources that can build the capacity of MSIs to offer and conduct STEM undergraduate and graduate research with a focus on NASA opportunities. Assembling MSIs and their stakeholders with common interests, and challenges then provide common tools for MSIs to increase efficiency and optimize resources including opportunities to develop formal and informal partnerships. Connecting MSI administrators and university STEM leaders to cutting-edge initiatives at NASA that can increase interest in securing research and contracting opportunities while supporting NASA’s policy to achieve an Agency-wide goal of providing one percent of total contract value of prime and subcontracting awards to MSIs. https://www.hq.nasa.gov/office/procurement/regs/1826.htm To achieve these goals, MUSIC seeks to increase university program capacity about practical uses of research to drive institution sustainability through the following targets: Advance the understanding of MSIs on how to effectively develop institutional administrative support by competing at the university level for funding opportunities, which will result in successful application to, and management of these funding opportunities (including those at NASA). Extend MSI’s capabilities by: A. Leveraging the MSIs research capabilities with NASA research to develop Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STTR) projects that develop and demonstrate innovative technologies that fulfill NASA needs and have significant potential for successful commercialization. B. Increasing the preparation of undergraduate and graduate science, technology, engineering, and mathematics faculty with opportunities to participate with NASA researchers and missions through grants and contracts. To achieve these goals and objectives, NASA solicits proposals from MSIs to implement the NASA MUSIC; to engage MSIs in authentic STEM experiences related to NASA missions; and to inspire and captivate learners utilizing NASA’s unique assets to develop a keen interest in STEM. Every institution that intends to submit a proposal to this NRA, including the proposed prime award or any partner whether an education institution, other non-profit institutions, and other organizations that will serve as sub-awardees or contractors, must be registered in NSPIRES. Electronic submission of proposals is required by the due date and must be submitted by an authorized official of the proposing organization. Such registration must identify the authorized organizational representative(s) who will submit the electronic proposal. All principal investigators and other participants (e.g. co-investigators) must be registered in NSPIRES regardless of submission system. Potential proposers and proposing organizations are urged to access the system(s) well in advance of the proposal due date(s) of interest to familiarize themselves with its structure and enter the requested information. Electronic proposals may be submitted via the NASA proposal data system NSPIRES or via Grants.gov. Organizations that intend to submit proposals via Grants.gov must be registered 1) with Grants.gov and 2) with NSPIRES. Additional programmatic information for this NRA may develop before the proposal due date. If so, such information will be added as a Frequently Asked Question (FAQ) or formal amendment to this NRA and posted on http://nspires.nasaprs.com. It is the proposer’s responsibility to regularly check NSPIRES for updates to this NRA.

This is a Request for Information(RFI). This is not a Request forProposal or a Request for Application (RFA) and is not to be construed as acommitment by the U.S. Government to issue any solicitation or Notice of FundingOpportunity, or ultimately to award a contract or assistance agreement on thebasis of this RFI, or to pay for any information voluntarily submitted as aresult of this request. USAID postsits competitive business opportunities on www.fbo.gov or www.grants.gov. It is thepotential offeror’s/applicant’s responsibility to monitor these sites forannouncements of new opportunities. Please note that responding to this RFI will not give any advantage toany organization or individual in any subsequent competition. Responses may beused by USAID without restriction or limitation, therefore proprietaryinformation should not be sent. This RFI is issued pursuant to FAR Part 15.201(c),(d) and (f) and FAR Part 10.002 (b)(2)(iii). The purpose of this RFI is tooffer the opportunity for interested organizations and individuals to provideinformation, opinions and recommendations on approaches for the implementationof the Integrated Violence Prevention Activityto improve the provision of services to high risk populations, strengthen thereferral systems already in place and strengthen organizations and institutionscharged with this type of care and related services, including both state andnon-state actors, as described in the attached Initial Problem Statement. Kindly respond tothis RFI through email directed to Vann D. Rolfson, Contracting Officer,USAID/Honduras at oaahonduras@usaid.gov. Please include the RFI number inthe subject line of the email. Questionsregarding this RFI will not be answered. USAID will review and consider any responses as part of determining whetherand how to proceed with a new activity in this area. Thank you for yourcontinuing partnership in this important development sector. Sincerely, Vann D. Rolfson Contracting Officer RFI: Integrated Violence Prevention USAID/Honduras seeks to gain further insighton challenges facing the identification and provision of both secondaryand tertiary prevention services to at-risk youth and their families, andpotential solutions in Honduras. The input may contribute to upcoming activitydesign(s). INITIAL PROBLEM STATEMENT Despite a relativedecline in the rate of homicides, Honduras continues to have one of the highestmurder rates in the world at 43.6 homicides per 100,000 people in 2017. Violentacts are primarily concentrated in low-income, urban areas and primarilyperpetrated by young males against other young males. This correlation providesthe basis for USAID/Honduras’ Development Objective 1 (“DO 1”): “CitizenSecurity increased for vulnerable populations in urban, high-crime areas.”Toaddress these challenges, USAID’s approach is comprehensive and holistic, withinterventions on the primary, secondary and tertiary spectrum of violenceprevention. USAID activitieswork to identify at risk youth, and provide specific support services tailoredto the need of the individual and their family, and importantly, within theircommunities. Activities include Outreach Centers, family-based counseling andsupport services, workforce development and job training opportunities,addressing violence in schools, small scale community infrastructure, andworking with community committees and community policing. The earlier you canidentify at risk youth and get them the support services they need, the easierit is to stop the progression of risk and, simultaneously, crime and violencethat is endemic to youth in Honduras. There are realchallenges in identifying high risk youth, and further challenges faced inaccessing these youth when and where they most need services. Because servicesmay be needed during non-working hours, require confidentiality, and othercircumstances, these violence prevention services must have a degree ofcommunity embedding or anchoring that is crucial to providing services to youthand their families. Youth and theirfamilies must be referred to the appropriate, linked services, that are integratedto provide a complete model for violence prevention. Strategic linkages must be made with localgovernments, civil society organizations, private sector, and donor‐fundedactivities to increase locally-led services for eligible youth and their families. Service provision must be genderspecific, since men and women experience violence differently. Through a new activity(ies),USAID/Honduras will seek to improve the provision of services to high riskpopulations, strengthen the referral systems already in place and strengthenorganizations and institutions charged with this type of care and relatedservices, including both state and non-state actors. BACKGROUND Crime, violence, and homicide are at or near record highs in thenorthern triangle countries of Central America - Honduras, Guatemala and El Salvador. In the last decade multiple observers haveranked Honduras and El Salvador among the most violent countries in the world.[1] To reverse this trend, USAID adapted bothsociological and public health models of violence prevention in support ofgovernment and civil society efforts. USAID/Honduras further adapted and advocated a public health model ofviolence reduction and prevention, first posited by the U.S. Surgeon General in1979, and taken up by the Department of Health and Human Services and theCenters for Disease Control[2]. This model views violence in epidemiologicalterms, equivalent to communicable diseases, and seeks to interrupt violentbehaviors through targeted interventions that reduce incidence and preventfurther transmission. The public healthviolence prevention approach is predicated on having clearly defined targetpopulations, disaggregated by risk levels, and clearly identified risk andprotective factors. USAID/Honduras hasadapted a fourth component – community policing – to the three “traditional”public health interventions against violence. This is an essential component to sustain the positive results ofprevention and effectively confront crime and violence with the cooperation ofthe community. Questions for Industry Feedback: 1. What type of proven interventions would be the most effective atproviding violence prevention services for higher risk (secondary and tertiary)youth in communities facing gang-related violence? 2. What are some key strategies for identifying higher risk youth incommunities? 3. What are the pros and cons of family-based interventions with higherrisk youth? 4. What are the obstacles to and possible solutions for at-risk youthreceiving integrated violence prevention services, specifically, those who arenot yet in conflict with the law? 5. What are the opportunitiesfor local, non-governmental organizations, the Government of Honduras, andothers to provide integrated violence prevention services to higher risk youthin Honduras? 6. How would you rank(prioritize) the aspects that serve to impede the provision of integratedprevention services to youth and their families? 7. What are key interventions required for violence prevention servicesto higher risk youth and their families? 8. How can migration beintegrated or the linkage of migration be addressed in prevention services? 9. How are higher risk violenceprevention services experienced differently by males and females? Are theredistinctions that should be made which are not currently? 10. How can USAID increasesustainability and increase local ownership of the existing violence preventionservices for higher risk youth? __________ [1] Honduras reached a high of 87 homicides/100,000people in 2011. January – September 2016rate was 45/1000. (Observatorio Nacional de la Violencia, Universidad NacionalAutónoma de Honduras/IUDPAS http://www.iudpas.org/boletines/boletines-nacionales). [2] Dahlberg, et.al. The History of Violence as a Public Health Issue. (2009). American Medical Association. http://virtualmentor.ama-assn.org/2009/02/mhst1-0902

The NSF Engineering (ENG) Directorate has launched a multi-year initiative, the Professional Formation of Engineers, to create and support an innovative and inclusive engineering profession for the 21st century. Professional Formation of Engineers (PFE) refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all. Professional Formation of Engineers includes, but is not limited, to: Introductions to the profession at any age; Development of deep technical and professional skills, knowledge, and abilities in both formal and informal settings/domains; Development of outlooks, perspectives, ways of thinking, knowing, and doing; Development of identity as an engineer and its intersection with other identities; and Acculturation to the profession, its standards, and norms. The goal of the Research in the Formation of Engineers (RFE) program is to advance our understanding of professional formation. It seeks both to deepen our fundamental understanding of the underlying processes and mechanisms that support professional formation and to demonstrate how professional formation is or can be accomplished. Ultimately RFE aims to transform the engineer-formation system, and thus the impact of proposed projects on this system must be described. Principal Investigators (PIs) should provide a roadmap detailing how they envision the proposed research will eventually broadly impact practice within the engineer-formation system, even if these activities are not within the scope of the submitted proposal. In order to accomplish its goals, RFE welcomes proposals in two categories: Research Projects, and Design and Development Projects. Research Projects address fundamental questions of professional formation, while Design and Development Projects provide new approaches to achieving professional formation. Additional details are provided below. Projects in both categories should address the iterative cycle in which research questions that advance understanding are informed by practice and the results of research are, in turn, translated into practice. In other words, proposals should explain how the research results will travel, translate, transfer, or scale. Successful projects identify specific target audiences, effective communication channels, and novel partnerships to ensure effective propagation and scaling. Research Projects Research proposals are particularly welcome in the following areas: Research that addresses lifelong learning by the engineering workforce. Research on the impact of engineering education research. Proposals addressing this topic could investigate questions such as: How can we measure the impacts of engineering education research? What are effective strategies for scaling reforms? How can we translate knowledge from research to practice? What are the roles of technologies, networks and communities in achieving impact? RFE does not support efficacy, effectiveness, or scale-up studies for specific interventions. Research that addresses culture change in engineering education. Included in this topic are investigations of normative cultures of engineering at any level in the engineering education ecosystem and how these cultures may disadvantage certain groups. Research that addresses engineering formation at the two-year college and graduate education levels in both formal and informal settings. Research that investigates engineering in P–12 settings. Research in this area could include understanding of approaches to engineering in P–12, how to develop engineering ways of thinking, or the relationship between practices within the sciences and mathematics and engineering thinking. Research on the transitions between education levels, e.g., from high school to two-year college, high school to four-year college/university, two-year college to four-year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. Research that addresses the relationship between engineering and the public. Proposals addressing this topic could consider the social impact of engineering solutions, citizen engineering, education of an informed public, etc. Research that develops or adapts novel methodologies and frameworks appropriate for studying the professional formation of engineers, and especially minoritized, marginalized, or underserved populations. Research that addresses ways in which new technologies (such as artificial intelligence and machine learning) are changing engineering education. Proposals submitted to the Research Projects category should have clear research questions informed by an appropriate theoretical framework and a research design that includes sampling, data collection, and data analysis methods. This category will not support proposals that seek funding primarily to develop tools, curriculum, or laboratories, or that seek to implement classroom innovations that have already been shown to be effective in engineering. The program will evaluate the value of proposals by considering the impact and the cost. Research track projects that are small, exploratory, or speculative are especially encouraged. Larger Research track projects should have a correspondingly larger impact. Design and Development Projects RFE supports Design and Development projects (see https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf13126) that seek to develop and test new approaches in the following areas: Graduate education. Transitions between education levels, e.g. high school to two year college, high school to 4 year college/university, two year college to 4 year college/university, undergraduate to graduate school, education settings to the workforce or professoriate, etc. K12, especially approaches to develop engineering thinking, or providing links between engineering, science, and mathematics Proposals in this category should propose the design and development of new approaches that are informed by existing literature and theory. There should be clear objectives and the evaluation plan should be designed to determine if those objectives have been met. Projects cannot be solely demonstration projects, but must add to the engineering education literature to inform future work. Proposal Elements Common elements of proposals for both categories are: The title must begin with either “Research:” or “Design and Development:” depending on which category the proposal is intended for All proposals must have an evaluation plan. Evaluation refers to monitoring of the research process to ensure that the project stays on track. The evaluation plan should include both formative and summative evaluation. An evaluator external to the organization(s) of the investigator(s) is not required, but the evaluator should not be an individual who is involved in the research activities. Potential evaluators include faculty with evaluation expertise at the investigators’ institution(s), an institutional evaluation office, or an advisory board of experts. All proposals must have a dissemination plan that goes beyond publishing research papers and presenting at research conferences. PIs should think creatively about who needs to hear about the research for it to have an impact, and develop a strategy to reach that audience. The Project Summary must contain a list of three to five keywords taken from the Engineering Education Taxonomy at http://taxonomy.engin.umich.edu/taxonomy/. At least one of the keywords must be from Section 12, Research Approaches. Keywords may be selected from any level of the taxonomy as appropriate to your project. Place the keywords on a separate line at the end of the Overview section of the Project Summary.

The YouthPower 2 Annual Program Statement (APS) provides a vehicle for engaging with youth-led and youth-serving organizations, among others, and systems to generate cross-sectoral, positive youth development outcomes. The APS disseminates information to prospective Applicants so they may develop and submit Concept Notes in response to the addenda and ultimately to be considered for USAID funding. This APS describes and provides: ▪ The types of activities for which Concept Notes and Applications will be considered; ▪ Available funding, process, and requirements for submitting Concept Notes and Application; ▪ The criteria for evaluating Concept Notes and Application; and ▪ Relevant documentation and resources. More specifically, the YouthPower 2 (YP2) APS is designed to provide a vehicle to engage with, among others, youth-led and youth-serving organizations and systems broadly and creatively, to support cross-sectoral, positive youth development outcomes. The YP2 APS is not a Request for Applications (RFA). Rather, the YP2 APS requests Concept Notes in response to addenda published under this APS. Based on the submitted Concept Note(s) in response to active addenda under this APS, USAID will determine whether to request a Full Application from an eligible organization. Concept Note(s) and/or Full Application to the APS will not be accepted. USAID’s DDI Bureau Center for Education and supporting Bureaus anticipate awarding multiple grants and/or cooperative agreements as there is no predefined minimum or maximum number of awards. Please search grants.gov for current active addendum opportunity under the YP2 APS titled "Women and Youth Creating Our Future Activity" (72047221R00007) with a closing date of August 25,2021.

USAID DDI Bureau Center for Education in partnership with Mission(s), Bureaus, and Independent Offices (M/B/IOs) from across the Agency, through this Higher Education for Leadership, Innovation, and Exchange (HELIX) Annual Program Statement (APS) aims to improve partner country higher education individual, institutional, and organizational capacity for change by supporting opportunities for partnerships, scholarships, exchanges, fellowships, internships, apprenticeships, work-based learning, research, communities of practice, and other relevant forms of capacity development and change management. The aim of this APS is to support solutions that will create meaningful change at the individual, institutional, and/or system level, with, in connection to, or through higher education, as a country moves forward in its Journey to Self-Reliance. This is planned to be achieved under the umbrella of the New Partnerships Initiative (NPI). The Higher Education for Leadership, Innovation, and Exchange (HELIX) APS is not a Request for Applications (RFA). Rather, the HELIX APS requests Concept Note(s) in response to addenda published under this APS. Based on the submitted Concept Note(s) in response to active addenda under this APS, USAID will determine whether to request a Full Application from an eligible organization. Concept Note(s) and/or Full Application to the APS will not be accepted. USAID’s DDI Bureau Center for Education and supporting Bureaus anticipate awarding multiple grants and/or cooperative agreements as there is no predefined minimum or maximum number of awards. Please search grants.gov for current HELIX addenda opportunities for the Indonesia Higher Education Partnership Initiative (72049721APS00002), closing May 24, 2021 and El Salvador Basic Education Quality Advancement Addendum (72051921R00002) closing June 1, 2021.

The Discovery Research PreK-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering, mathematics and computer science (STEM) by preK-12 students and teachers, through research and development of STEM education innovations and approaches. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects. Projects should result in research-informed and field-tested outcomes and products that inform teaching and learning. Teachers and students who participate in DRK-12 studies are expected to enhance their understanding and use of STEM content, practices and skills. The DRK-12 program invites proposals that address immediate challenges that are facing preK-12 STEM education as well as those that anticipate radically different structures and functions of preK-12 teaching and learning. The DRK-12 program has three major research and development strands: (1) Assessment; (2) Learning; and (3) Teaching. The program recognizes the synergy among the three strands and that there is some overlap and interdependence among them. However, proposals should identify a clear focus of the proposed research efforts (i.e., assessment, learning, or teaching) consistent with the proposal’s main objectives and research questions. The program supportssix types of projects: (1) Exploratory, (2) Design and Development, (3) Impact, (4) Implementation and Improvement, (5) Syntheses, and (6) Conferences. Allsix types of projects apply to each of the three DRK-12 program strands.

The National Science Foundation's (NSF's) Division of Undergraduate Education (DUE) in the Directorate for Education and Human Resources (EHR) acknowledges the need to expand and chronicle educational change efforts across the nation. To this end, DUE invites proposals to study the impact of the Vision and Change (V&C) movement in Undergraduate Biology Education. Specifically, this program seeks to support projects that evaluate a combination of factors such as the awareness, acceptance, adoption, and adaptation of V&C principles and outcomes including changes in curriculum, laboratories, and student retention, completion, and learning. Collectively, results of these projects are anticipated to describe the nature and extent of V&C’s use within the undergraduate biology curriculum. The projects could also describe key factors and approaches taken by the V&C community that have the potential to be useful for improving undergraduate education in other scientific disciplines or in interdisciplinary STEM education.

NSF’s Education and Human Resources Directorate seeks to significantly enhance its support for research, development, implementation, and assessment to improve STEM education at the Nation’s two-year colleges. NSF encourages bold, potentially transformative projects that address immediate challenges facing STEM education at two-year colleges and/or anticipate new structures and functions of the STEM learning and teaching enterprise. This program description is a targeted approach for advancing innovative and evidence-based practices in undergraduate STEM education at two-year colleges. It also seeks to support systemic approaches to advance inclusive and equitable STEM education practices.

The fields of science, technology, engineering, and mathematics (STEM) hold much promise as sectors of the economy where we can expect to see continuous vigorous growthin the coming decades. STEM job creation is expected to outpace non-STEM job creation significantly, according to the Commerce Department, reflecting the importance of STEM knowledge to the US economy. The National Science Foundation (NSF) plays a leadership role in developing and implementing efforts to enhance and improve STEM education in the United States. Through the NSF Improving Undergraduate STEM Education (IUSE) initiative, the agency continues to make a substantial commitment to the highest caliber undergraduate STEM education through a Foundation-wide framework of investments. The IUSE: EHR is a core NSF STEM education program that seeks to promote novel, creative, and transformative approaches to generating and using new knowledge about STEM teaching and learning to improve STEM education for undergraduate students. The program is open to application from all institutions of higher education and associated organizations. NSF places high value on educating students to be leaders and innovators in emerging and rapidly changing STEM fields as well as educating a scientifically literate public. In pursuit of this goal, IUSE: EHR supports projects that seek to bring recent advances in STEM knowledge into undergraduate education, that adapt, improve, and incorporate evidence-based practices into STEM teaching and learning, and that lay the groundwork for institutional improvement in STEM education. In addition to innovative work at the frontier of STEM education, this program also encourages replication of research studies at different types of institutions and with different student bodies to produce deeper knowledge about the effectiveness and transferability of findings. IUSE: EHR also seeks to support projects that have high potential for broader societal impacts, including improved diversity of students and instructors participating in STEM education, professional development for instructors to ensure adoption of new and effective pedagogical techniques that meet the changing needs of students, and projects that promote institutional partnerships for collaborative research and development. IUSE: EHR especially welcomes proposals that will pair well with the efforts of NSF INCLUDES (https://www.nsf.gov/news/special_reports/nsfincludes/index.jsp) to develop STEM talent from all sectors and groups in our society. For all the above objectives, the National Science Foundation invests primarily in evidence-based and knowledge-generating approaches to understand and improve STEM learning and learning environments, improve the diversity of STEM students and majors, and prepare STEM majors for the workforce. In addition to contributing to STEM education in the host institution(s), proposals should have the promise of adding more broadly to our understanding of effective teaching and learning practices. The IUSE: EHR program features two tracks: (1) Engaged Student Learning and (2) Institutional and Community Transformation. Several levels of scope, scale, and funding are available within each track, as summarized in Table 1. Table 1: Overview of Engaged Student Learning and Institutional and Community Transformation tracks, levels, and deadlines Track Level Deadlines Engaged Student Learning Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $600,000 for up to three years July 21, 2021 3rd Wednesday in July thereafter Level 3: $600,001 - $2 million for up to five years July 21, 2021 3rd Wednesday in July thereafter Institutional and Community Transformation Capacity-Building: $150K (single institution) or $300K (multiple institutions) for up to two years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 1: up to $300,000 for up to three years July 21, 2021 January 19, 2022 3rd Wednesday in January and July thereafter Level 2: $300,001 - $2 million (single institution) or $3 million (multiple institutions and research centers) for up to five years July 21, 2021 3rd Wednesday in July thereafter

The U.S. Embassy Kinshasa of the U.S. Department of State (DOS) announces this Notice of Funding Opportunity (NOFO) for Promoting Human Rights For Vulnerable Children in Haut-Katanga. A grant for up to $395,000.00 U.S. Dollars (USD) in FY 2020 Economic Support Funds (ESF) will be awarded (pending availability of funds) for work that will support activities to promote children’s rights. The period of performance is 24 months. Funding authority rests in the Foreign Assistance Act of 1961, as amended. The U.S. Embassy Kinshasa of the U.S. Department of State announces a Notice of Funding Opportunity (NOFO) for a program to raise awareness of children’s rights among the local population, improve the capacity of local human rights defenders and service providers to assist child victims, and increase accountability of authorities in Haut-Katanga in their responsibility to protect children. The project activities to promote human rights of vulnerable children in Haut-Katanga will: (1) conduct a “listening session” to learn more about the challenges children in Haut-Katanga face; (2) support local health and social service providers to better assist child victims of human rights abuses; (3) conduct brief surveys, both a baseline and end of project survey, to track increase in local knowledge of and attitudes towards children’s rights and how to protect them; (4) train local organizations to build the capacity of human rights defenders to support children and advocate for children’s rights; and (5) conduct a local education campaign on radio and other appropriate platforms. The project may also include the following suggested activities: (6) creation and distribution of educational materials specific to children’s rights context in Haut-Katanga to local service providers, educators, and other appropriate community figures; and (7) facilitation of dialogue between human rights defenders and local officials Objective 1: To strengthen the local human rights framework by building the capacity of local children’s rights advocates, government officials, and service providers. Objective 2: To support local human rights defenders in advocating for youth. Frequently Asked Questions: Question: In following the directions of the notification of funding opportunity, I would like to verify if an organization that is only registered in the DRC is eligible to apply. According to the directions: U.S. NGOs with 501(c)(3) status, and overseas-based non-profit/non-governmental organizations are eligible. Does this mean we would have to be a registered organization in both the United States and in the DRC? Or is this grant also open to a non-profit/non-governmental organization that is only registered in the DRC? Answer: Yes, nonprofits only registered in the DRC are allowed to apply. You do not need to be registered in both the US and the DRC. Thank you for your question!

The purpose of the Uzbekistan Youth Workforce Development and Entrepreneurship Activity is to equip youth who are in grades 8 -11 with the necessary skills as they prepare to enter Uzbekistan’s economy as skilled employees or entrepreneurs. In order to achieve the Activity’s purpose, the Uzbekistan Youth Workforce Development and Entrepreneurship Activity will focus on achievement of the following intermediate results: i) improved quality of school-based economics and entrepreneurship programs; ii) improved quality of afterschool entrepreneurship, soft skills and work readiness programs; and iii) strengthened enabling environment to support and engage youth.

Date: August 4, 2021 Subject: Amendment No. 1 to the Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity Reference: Annual Program Statement Number (APS) No.: 7200AA20APS00007, YouthPower 2 (YP2) Dear Prospective Applicants: The purpose of this amendment is to incorporate the following information to the NOFO: Responses to questions submitted by due date of July 26 as well as questions received during the NOFO Walkthrough Day on July 29. List of interested participants to the NOFO Walkthrough Day. Presentation provided during the NOFO Walkthrough Day. Revised NOFO as a result of the questions received. This amendment does not obligate USAID to execute an award, nor does it commit USAID to pay any costs incurred in the preparation and submission of Concept Paper. Furthermore, the U.S. Government reserves the right to reject any and all Concept Papers, if such action is considered to be in the best interest of the U.S. government. All other terms and conditions of this funding opportunity issued on July 16, 2021, remain unchanged. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA ------------------------------------------------------------- DATE: July 22, 2021 SUBJECT: Update# 1 to Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity, Addendum to APS No.: 7200AA20APS00007, YouthPower2 Dear Prospective Applicants, USAID/Timor-Leste would like to provide you with additional information related to this solicitation issued on July 16, 2021. Applicants are invited to participate in the virtual NOFO Walkthrough Day on July 29, 2021, 06:30 am Bangkok time / 08:30 am Dili time (July 28, 2021 - 07:30 pm Eastern time). At this conference, USAID will provide an overview of the NOFO as well as respond to questions related to the NOFO. Applicants have the opportunity to provide written questions before the meeting and, if time permits, USAID will also respond to oral questions presented during the conference. Below are the details for connecting to the Google Meeting for the NOFO Walkthrough Day: Video call link: https://meet.google.com/vkd-wnsx-goh Or dial: (US) +1 617-675-4444 PIN: 248 005 497 7940# More phone numbers: https://tel.meet/vkd-wnsx-goh?pin=2480054977940 Approximately one week later, USAID/Timor-Leste will post written responses to all questions from the conference on grants.gov. Interested Applicants are requested to provide names of participant(s) and organization(s) to Suthicha Chussananalin, Acquisition and Assistance Specialist, at schussananalin@usaid.gov and Craig Smith, Regional Agreement Officer, at csmith@usaid.gov, for reference. Other information on the NOFO remains unchanged. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA --------------------------------------- Issuance Date: July 16, 2021 Q&A Closing Date: July 26, 2021, 04:00 pm, Bangkok time NOFO Walkthrough Day: July 29, 2021, 06:30 am, Bangkok time Concept Note Submission Closing Dates: August 25, 2021, 04:00 pm, Bangkok time Reference: Annual Program Statement Number (APS) No.: 7200AA20APS00007, YouthPower 2 (YP2) Subject: Request for Concept Paper, Notice of Funding Opportunity (NOFO) no. 72047221R00007, Women and Youth Creating Our Future Activity, Addendum to APS No.: 7200AA20APS00007, YP2 Catalog of Federal Domestic Assistance: 98.001, Foreign Assistance for Programs Overseas Pursuant to the Foreign Assistance Act of 1961, as amended, the United States Government, as represented by the U.S. Agency for International Development (USAID), the Bureau for Development, Democracy, and Innovation (DDI), and USAID/Timor-Leste, is announcing the Women and Youth Creating Our Future Addendum to the YouthPower 2 (YP2) Annual Program Statement (APS), hereafter known as the YP2 APS. Through this Women and Youth Creating Our Future Addendum, USAID/Timor-Leste aims to advance two objectives: 1) build one or more Timorese enterprises operating a sustainable business model capable of implementing development assistance activities, particularly in the areas of increasing formal employment, promoting the establishment and growth of job-creating enterprises, and increasing incomes of young men, young women, and adult women in Timor-Leste; and 2) increase formal employment, promote the establishment and growth of job-creating enterprises, and increase incomes of young men, young women and adult women in Timor-Leste. As a New Partnerships Initiative (NPI) opportunity, USAID/Timor-Leste also seeks to support partner countries’ progress to self-reliance, achieve sustainable and resilient results, and catalyze more effective partnering for impact. This Addendum disseminates information to prospective Applicants so they may develop and submit Concept Notes in response and ultimately to be considered for USAID funding. This Addendum describes and provides: ● The type of activities for which Concept Notes will be considered; ● Available funding, process and requirements for submitting Concept Notes and Full Applications; ● The Criteria for evaluating Concept Notes; and ● Relevant documentation and resources for Prospective Applicants’ reference. USAID/Timor-Leste anticipates awarding one or more Assistance Award(s) under this Addendum. Issuance of this Addendum does not constitute an award or commitment on the part of the U.S. Government to make an award, nor does it commit the U.S. Government to pay for costs incurred in the preparation and submission of a Concept Note or Application(s). The actual number of Assistance Award(s), if any, is subject to the availability of funds, as well as the viability of eventual full Applications received. Based on the submitted Concept Note(s), USAID/Timor-Leste will determine whether to request a Full Application from the eligible organization(s). To be competitive under this Addendum to the YP2 APS, Concept Notes and Full Applications must be fully responsive to all directions under the APS except when specifically noted otherwise in this Addendum. It is the responsibility of the Applicant to ensure that the entire APS and Addendum Opportunity has been downloaded from www.grants.gov and USAID bears no responsibility for data errors resulting from transmission or conversion process. If you have difficulty registering on www.grants.gov or accessing the APS, please contact the grants.gov Helpdesk at 1-800-518-4726 or via email at support@grants.gov for technical assistance. Thank you for your interest in USAID programs. Sincerely, /s/ Craig Smith Regional Agreement Officer USAID/RDMA

The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $8,000,000 for Year 1, subject to the availability of funds. This notice of funding opportunity (NOFO) will support implementation and expansion of comprehensive HIV prevention, care, and treatment programs; establish systems for quality assurance and improvement; and support strengthening of districts or regional systems for sustainable HIV services delivery in prioritized health districts with a high HIV burden, prevalence, and incidence in Côte d’Ivoire (CI). These programs include: HIV Testing counseling (HTC); Pediatric HIV Care and Support (PDCS) and Adult Care and Support (HBHC); Orphans and Vulnerable Children (HKID: OVC); HIV Prevention for Priority Populations (HVAB); Prevention of mother-to-child transmission (PMTCT); and Strategic Information (SI) activities. All activities should have strong community linkages to ensure the continuum of care and prevention services in collaboration with facility-based actors. Expected outcomes include improved coverage and quality of HIV services aligned with the objectives and priorities of the UNAIDS Fast-Track strategy to end the AIDS epidemic by 2030; reduced morbidity and mortality among people living with HIV (PLHIV), including those with TB, reduced new HIV infections among adults, and strengthened health districts or regional systems as evidenced by increased financial resource allocation and enhanced evidence-driven planning of the HIV program.

The Award Ceiling for Year 1 is 0 (none). CDC anticipates an Approximate Total Fiscal Year Funding amount of $4,000,000 for Year 1, subject to the availability of funds. The Determined, Resilient, Empowered, AIDS-free, Mentored and Safe (DREAMS) initiative implemented in 15 countries including Malawi aims at reducing new HIV infections among adolescent girls and young women (AGYW) aged 10-24 years. AGYW face an increased vulnerability for HIV acquisition when compared to their peers, globally, young women aged 15-24 are two to 14 times as likely to acquire HIV than males of the same age. In Malawi, HIV incidences are eight times higher among females aged 15-24 years than their male counterparts. DREAMS is delivered through a comprehensive package of evidence-based strategies that go beyond the health sector, addressing structural drivers that fuel AGYW’s HIV risk, including poverty, gender inequality, sexual violence, social isolation, and limited schooling. DREAMS is based on evidence-based interventions and builds on the premise that multiple interventions targeting AGYW are more impactful than providing a single intervention when multiple factors of vulnerability are present. In addition to focusing on interventions to empower AGYW to reduce their risk of HIV, the DREAMS package also aims to strengthen families, prevent violence, reduce HIV risk for male sexual partners and mobilize communities for change. The DREAMS program in Malawi is implemented in three districts: Zomba, Machinga and Blantyre. The recipient will provide a comprehensive package of DREAMS in Blantyre district and any additional districts based on COP scale up plans.

The purpose of the Teacher Excellence Initiative is to improve the quality and relevance of teacher preparation in Egyptian public universities so that current and future primary school teachers have enhanced skills to increase student learning and advance the Ministry of Education and Technical Education’s (MOETE) reform. The activity will achieve this purpose through the following three results:Pre-service teachers in undergraduate programs at Faculties of Education have the skills and knowledge to apply practice-based, experiential teaching methods in the classroom.In-service teachers in postgraduate programs at Faculties of Education apply practice-based, experiential teaching methods in the classroom.The Ministry of Education and Technical Education (MOETE), the Ministry of Higher Education and Scientific Research (MOHESR), and the Supreme Council of Universities demonstrate improved capacity to jointly plan, manage, and adapt teacher education.Each result will be achieved in collaboration with the MOETE, MOHESR, and other Government of Egypt (GOE) stakeholders to advance the MOETE’s teacher professional development strategy. Two cross-cutting themes will be integrated into all three results: increasing linkages between U.S. and Egyptian universities and utilizing technology to enhance teaching and learning in Faculties of Education.

USAID/Malawi is requesting submission of concept papers focused on efforts to improve maternal, neonatal, and child health (MNCH), voluntary family planning/reproductive health (FP/RH), nutrition, water sanitation, and hygiene (WASH), and malaria prevention and treatment in Malawi. USAID/Malawi anticipates issuing two (2) awards under Round-5. This is a Round announcement to an existing United States Agency for International Development (USAID) Annual Program Statement (APS). All interested organizations should carefully review both this Round and the full Annual Program Statement (APS), which can be found here: https://www.grants.gov/web/grants/view-opportunity.html?oppId=315120. Important information contained in the full worldwide APS is not repeated in this specific round document.

USAID intends to make an award to the applicant(s) who best meets the objectives of this funding opportunity based on the merit review criteria described in this NOFO subject to a risk assessment.

Through this Opportunity Youth Addendum, USAID/Dominican Republic aims to provide a vehicle for engaging with youth-led and youth-serving organizations, among others, and systems to generate cross-sectoral, positive youth development outcomes. As a New Partnerships Initiative (NPI) opportunity, USAID/Dominican Republic also seeks to support partner countries’ progress to self-reliance, achieve sustainable and resilient results, and catalyze more effective partnering for impact. This Addendum disseminates information to prospective Applicants so they may develop and submit Concept Notes in response and ultimately to be considered for USAID funding.

The Advancing Informal STEM Learning (AISL) program funds research and practice focused on the range of informal STEM learning experiences and environments that comprise life-long learning. As an NSF broadening participation emphasis program, AISL recognizes that an intentional and explicit strategy that advances equity is key to effectively building research and practice capacity in the informal STEM learning field. To that end, the National Science Foundation seeks proposals to create an AISL Equity Resource Center (AERC) to advance equity within the informal STEM learning field through community building; supporting and extending infrastructures; technical assistance; and communications. For the purposes of this solicitation, the program does not define or bound the concept of equity. Instead, this call allows the proposer to both define equity in relation to the needs of informal STEM learning field and design and deploy creative approaches that promote equity across the informal STEM learning field. Overall, the AISL program seeks an AERC that will serve public and professional communities in the informal STEM learning field through the following functions: Cultivate a multi-sector, diverse community dedicated to promoting equity in informal STEM learning experiences and environments. Raise the visibility and impact of equity-focused research and practice in the informal STEM learning field and its contributions to the overall STEM endeavor. Support AISL PIs, prospective PIs, and partners in enacting their commitments to equity with respect to research and practice. Promote equitable practices that support the AISL program. Through these functions, the AISL program seeks to make clear that advancing equity is imperative to advancing informal STEM learning experiences and environments and their value to individuals, communities, and the nation. The primary audiences for AERC are individuals and organizations that want to grow their ability to design and conduct equity-focused, evidence-based innovations in informal STEM research, programming, or both. The stakeholders served by the center should include, but are not limited to, AISL PIs and partners; prospective AISL PIs and partners; and additional equity-focused, evidence-based research and practice innovators in informal STEM. AERC should envision, design, and develop creative strategies for actualizing equity in the informal STEM learning field. The AERC approaches to leadership, activities, and evaluation should similarly enact commitments to equity. AISL has had a resource center since 2007. The award for the current AISL resource center expires in August 2022; this solicitation updates the existing functions for an AISL resource center.