Funding Wizard

The U.S. Embassy in Dar es Salaam, Tanzania announces an open call for a $250,000 24-month grant to a well-established Tanzanian media organization to establish and manage an investigative journalism support fund that will empower local journalists to report on public interest issues through capacity building and financial support.The U.S. Embassy in Dar es Salaam advocates for the establishment of a vibrant, independent, responsible, and diverse media sector in Tanzania that serves the public interest. Supporting investigative journalism is a crucial part of achieving this objective. Investigative reporting can draw attention to and sustain public interest in issues of national importance. Unfortunately, the economic challenges facing the media business in Tanzania means that reporters are rarely given the time or resources to conduct in-depth investigations. As a result, members of the public are deprived of information on issues that impact their lives, such as corruption, labor abuses, financial mismanagement, harmful environmental practices, and more.This project will address the problem described above by creating a media support fund that will empower local journalists to report on public interest issues through capacity building and financial support. The grantee will be in charge of managing and administering this fund and will issue small sub-grants to individual reporters who successfully pitch investigative stories falling within a defined set of sectors and topics.Successful proposals will clearly explain:• How the grantee will structure and administer the fund• Which themes and topics will be prioritized by the fund• How the fund will be promoted and advertised to the media sector• The number How the beneficiaries of the fund will be selected and on what basis “pitches” will be scored• Who will comprise the selection panel and on what basis the panel members will be chosen• How the fund will maintain impartiality and independence to guard against appearances of bias or favoritism in the distribution of funds• How distributed funds will be accounted for• How the fund will measure and evaluate success

Request for Concept Notes Opportunity Number SFOP0009257Assistance Listing CFDA number 19.519 Overseas Refugee Assistance Programs for Near EastAnnouncement issuance dateWednesday, November 16, 2022Concept Note submission deadlineFriday, January 6, 2023, at 11:59:59 pm Eastern Time 23:59:59. Concept Notes submitted after this deadline will not be considered.Funding limitsConcept notes must not be less than the funding floor and not more than the funding ceiling per year or they will be disqualified. See country specific guidelines for further information.Anticipated timeframe for notification of selection for full proposal developmentPRM anticipates, but cannot guarantee, that no later than three months from the concept note submission deadline, selected concept notes will be notified of selection for full proposal development.Anticipated timeframe for award of selected full proposalsPending the availability of funds, PRM anticipates, but cannot guarantee, that awards will be made prior to September 30, 2023.AdvisoryAll applicants must register and submit concept notes through the website Grants.gov. PRM strongly recommends submitting your concept note early to allow time to address any technical difficulties that may arise on the Grants.gov website.

California B-WET funds locally relevant, authentic experiential learning for K-12 audiences through Meaningful Watershed Educational Experiences (MWEEs). MWEEs involve learning both outdoors and in the classroom as students engage in issue definition, outdoor field experiences, synthesis and conclusions, and action projects. The goal is to increase understanding and stewardship of the ocean, its local watersheds, and special areas like national marine sanctuaries. Projects advance the Next Generation Science Standards, the California Environmental Literacy Standards and Concepts, and the Ocean and Climate Literacy Essential Principles.

The Department of State Office to Monitor and Combat Trafficking in Persons (TIP Office) announces an open competition for 2022 projects to combat trafficking in persons outside of the United States. This funding opportunity announces the beginning of the 2022 open and competitive process to award grants or cooperative agreements. In this stage, applicants submit a Statement of Interest (SOI), which is a two-page summary of each proposed project. Applicants must submit separate SOI applications for each country or regional project identified in this funding opportunity if pursuing multiple grants. Following a technical review and a formal review of each SOI that passes the technical review, selected applicants will be invited to submit full proposals, which will be formally reviewed by the TIP Office and by an inter-agency selection panel for potential funding.

A. PROGRAM DESCRIPTION The US Embassy, Public Diplomacy Section (PDS Nairobi) invites interested applicants to submit proposals from implementing partners for 2023 -2025 English Access Microscholarship Program (Access). Those interested in applying should carefully read the description below and the Access handbook: https://Handbook.Access-Program.org. Those interested should send their proposals to the Public Diplomacy Section, U.S. Embassy, Nairobi no later than midnight, April 30, 2023, via email at nairobigrants@state.gov. Further steps include drafting a detailed proposal to be entered into the Access proposal portal, which is overseen by FHI-360, the U.S. Department of State's U.S.- based Access grantee. The period of performance is to begin in September 2023.Priority Region: Kilifi and/ Nyanza RegionProgram Objectives: The goal of the Access Program is to provide participants with improved skills that contribute to building more resilient, engaged, and prosperous communities that are more aware of, and better connected to, U.S. culture. While the direct recipients of the scholarships are the students, the impact of the Access program should extend to families, communities, educators, and institutions.During the life of the program, Access students will:1 Be given a foundation of English language skills.Equipping students with English language skills can increase their competitiveness in the job market, allow them to expand their network, build people-to-people connections, empower them to read and understand a wide variety of sources, and make students more competitive for future U.S. Department of State and other exchanges.2. Gain an appreciation for U.S. culture and democratic valuesA key element of the Access Program is to familiarize students with important features of U.S. culture and democratic values to encourage mutual understanding between the U.S. and the host country. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Partners are encouraged to thoughtfully design their curriculum to integrate the following topics: global citizenship, critical thinking, environmental awareness, human rights, U.S. democracy and government, U.S. civil society, diversity and tolerance, U.S. History, U.S. education system, U.S. family and relationship values, U.S. and global gender issues, U.S. and global health, and other STEM subjects.3. Develop digital literacy skillsIn addition to learning general computer skills, using, and understanding a wider variety of informational technologies has become essential to a young person’s personal and academic future. Applicants must demonstrate that they can prepare program participants for an ever-changing digital world by improving participants’ ability to;a) find, evaluate, and critically analyze online information for its trustworthiness and accuracy,b) to connect and collaborate with others in and outside their Access group, andc) create and share content. The underpinning of this effort should focus on gaining the appropriate skills to build a positive online identity and understanding the features of a safe and secure online identity.4. Participate in personal development activitiesThe Access Program seeks to foster students’ personal development by building balanced intellectual and emotional capabilities to better prepare them for future academic and professional endeavors. Students should be introduced to topics such as lifelong learning, career development and employable skills, critical thinking, self-confidence, leadership skills, emotional literacy and self-awareness, higher education and employment tracks and trajectories, and U.S. government-sponsored exchange program options.5. Take part in Service-Learning activitiesService-learning is a teaching approach that combines specific learning objectives with service to the community to provide a learning experience in which students develop new skills and a deeper understanding of their community and environment. Students must be actively involved in the service-learning project planning process and should;a) lead the assessment of community and environmental needs,b) design the project to address the community and environmental need, andc) reflect before, during and after the service experience.In addition, service activities should be designed to meet specific learning objectives as well as empower the students with the skills of researching, planning, implementing, monitoring, and reflecting. It is important for students to use English as much as possible while completing their service-learning project.CORE PROGRAM COMPONENTSThe Access program should be a model of excellence for host communities in several ways. In terms of the learning experience for the participants, partnering institutions should ensure that classes be learner-centered, making full use of modern approaches that maximize the participants’ hands-on usage of language (in contrast to a more passive learning experience that is teacher-centered and lecture-driven). Such innovations as project-based and task-based learning are well-suited to this overall approach. Classes should be no larger than 20 students and aim for gender balance.1. After-School/Weekend Instruction (mandatory)The Access Program must deliver 360 hours of total instruction reasonably distributed over the two-year period. Providers are required to complete (at minimum) 180 or more hours of instruction per academic year. The first component of the 360 hours should be in English classes meeting at least twice per week. The majority of the program’s hours will be in this component. Each After School class should be at least 60 minutes (not shorter “academic” hours) and not longer than 120 minutes. After School classes should take place at least two days a week and ideally not more than 3 days a week. Please note that additional justification in the proposal is needed if the program plans for students to attend the Access Program for more than 10 hours per week. It is the responsibility of the Provider to consider the schedule of the students, especially during the initial recruitment phase, to ensure that Access classes do not interfere with students’ regular school schedule. Access Programs should also include computer instruction to complement English language classes and enhancement activities. Computer classes, multimedia learning, or social media activities during after-school Instruction and/or intensive sessions should be included in the proposal. 2. Enhancement Activities (Mandatory)The second component of the 360 total hours will be enhancement activities. These activities are aimed at fostering Kenyan-U.S. cross-cultural understanding, as well as developing other key global citizenship skills, such as community service and leadership. These activities are an opportunity for educators and students to be creative and extend the language learning experience beyond the classroom walls. The hours used for such activities will be counted as part of the total 360 hours of the program. Enhancement activities are usually between 1.5 to 4 hours and must occur regularly throughout the two years of the program, including during after-school Instruction. Topics to include U.S. History, U.S. Popular Culture, U.S. Education, Gender Issues, the Environment, Ethnic Tolerance, Democracy, and Civil Society. Activities that are designed to provide hands on and interactive opportunities for students to engage in discussions, games, trips to museums, workplaces, theaters, celebrations of U.S. holidays such as hosting a Thanksgiving dinner or a Fourth of July picnic; writing and producing skits about key events in U.S. History; talent shows in which Access students perform songs by U.S. musicians; science-themed activities relating to environmental issues; and inviting guest speakers to discuss aspects of life in the U.S. such as ethnic diversity and tolerance. Other possibilities include civic outreach activities such as volunteering at nearby orphanages, homes for the elderly, or organizing the cleaning of a nearby park or forest. In-school activity possibilities include filming role-plays, hosting a visiting speaker from the U.S. Embassy or local community, creating a web page in the computer lab, creating a program newspaper, or celebrating a key U.S. holiday such as Martin Luther King Day. Access students should also be involved in community service activities to increase their awareness of social and environmental issues facing their respective communities while also gaining an understanding of the ways they can positively contribute to civil society. Access programs must improve the students’ digital and critical media literacy skills. Possibilities include making use of guest experts to teach students about these topics, asking students to take turns reviewing tools and resources that may help them better understand an issue in their community, allowing students to create their own websites, such as a Google site, or e-portfolios, volunteering at a nearby senior citizens home, tutoring primary school students in English, and organizing the cleaning of a nearby park or forest.Where possible, appropriate, and relevant, partners should:· Find ways to ensure that activities have a long-lasting impact (through multiple visits over several months) rather than taking a once-and-done approach.· Collaborate with U.S. Embassy personnel, U.S. English Language Fellows, Fulbright exchange participants and/or Peace Corps volunteers.In addition to these learner-focused components, two additional components are as follows:§ Professional Development for English Educators (encouraged)Access partners are to ensure that the educators chosen to work with the Access students are professional English teachers who are well-equipped with a strong understanding of - and experience using - the most recent approaches in the field. In addition, Access implementing teams should be dedicated to lifelong learning and work collaboratively with the U.S. Embassy and other Access sites to continue learning about, trying, and sharing new ideas. In addition to providing professional development opportunities to the Access teachers, partners should provide ongoing opportunities to share best practices with a wider community of teachers. Two main groups consist of the English teachers at the schools from which the Access students are recruited, and future teachers enrolled in nearby teacher training schools or universities with majors related to English language teaching. § Community OutreachThe Access Program site should serve as a model classroom. Efforts should be made to reach parents and other English teachers in the community, as well as include teachers of other subject matters, administrators, English Language Fellows, alumni, etc. in the Access experience, where appropriate. While it is understandable that such efforts should not interrupt instructional hours, a plan should be made to reach out several times during the Access program to key groups that stand to gain from being informed about the unique program. Examples include holding a workshop for parents addressing how to support a child during the Access implementation period, a workshop for future teachers at a nearby English language teaching department or for current teachers at the schools from which Access students have been recruited, and a meeting for administrators to better understand how to create stronger foreign language programs in their own schools.3. Intensive Sessions The third component of the 360 hours of program instruction are two-week long intensive sessions that should not exceed 8 hours per day or 40 hours a week. Intensive sessions are immersive experiences that provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. These should be conducted at an off-site to create more opportunity for students to bond with their classmates. Intensive Sessions are typically between four-day to four-week long programs. Intensive Sessions can occur three (minimum) to eight (maximum) hours a day, and can be held at the beginning, middle, and/or end of the Access Program. In Kenya, students usually sleep over at the intensive session site and meals are provided. The aim of these sessions is to provide students with time to fully experience an English-medium environment outside of the classroom for a sustained period. A typical day should combine English Language learning instruction with US cultural activities such as drama, computers, art, music, games, team building, peace building, problem solving, and creative activities that allow the students to gain confidence in English and to consolidate the global citizenship skills that they have been learning during the entire program. All intensive sessions should provide students with a window on U.S. culture and values, and their activities as much as possible should incorporate invited speakers (e.g., U.S. exchanges alumni, Embassy personnel, and other native and non-native English-speaking partners, etc.). The most successful immersion experiences are those run primarily by the implementing partner itself, with outside individuals included as needed to support the Access teachers. In collaboration with the US Embassy, it is also possible to include an English Language Fellow, Specialist, Peace Corps Volunteer, Fulbright English Teaching Assistant, Access alumni, or other support.Note that the total number of hours dedicated to enhancement activities and intensive sessions must not exceed 30% of the total time allotted to instruction (see Access Handbook for guidance).Opening and Closing Ceremony The date and time of both the opening and closing ceremony must be approved by the U.S. Embassy/Consulate. The opening ceremony should occur after the agreement has been signed and either before instruction begins or within 3 months of instruction starting. The closing ceremony usually occurs after instruction has finished and must be held before the end date of the agreement. The ceremony should be no longer than 2 - 3 hours.

SOURCES SOUGHT/MARKET SURVEY 5-page limit does NOT include the cover page. All other information remains the same. SOURCES SOUGHT/MARKET SURVEY 2023 AFRL/RW Partnership Intermediary Agreement (PIA) FA8651-23-S-0003 NAICS Code 541715 Research and Development in the Physical, Engineering and Life Science (except Nanotechnology and Biotechnology) NOTE: THIS IS A SOURCES SOUGHT ANNOUNCEMENT ONLY. This notice does not constitute a commitment by the Government. All information submitted in response to this announcement is voluntary, and the Government will not pay for information requested nor will it compensate any respondent for any cost incurred in developing information provided to the Government. I. PURPOSE/BACKGROUND: AFRL/RWK, Eglin AFB is conducting a sources sought/market survey to gauge interest in various research topics associated with a future Partnership Intermediary Agreement (PIA).  The Government is seeking Partnership Intermediary Agreements (PIAs) with entities that will facilitate joint projects and accelerate technology transfer/transition between the AFRL and the commercial market. These intermediaries will act in a matchmaker capacity, to assist companies in identifying federal technologies that can be licensed and commercialized, with a goal of successful collaboration between the AFRL, small businesses, academia, and industry. The PIAs Program goals are: Transfer technology developed by/for AFRL into Commercial Markets. Transition commercial and academic innovation for use within AFRL. Foster partnerships between AFRL, industry, and academia. Inspire and support the next generation of technology leaders through STEM initiatives. Foster and support innovation both within and external to AFRL. Support transition of Phase I, Phase II and Phase III SBIR/STTR-developed technology. The PIAs Objectives are: Technology Transfer (T2): The PI shall assist AFRL/RW with all technology transfer related activities to include regularly outreaching to inventors, increasing invention disclosures, marketing and outreach to potential collaborators to increase Technology Licensing Agreements (TLAs), Cooperative Research and Development Agreements (CRADAs), and Educational Partnership Agreements (EPAs). They shall also prioritize connecting the AFRL/RW with nontraditional companies and universities increasing exposure to innovative technologies of interest. Actively promote AFRL/RW technology transfer partnership opportunities to entrepreneurs, businesses, and academic institutions. Conduct technology and market landscape analysis and forecast studies to identify future directions for specific technologies and provide broad situational awareness regarding the origins and development of a particular technology domain or industry. Evaluate the AFRL/RW Intellectual Property (IP) patent portfolio to identify patents with the highest potential for commercial applications and research companies/markets, develop technology marketing summaries, and reach out to potential licensee companies/industries to promote T2 agreements and assist in negotiations. Broker and facilitate license agreements, Cooperative Research and Development Agreements (CRADAs), Educational Partnership Agreements (EPAs) and other technology transfer (T2) agreements between AFRL/RW and businesses and academic institutions. Innovation and Technology Transition: The PI shall promote innovation by supporting AFRL engagement and collaboration with industry and academia. Additionally, the PI shall connect AFRL/RW with industry/academia to transition technologies into AFRL/RW. Publicize and promote AFRL/RW technology innovation and supporting Technology Transfer and Transition (T3) activities through a variety of channels and forums, which may include websites, paid advertising, events, digital campaigns, social media, email, press releases, articles, videos, infographics, surveys, and other forms of communications. Establish/manage physical and/or virtual collaboration spaces to promote AFRL/RW engagement with industry and academia. Conduct events which promote technology transition into the Air Force (e.g., demonstrations, showcases, industry days, design sprints, hackathons, workshops, and other similar events). Facilitate technology transition of innovative industry and academia approaches that mature Munitions concepts and their technology/manufacturing readiness level. Small Business Innovation Research and Small Business Technology Transfer (SBIR/STTR) Support: The PI shall leverage the AFRL/RW SBIR/STTR Programs to achieve their mission and increase their effectiveness by supporting transition of SBIR/STTR-developed technology, leveraging Air Force technology transfer mechanisms, providing business and technical assistance to award recipients, conducting studies, and publicizing and promoting Air Force SBIR/STTR successes. Perform technology scouting to identify and recruit small businesses to the SBIR/STTR programs and support transition of Phase I, Phase II and Phase III SBIR/STTR-developed technology. Assist small businesses in navigating the SBIR/STTR process to facilitate transition of technology beyond Phase II, including the utilization of mechanisms such as Tactical Funding Increases (TACFI) or Strategic Funding Increases (STRAFI). Identify partner companies with promising previous or current SBIR Phase I’s or Phase II’s and canvas the DoD ecosystem for government users to partner with for transition to Phase III efforts. Assist SBIR technical Program Managers with transitioning later stage SBIR technologies into programs of record, and transition them into other commercial products. Conduct studies related to AFRL/RW SBIR/STTR programs, which include the economic outcomes and impacts resulting from research and development performed with SBIR/STTR funding, best practices for achieving success in commercializing and transitioning the results of SBIR/STTR funded programs, and feasibility of new, innovative approaches to increasing the effectiveness of the AF SBIR/STTR programs. Facilitate SBIR/STTR Pitch Days and assist SBIR technical Program Managers with developing Pitch Day topics and events. Provide facility support for execution of Pitch Days and ensure all security safety measures are adhered to. Promote and publicize AFRL/RW SBIR/STTR successes through a variety of mechanisms, effectively communicating such successes to the Pentagon, Congress, industry, and the general US public. Science, Technology, Engineering, and Mathematics (STEM) Outreach: The Partnership Intermediary shall work with AFRL and regional/national educational entities to expose students to high-value Science, Technology, Engineering, and Mathematics (STEM) learning opportunities. Leverage local, state, regional, and national efforts to enhance STEM programs, increasing proficiency in the fields most directly related to the AFRL mission. Identify trends in local and national K-12 STEM programming as well as compile data on student demographics to assist AFRL in designing programming that will have the maximum impact on students and families. Identify potential partnerships with local and national organizations that provide STEM programming, paying particular attention to opportunities for underserved or underrepresented students and communities. II. BUSINESS INFORMATION: Business Information in response to this market survey must include the following: Company/Institute Name: Address: Point of Contact: CAGE Code: Phone Number: E-mail Address: Web Page URL: Size of business pursuant to North American Industry Classification System (NAICS) Code: Based on the above NAICS Code, state whether your company is: Small Business (Yes / No) Woman Owned Small Business (Yes / No) Small Disadvantaged Business (Yes / No) 8(a) Certified (Yes / No) HUBZone Certified (Yes / No) Veteran Owned Small Business (Yes / No) Service-Disabled Veteran Small Business (Yes / No) Is your company interested in possible subcontracting opportunities? (Yes/No) State and local Government entities and their affiliates may qualify as Partnership Intermediaries. A Partnership Intermediary can be: (I) a state or local government agency; (2) a non-profit entity owned, operated, or funded in whole or in part by, or on behalf of, a state or local government; or (3) a non-profit entity chartered by a state or local government. 10 USC §2368(f)(2); 15 USC §3715(c). A non-profit entity seeking to qualify as a partnership intermediary therefore must provide a nexus to a state or local government. This nexus may consist of legislative sponsorship and/or (partial) funding, a defined state or local role in its operations, even if limited, or some form of government action demonstrating the organization is authorized to work on behalf of a state or local government. Place of performance is anticipated to be within 20 miles of Eglin AFB, FL III. CAPABILITY STATEMENT: Capability Statements in response to this notice must include: 1. Briefly describe the capabilities of your company and the nature of the services you provide. 2. Describe your company's past experience on projects similar in complexity to this requirement. Forward all responses to Laura Kirkman, laura.kirkman@us.af.mil with the subject line: "Sources Sought Response to AFRL/RW Partnership Intermediary Agreement (PIA)". Responses must be received no later than 1600 CST on 07 April 2023. Responses shall not exceed 5 pages. Contractor format is acceptable.

The Embassy of the United States in Jordan announces an open competition for past participants (“alumni”) of U.S. government-funded and U.S. government-sponsored exchange programs to submit applications to the 2023 Alumni Engagement Innovation Fund (AEIF 2023). We welcome proposals from teams consisting of at least two alumni that meet all program eligibility requirements below. Exchange alumni interested in participating in AEIF 2023 should submit proposals to (AmmanGrants@state.gov) by March 12, 2023 / 5:00 p.m. EET (Amman time). AEIF provides alumni of U.S. Government-sponsored and facilitated exchange programs with funding to expand on skills gained during their exchange experience to design and implement innovative solutions to global challenges facing their community. Since its inception in 2011, AEIF has funded nearly 500 alumni-led projects around the world through a competitive global competition. This year, AEIF 2023 will support the United States’ commitment to strengthening economic prosperity and inclusive economic growth; promoting innovation; and skill-building to improve job opportunities.

The Embassy of the United States in North Macedonia announces an open competition for past participants (“alumni”) of U.S. government-funded and U.S. government-sponsored exchange programs to submit applications to the 2023 Alumni Engagement Innovation Fund (AEIF 2023). We seek proposals from teams of at least two alumni that meet all program eligibility requirements below. Exchange alumni interested in participating in AEIF 2023 should submit proposals to SkopjeGrants@state.gov by January 12, 2023. A. PROGRAM DESCRIPTION AEIF provides alumni of U.S. government-sponsored and facilitated exchange programs with funding to expand on skills gained during their exchange experience to design and implement innovative solutions to global challenges facing their community. Since its inception in 2011, AEIF has funded nearly 500 alumni-led projects around the world through a competitive global competition. This year, the U.S. Embassy will accept public service projects proposed by local USG Alumni organizations and managed by teams of at least two (2) alumni which directly support the Embassy’s goals and foreign policy objectives, promote shared interests, and benefit local communities. Team members are expected to address a specific theme such as: · Reinforcing democratic values; · Promoting rule of law and anti-corruption; · Increasing social cohesion among ethnic and political groups and regional partners; · Empowering youth, women, and other marginalized groups; · Countering disinformation; and · Fostering ties between North Macedonia and U.S.A. B. FEDERAL AWARD INFORMATION Announcement posted: November 28, 2022 Closing date for applications: January 12, 2023. Funding type: Small grant awards Decision date: no later than July 15, 2023. Expected size of individual awards: Between $5,000 to $35,000. Program Performance Period: Proposed programs should be completed in twelve (12) months or less. C. ELIGILIBITY INFORMATION 1. Eligible Applicants: Non-for-profit originations meeting the following criteria are eligible to apply: · Organization is from North Macedonia. · Applications must be submitted by alumni associations of USG exchange alumni. Other not-for-profit, non-governmental organizations, think tanks, and academic institutions are not eligible to apply, but can serve as partners for implementing project activities. · Applicant key staff/ project teams must be alumni of a U.S. government-funded or sponsored exchange program (https://alumni.state.gov/list-exchange-programs) or a U.S. government-sponsored exchange program (https://j1visa.state.gov/). · Projects teams must include at least two (2) alumni. · Alumni who are U.S. citizens may not participate as primary applicants but may participate as team members in a project. · Alumni teams may be comprised of alumni from different exchange programs and different countries. 2. Cost Sharing Inclusion of cost share is not a requirement of this opportunity. 3. Grant Program Area: Proposals must address “Strengthen North Macedonia’s democracy and implementation of reforms to improve its reliability and capability as a U.S. partner.” Proposals that do not address the theme as outlined in the program objectives will be deemed ineligible. All project activities must take place in North Macedonia. 4. Other Eligibility Requirements The organization must have a UEI, as well as a valid registration on www.SAM.gov. Organizations must have a commitment to equal opportunity employment practices and to non-discrimination practices with regard to beneficiaries, without regard to race, religion, ethnicity, gender, sexual orientation, or political affiliation. Applicants are only allowed to submit one proposal.

Mission Brazil seeks for institutional assistance to support the development and implementation of the Brazil portion of 2023 Youth Ambassadors program for up to 50 selected students and 2 adult escorts. 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 get to 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. Therefore, this funding opportunity will allow the implementing organization to help Mission Brazil: screen and pre-select Brazilian candidates, coordinate and purchase participants' in-country travel, book and purchase round-trip international tickets traveling in the same flights for the participants going to the U.S. and back, include 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, include travel allowance (in dollars) for minor incidental expenses during the program, include a COVID-19 mitigation plan and specific measures, develop and implement a comprehensive pre-departure orientation for participants so that they can feel confident and ready for their first exchange experience in the U.S. Provide advice/support for the participants 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 50 Brazilian public high school students selected for this 2023 Youth Ambassadors program, as well as 2 adult escorts selected from the pool of Partner Institutions spread all over the country.

The mission of the National Bycatch Reduction Engineering Program (BREP) is to support the development of technological solutions and changes in fishing practices designed to minimize bycatch of fish and protected species (including Endangered Species Act-listed fish, marine mammals, seabirds, and sea turtles) and to reduce impacts to invertebrates (including sponges, deep-sea corals, and shallow (tropical) corals.) In addition, BREP may support projects that quantify post-release mortality and identify ways to minimize mortality and injury of bycaught species (including post-release injury and mortality). Projects should produce outcomes that can directly influence management needs of federally managed living marine resources. For Fiscal Year 2023, NMFS anticipates that approximately $2,300,000 could be made available for approximately 10-15 projects that address bycatch research as identified in the Program Priority Section (I.B.1 - I.B.5).