Funding Wizard

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.

PROGRAM DESCRIPTIONThe U.S. Embassy Nairobi, Public Diplomacy Section of the U.S. Department of State announces an open competition for organizations to submit proposals to implement a series of Young African Leader Initiative (YALI) Festivals that showcase and celebrate the inspirational experiences and motivational stories of YALI alumni and generate discussions in communities across Kenya on topics of mutual interest to Kenya and the United States of America. Please carefully follow all instructions below. Priority Region: Project activities must take place in three or more locations in Kenya, and be directed at Kenyan audiences/participants, although they may involve and engage regional YALI alumni.Program Objectives: Successful proposals will engage Kenyan and could engage select regional alumni of the YALI Mandela Washington Fellowship (MWF) and Regional Leadership Center (RLC) to plan and execute a series of festival-style, public outreach events in at least three (or more) communities across Kenya, that include sessions modeled after TEDTalks and/or Ignite Talks and utilize materials from the YALI Network. Visit www.YALI.state.gov for more information. Activities and events should include, but are not limited to: 1. Stimulating and interactive presentations by YALI alumni modeled on TEDTalk and/or Ignite Talks; 2. Engaging, interactive entertainment activities (e.g., poetry slam, open mic sessions, etc.) reflecting and incorporating the themes of the YALI Network materials and campaigns; and 3. Sessions offering communities a chance to interact and network with YALI alumni, such as “speed mentoring,” networking sessions, or discussion about YALI Network materials and pledges. Successful grantees should arrange: 1. Active and enthusiastic YALI alumni participation, in collaboration with the U.S. Embassy Nairobi, Kenya; 2. Inclusive and secure public participation, to include but not limited to organizing advertising, health and safety planning, registration procedures, sign language and other inclusive interpretation and accommodation, necessary facilities, etc.; 3. All logistical details required, to include but not limited to venues, transportation and/or lodging, audiovisual/information technology support, catering, etc.; 4. In cooperation with the U.S. Embassy Nairobi, Kenya, media and press coverage and social media coverage, to include but not limited to drafting and releasing press/media alerts, videography, graphic design, live streaming and any necessary online support, branded items, etc.; 5. Activities and surveys to measure the impact of the events; 6. Contingencies to adjust and adapt to any public health related requirements that might emerge. Successful proposals should: 1. Highlight the goals of the YALI family of programs to build skills and empower young Africans to lead in their respective sectors and communities through the themes of Business, Civic Engagement, and Public Management; 2. Highlight successful alumni of the YALI MWF and RLC programs and how they have used their YALI experiences to contribute to their communities; 3. Expose communities to the resources of the YALI Network and the U.S. Embassy; and 4. Create positive impressions about U.S.-Kenyan cooperation and collaboration on issues of mutual interest and global importance. Substantial Involvement: The U.S. Embassy Nairobi, Kenya will be substantially involved in the planning and execution of programmatic activities and events related to this award, to include but not limited to: 1. Involvement and final approval in the selection of all speakers, presenters, masters of ceremony, etc.; 2. Involvement in development and final approval of public activities and agendas; 3. Selection of themes and materials to highlight and distribute; 4. Involvement and final clearance on public communications campaign strategies and language, to include but not limited to social media postings, media advisories, advertisements, branded items for giveaway, etc.; 5. Development and review of a monitoring and evaluation plan. Participants and Audiences:The intended audiences should be comprised of YALI alumni and potential YALI participants (ages 25-35) who are already visionary change-makers in their communities.

PROGRAM DESCRIPTIONThe U.S. Embassy Nairobi, Public Diplomacy Section (PDS Nairobi) of the U.S. Department of State is pleased to announce that funding is available through its Public Diplomacy Small Grants Program. This is an Annual Program Statement, outlining our funding priorities, the strategic themes in focus, and the procedures for submitting requests for funding. Please carefully follow all instructions below. Purpose of Small Grants: PDS Nairobi invites proposals for programs that strengthen cultural, academic, and professional ties between the United States and Kenya through programming and exchanges that highlight shared values and promote bilateral cooperation. All programs must include an American cultural element, and/or connection with American expert/s, organization/s, or institution/s that will promote increased understanding of U.S. policy and perspectives. ** Priority will be given to proposals with creative, new approaches not previously or recently funded through the Public Diplomacy Section’s Annual Program Statement. **Priority Program Areas:1. Promote Rule of Law, Democracy, and Good GovernancePromote rule-of-law, democracy, and good governance by focusing on issues such as rule-of-law, democratic governance, civic participation, inclusive societies, media literacy, media independence, prevention of corruption, prevention of gender-based violence, and prevention of violent extremism.2. Advance Climate Resilience, Including Promoting Food SecurityAddress the significant and adverse health, environmental, economic, climate, and other cumulative impacts of pollution and environmental degradation, especially on communities that are marginalized or underserved.3. Promote Access to Science, Technology, Engineering, Arts, and Mathematics (STEAM) Education and Entrepreneurship Training and OpportunitiesEnsure all members of a society, especially women and girls as well as members of marginalized and underserved communities, can access and participate equally in STEAM-related educational and entrepreneurial opportunities and economic activities. Priority Regions: At least one third (or thirty three percent, 33%) of grant activities must occur outside of Kenya’s five largest metropolitan areas (Nairobi, Mombasa, Nakuru, Kisumu, Eldoret).Participants and Audiences:· Kenyans aged 15-30, including students;· Emerging voices, including civil society leaders and social influencers;· Business leaders and entrepreneurs;· Established opinion leaders, including cultural or academic institution leadership; or· Underserved and underrepresented groups and communities. The following types of programs are NOT eligible for funding:• Programs relating to partisan political activity;• Charitable or development activities;• Construction programs;• Programs that support specific religious activities;• Fund-raising campaigns;• Lobbying for specific legislation or programs;• Scientific or specific academic research;• Programs intended primarily for the growth or institutional development of the organization; • Scholarships or tuition assistance;• Commercial or for-profit activities, including seed money; or• Programs that duplicate existing programs.

PROGRAM OBJECTIVESThe U.S. Embassy in Kenya of the U.S. Department of State invites you to submit a cooperative agreement proposal, not to exceed $22,000 to develop and implement a program on Inclusive Work Readiness and organize a Tech Opportunities Summit. Please follow all instructions below.Priority Region: Nairobi, Lamu, Mombasa and Nakuru regions. Program Objectives: Work readiness skills are the foundational skills needed to be minimally qualified for a specific occupation as determined through a job analysis or occupational profile. Equipped with often-missing cognitive, technical, digital, and self-advocacy skills, 18–35-year-old Kenyans, including those living with disabilities, could greatly improve their employability and attract opportunities that could advance their socio-economic wellbeing as well as that of the country.In cooperation with the Public Diplomacy Section (PDS) of the U.S. Embassy in Kenya, this award will develop and implement a program on Inclusive Work Readiness and organize a Tech Opportunities Summit to be held in-person at the five American Spaces in Nairobi (2), Lamu, Mombasa, and Nakuru. Specifically, the implementer should be able to, at a minimum, conduct the following activities: Develop a workshop series of 10-12 modules (with one or more sessions per module) to include topics such as: job seeker visibility, CV/Resume and application letter writing, navigating applicant tracking systems, networking, interviewing skills, salary negotiation, career growth mapping, and job retention among other relevant skills. Content can be original or re-purposed but must be copyright- and royalty-free and may include content freely available from U.S. government websites. Publish workshop-related content on availed platforms for participant access and to review progress.Recruit a minimum of 250 target audience participants across all five locations. A minimum of 150 of the recruited participants are expected to successfully complete the workshop series.Facilitate in-person and/or virtual workshops or sessions at all five locations covering the pre-packaged modules. Include expert guest speakers as needed and appropriate. (Venues are available free-of-charge; grant proposal should include any workshop materials, refreshments, and travel expenses anticipated. Ideally, there would be at least one in-person session at each of the five locations.)Collaborate with the U.S. Embassy Kenya to organize an inclusive Tech opportunities Summit (1 day) with speakers at a venue to be provided [No venue cost for implementer.]Build in time for U.S. Embassy speakers to address the target audiences periodically.Provide all workshop series resources in a manner that can be easily replicated by PDS for future iterations of the program.Ensure program is inclusive, accessible, and accommodates persons with disabilities.Consider sustainability and follow-on activities for participants to network with others, share the newly acquired knowledge, and/or maintain their new skills.Document program activities and testimonials to provide materials for PD Tools and Embassy social media entries for each program. Templates to be provided.Develop clear monitoring and evaluation to produce evidence-based results. This will provide a way to gauge public perception, sustainability, and scalability.Participants and Audiences:Kenyans ages 18-35 who are unemployed or under-employed looking to improve their employability across different fields including the dynamic tech space. Special consideration for persons with disabilities.

A. PROGRAM DESCRIPTIONThe Public Diplomacy Section of the U.S. Embassy Kenya of the U.S. Department of State announces an open competition for organizations to submit applications to carry out a project focused on promoting U.S. higher education opportunities for high-achieving, financially disadvantaged Kenyan students. Please carefully follow all instructions below. Priority Region: Project activities must take place in Kenya and the United States and be directed at Kenyan high school students. Program Objectives: The grantee will work in coordination with the U.S. Embassy’s Education Outreach Coordinator and the EducationUSA Advisor grantee in Nairobi in support of the EducationUSA Opportunity Funds program. This program assists highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs of required standardized admission tests, application fees, international and domestic airfare, visa fees, SEVIS fees, and settling-in allowance. The U.S. Embassy in Nairobi will select the EducationUSA adviser who will and the EducationUSA adviser will advise the Opportunity Funds students. This program supports the U.S. Embassy objectives to achieve inclusive, market-driven, environmentally sustainable economic growth, strengthen health and human capacity, and advance new activities that promote trade, economic cooperation, and legitimate travel.Individuals and institutions interested in bidding on this cooperative agreement are asked to submit a proposal to administer the Opportunity Funds program, EducationUSA student assistant stipend disbursement, and coordination of the Phase I College Application Boot Camp, Phase II Graduation and Pre-Departure Orientation to take place in July 2022. The successful grantee will demonstrate an ability to effectively handle funds, coordinate logistics, and finalize payments in a timely manner. The grantee must have an international credit card to which SAT registration fees can be charged. Key Program Components:Opportunity Funds Program Phase IIn the first phase, the Opportunity Funds scholarship will pay for approximately 40 students to take the SAT, SAT subject tests, and/or the ACT. The grantee will arrange payment and registration for these tests. The estimated scholarship amount for phase one is $110 per student. The institution will manage the logistics of test registration for each student and will oversee that students take the test on various test dates at various testing centers in Kenya. It is expected that students will take the tests between August and October 2022Opportunity Funds Program Phase II In the second phase, the Opportunity Funds scholarship will pay for at least 12 students to travel to the United States to matriculate at a U.S. institution of higher education. The scholarship will pay for visa and SEVIS fees, required immunizations, international airfare, domestic airfare (if required), and a settling-in allowance (if required). The estimated scholarship amount for phase two is approximately $2,200 per student. The institution will communicate with the students and EducationUSA adviser, coordinate visa appointments, make travel arrangements for domestic and international travel, and coordinate payment to the students of settling-in and other related allowances. Phase II students will receive admission decisions between December 2021 and April 2022 and will need to be ready to start classes in the United States with start dates from July to September 2022.Student StipendThe grantee will manage monthly stipend payments to students who will assist the EducationUSA adviser in the implementation of the programmatic aspects of EducationUSA. The EducationUSA adviser will select two qualified students who have previously participated in the EducationUSA scholars’ program to help administer the required training for new scholars. The grantee will disburse a monthly stipend of $200 per month per student to offset travel expenses.Boot Camp and Pre-Departure OrientationThe grantee will manage the logistics of a College Application Boot Camp to take place in July 2022 for at least 60 students. This will be five consecutive days of activities for students preparing their college applications to study in the United States. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the boot camp must be held virtually instead of in-person.The grantee will also manage the logistics of a Pre-Departure Orientation to take place in July 2022 in Nairobi, for three consecutive days for at least 12 students, although likely more. The institution will coordinate in-country travel for all students and provide a venue, meals, refreshments, lodging, material reproduction services, and supplies and stationery. Proposals should also include plans in case the orientation must be held virtually instead of in-person.Participants and Audiences: The participants are Kenyan EducationUSA scholars, selected by the EducationUSA adviser grantee and the US Embassy Education Outreach Coordinator. EducationUSA scholars are highly qualified students who are likely to be awarded full financial aid from U.S. colleges and universities but lack the financial resources to cover the up-front costs.