Grants for Exclusive - see details - Education

Name of Funding Organization: State Child Care Infrastructure Grant Program Contact Information: No contact information provided in the input. Award Details: Maine residents interested in starting a home-based or family child care business can apply for up to 75% of their start-up costs, with a maximum award of $8,500. Those adding a room exclusively for their child care business can receive up to $25,000. Eligibility: Maine residents interested in starting a home-based or family child care business are eligible to apply. Priority will be given to applications from Aroostook, Franklin, Penobscot, Piscataquis, Somerset, and Washington Counties. Bonus points will be awarded to applicants providing care for infants, toddlers, families income-eligible for subsidy, and participating in the USDA Child and Adult Care Food Program. Application Process: The application process consists of two steps. Step 1 requires completing the requirements to earn a family child care license. Applications for Step 1 are accepted on a rolling basis through June 30, 2024, or until all funds are awarded. Step 2 is an invitation-only application based on eligibility determined from Step 1. It includes a description of project plans and a list of start-up expenses. Applications for Step 2 will be accepted through August 30, 2024, or until all funds are awarded. Application processing time is expected to take up to five weeks from the time of submission. Other Relevant Information: The grant awards can be used for various purposes, including renovating a home, purchasing educational materials, acquiring indoor furniture and fixtures, creating an outdoor learning environment, buying playground equipment, procuring health and safety supplies, and having working capital for the first month. The grant program does not cover adding a room to an existing home-based child care space, as it is considered a renovation. Family Child Care providers interested in expanding their licensed capacity in a new location with a Facility license can apply for the Child Care Facility Expansion Grants, but there are special licensing and fire marshal requirements to consider.

MUREP INCLUDES coalitions endeavor to apply numerous approaches to expand the awareness and involvement of URMs in engineering with a focus on cultural competence. MUREP INCLUDES implements activities explicitly to heighten students' engineering skills; develops a pool of engineers in fields relevant to NASA; supports the design and deployment of new engineering courses and/or degree programs; infuses NASA content into engineering curriculum; provides authentic and diverse research experiences for students; enables educators to present engineering concepts and activities to students effectively; empower students into transitioning into engineering degrees through bridging programs, and capstone projects; and disseminates MSI-led coalitions successes through conference papers/journal/publication. Finally, the various coalition projects seek to provide improved access for URMs in engineering fields, establish inclusive environments, deliver culturally diverse activities, and offer novel approaches to retain URMs in engineering degree pathways.

New Jersey's Electric School Bus Grant Program aims to transition the state's school bus fleets to electric power, reducing the reliance on fossil fuel-powered buses that constitute over 99% of the 21,700 registered school buses. This initiative seeks to improve the health of students and residents in communities by funding electric school bus implementation. Eligible applicants include school districts that own buses and school bus contractors working with schools, focusing on promoting equity across different regions and prioritizing applications from Overburdened Communities. The program provides $15 million annually for three years, with application details and more information available through provided webinars and the program’s dedicated webpage.

The "USAID Promoting Access to Improved Learning Pre-Primary Education in the Democratic Republic of Congo" grant aims to gather information to help develop a project that improves access to early childhood education, particularly for marginalized populations in conflict-affected regions of the DRC.

The U.S. Embassy Kyiv announces an open competition for non-government, non-profit organizations to submit applications to carry out a Public Diplomacy Small Grants (PDSG) Program EDUCATION. This Program is subject to availability of funding from the U.S. Government. Program Objectives: The U.S. Embassy Kyiv announces the 2024 Public Diplomacy Small Grants Program - EDUCATION to support projects aimed at strengthening Ukraines educational system as a contributor to Ukraines post-war restoration and development. The U.S. Embassy plans to award small grants to Ukrainian non-governmental, not-for-profit organizations (NGOs) to administer the projects in collaboration with counterparts in education (colleges, universities, local and central governments). Collaboration or partnerships between the United States and Ukrainian organizations is encouraged and may include but is not limited to implementation of U.S. concepts and using U.S. experts. Preference will be given to proposals that provide clear and sustainable results and strengthen US-Ukraine people to people ties or have clear potential for lasting engagement between US and Ukrainian institutions. All proposal must include a monitoring and evaluation plan with clearly defined indicators to measure the realization of project goals. Specific thematic priorities for the projects may include one or more of the following: 1. Collaboration between educational institutions, employers and government entities to produce qualified workforce in sufficient numbers for the fields identified as priorities in economic recovery and development plan. This priority addresses the need to connect the current educational system to the specific demands of Ukraines labor market, drawing, where practical, from US examples and leveraging U.S. experience and institutions to support Ukraines modernization of education. The projects should help youth stay and succeed in Ukraine, and equip representatives of business with modern business tools, concepts, and principles to build enduring professional relationships between Americans and Ukrainians, develop businesses in Ukraine and attract foreign investment. The projects may include, but are not limited to collaborative research, design of regional development plans with regard to the regional job market needs and educational offers, design of dual education programs, development of new study programs/ study plans, adjusted to employers present and future needs. 2. Development of training opportunities and programs for individuals with disabilities, veterans and IDPs to increase their employability and support regional economic recovery and growth. This priority anticipates leveraging U.S. experience and institutions to support Ukraines modernization and expansion of its education system to integrate a growing population of veterans considering disabilities and PTSD challenges, students with special learning needs, displaced and vulnerable populations. Proposals should support Ukraines efforts to rebuild the current and post-war economy including re-integration of mentioned target groups into the labor market. The projects may include but are not limited to the piloting of centers for veterans services and centers for disabilities services at Ukrainian colleges and universities focusing on entrepreneurship, career advising, vocational re-training, small business development, and soft skills development. 3. Support of optimization as part of educational reform in response to war and post-war reconstruction challenges. The projects should consider the optimization of Ukrainian educational system which has been started by the Ministry of Education and Science of Ukraine as a response to the war-generated challenges. Where possible, Ukraines Euro-Atlantic aspirations, particularly, in education, should be considered with regard to areas where U.S. expertise provides unique experiences for educational advancement and modernization. The projects may include, but are not limited to, development of strategies; enhancement of teaching in priority fields identified by the Government of Ukraine; ensuring access to high quality education for students in war-affected areas or studying on-line from abroad. 4. Development of civic education programs for Ukrainian students and adults to facilitate social cohesion and reintegration of citizens from occupied territories, IDPs, with a possible connection to Ukrainians sheltered abroad. The projects may include but are not limited to educational projects in Ukrainian history, culture, and citizenship for target audiences. Participants and Audiences: All project activities supported by the U.S. Embassy grant should take place in Ukraine. The key participants are Ukrainian stakeholders in education who have power to shape educational sector so that it pragmatically addresses the challenges of the post-war recovery period. The target audience (beneficiaries) for the projects include social groups that suffered in the war the most (veterans, individuals with disabilities, IDPs), and decision-makers in crisis circumstances. B. FEDERAL AWARD INFORMATION Length of performance period: six to twelve months Award amounts: awards may range from a minimum of 25000 to a maximum of 50 000 USD Total available funding: pending funds availability Type of Funding: FY24 Smith-Mundt Public Diplomacy Funds Anticipated program start date: between July 1 and September 30, 2024 This notice is subject to availability of funding. Funding Instrument Type: Grant C. ELIGILIBITY INFORMATION 1. Eligible Applicants The following organizations only are eligible to apply: Ukrainian not-for-profit organizations, including think tanks and civil society/non-governmental organizations (NGOs); their collaboration with the U.S. counterparts is welcome. 2. Cost Sharing or Matching Cost sharing or matching is encouraged but not required. 3. Other Eligibility Requirements In order to be eligible to receive an award, all organizations must have a Unique Entity Identifier (UEI) number issued via www.SAM.gov as well as a valid registration on www.SAM.gov. Please see Section D.3 for more information. Individuals are not required to have a UEI or be registered in SAM.gov. Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding. D. APPLICATION AND SUBMISSION INFORMATION - see attached full NOFO for all details.

This grant opportunity is called the Child Care Infrastructure Grant Program Facility Start-Up. It is open to anyone interested in starting a child care facility or existing child care license holders adding an additional location. The grant covers up to 50% of start-up costs, with a maximum award of $80,000. Eligible applicants include sole proprietors, partnerships, cooperatives, nonprofit organizations, and employers. The grant can be used for various purposes, such as purchasing or renting a building, renovating the facility, constructing a new building, buying educational materials and furniture, creating an outdoor learning environment, acquiring playground equipment, and procuring health and safety supplies. Priority will be given to applications from specific counties and those committing to providing care for infants, toddlers, income-eligible families, and participating in the USDA Child and Adult Care Food Program. The application process consists of two steps, with the first application accepted on a rolling basis until June 30, 2024, and the second application being invitation-only. The processing time for applications is expected to be up to five weeks. For more information and to access the application, visit the following link: [https://www.cognitoforms.com/CEIMaine/ChildCareInfrastructureGrantProgramFacilityStartUpApplication1](https://www.cognitoforms.com/CEIMaine/ChildCareInfrastructureGrantProgramFacilityStartUpApplication1)

About This Grant The Paul J. Rickards, Jr. Teaching Innovation Grant program is designed to support instructors with developing and implementing novel teaching strategies. Experimentation, collaboration and the exploration of new approaches to teaching are encouraged. The deadline for submitting a 2024-2025 proposal is May 1, 2024. Program At-a-Glance Focus: This grant program promotes teaching innovation with initial funding up to $5,000 and project support. Eligibility: Any “instructor of record” at the University of Delaware can apply. We welcome proposals from instructors of record across all disciplines and areas of expertise and encourage interdisciplinary collaboration. Support: Along with funding, successful applicants will receive technical support and project management assistance from UDIT Academic Technology Services. Requirements: Grant recipients are required to share what they learn from their project through a presentation, project report, or other method of their choosing. The project team may also be asked to participate in a video interview about the project. Grant renewed every year.

Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: In awarding research grants, the Institute of Education Sciences (IES) intends to provide national leadership in expanding knowledge and understanding of (1) education outcomes for all learners from early childhood education through postsecondary and adult education, and (2) employment and wage outcomes when relevant (such as for those engaged in career and technical, postsecondary, or adult education). The IES research grant programs are designed to provide interested individuals and the general public with reliable and valid information about education practices that support learning and improve academic achievement and access to education opportunities for all learners. These interested individuals include parents, educators, learners, researchers, and policymakers. In carrying out its grant programs, IES provides support for programs of research in areas of demonstrated national need. Competitions in This Notice: The IES National Center for Education Research (NCER) is announcing two competitions--one competition in each of the following areas: using longitudinal data to support State education policymaking and transformative research in the education sciences. Using Longitudinal Data to Support State Education Policymaking (ALN 84.305S). Under this competition, NCER will only consider applications that address State agencies use of their States education longitudinal data systems to identify and reduce opportunity and achievement gaps for learners from prekindergarten through adult education. Transformative Research in the Education Sciences (ALN 84.305T). Through this program, IES seeks to support innovative research that has the potential to make dramatic advances towards solving seemingly intractable problems and challenges in the education field and/or to accelerate the pace of conducting education research to facilitate major breakthroughs. For the FY 2025 competition, the Transformative Research in the Education Sciences grant program will focus on accelerating learning and reducing persistent education inequities by leveraging evidence-based principles from the learning sciences, coupled with advanced technology to create high-reward, scalable technology solutions. Multiple Submissions: You may submit applications to more than one of the FY 2025 research grant programs offered through the Department, including those offered through IES as well as those offered through other offices and programs within the Department. You may submit multiple applications to each IES grant program announced here as long as they address different key issues, programs, or policies. However, you may submit a given application only once for the IES FY 2025 grant competitions, meaning you may not submit the same application or similar applications to multiple grant programs within IES, to multiple topics within a grant competition, or multiple times within the same topic. If you submit multiple similar applications, IES will determine whether and which applications will be accepted for review and/or will be eligible for funding. In addition, if you submit the same or similar application to IES and to another funding entity within or external to the Department and receive funding for the non-IES application prior to IES scientific peer review of applications, you must withdraw the same or similar application submitted to IES, or IES may otherwise determine you are ineligible to receive an award. If reviews are happening concurrently, IES staff will consult with the other potential funder to determine the degree of overlap and which entity will provide funding if both applications are being considered for funding. Exemption from Proposed Rulemaking: Under section 191 of the Education Sciences Reform Act, 20 U.S.C. 9581, IES is not subject to section 437(d) of the General Education Provisions Act, 20 U.S.C. 1232(d), and is therefore not required to offer interested parties the opportunity to comment on matters relating to grants. Program Authority: 20 U.S.C. 9501 et seq. Assistance Listing Number (ALN) 84.305T.

This grant provides funding to nonprofit arts and cultural organizations in Berkshire County, Massachusetts, to develop innovative projects that enhance community engagement in the arts, particularly for underserved populations.

The "Stem" grant is aimed at gathering information and suggestions from potential partners to help USAID and the Egyptian Government expand and improve STEM (Science, Technology, Engineering, and Math) education in mainstream public schools in Egypt, with a focus on interdisciplinary learning, project-based instruction, and soft skills development.

This funding opportunity supports collaborative research projects among faculty at Indiana University School of Medicine to develop innovative ideas and generate data for larger grant applications.

This grant supports local LGBTQIA+ groups in selected counties of New Mexico. It aims to fund ongoing programs that offer social support across all ages within the queer community. The grant encourages initiatives in the arts, humanities, and social sciences, focusing on human rights, public health, sex education, and various cultural expressions. Projects that address significant needs within the queer community are prioritized.

Are you aged 15 to 24 years old? Want to make a difference in the La Crosse community? Are you ready to act on climate change and help the environment? If yes, then apply for the Youth Climate Action Fund (YCAF) Micro-Grant Program. Donor Name: City of La Crosse State: County: All Counties Type of Grant: Grant Deadline: (mm/dd/yyyy) 07/24/2024 Size of the Grant: $1000 to $10,000 Grant Duration: Grant Duration Not Mentioned Details: The goal of the YCAF is to activate youth-led initiatives and address urgent climate challenges in La Crosse. All projects must fit within the strategies of the City’s Climate Action Plan. These ideas may include Youth-led awareness, education, research, and development initiatives, including youth-led climate education programs, youth climate hackathons; youth-developed climate surveys and research youth-informed clubs or curriculum; and youth-designed public art and awareness campaigns. Youth-driven climate mitigation and adaptation projects, including youth-led community gardening, tree planting, reforestation, and urban farming campaigns; youth-managed recycling and waste reduction programs; and youth-produced climate resilience workshops and disaster preparedness programs. Co-governed youth climate action plans, including partnerships between city leaders and youth groups to inform climate-related policy ideas, decisions, actions, or the formation of youth climate ambassadors or advisory boards. This program can fund any youth-led (15-24 years of age) project that is focused on sustainability and climate change that directly benefits La Crosse. Example projects can include school community gardens, waste collection programs, road/waterway cleanups, renewable energy projects, tree plantings, energy efficiency projects, sustainable transportation projects, murals, etc. Additionally, projects could also include hosting events or organizing online or in-person activities Funding Information Grants ranging from $1,000 – $5,000. Eligibility Criteria Open to applicants between the ages of 15-24 years old who reside in, or whose initiatives directly benefit, the city of La Crosse. If youth-led groups are not incorporated entities, they may partner with one that serves as the micro-grant recipient and fund administrator.  Entities must have a formal incorporation or status of some kind (not necessarily an NGO or charity), a bank account in its name, and an ability to manage the funds. For more information, visit City of La Crosse.

This funding opportunity is designed to support Kyrgyz nonprofit organizations and educational institutions in fostering entrepreneurship and strengthening commercial ties with U.S. businesses to promote economic development in the Kyrgyz Republic.

The Inspiration Grants opportunity provides Library Services and Technology Act (LSTA) funding for California libraries that are inspired to implement projects outside of the State Library’s other funding opportunities. Inspiration Grants provide funding for projects that may not fit within the bounds of the other grants offered by the State Library and/or for ideas that are generated outside of other funding opportunity application timeframes.

The Illinois Department of Commerce and Economic Opportunity is offering a grant of over $1 million, with a total funding of $10,000,000, to educational and non-profit organizations in Urbana, Illinois, to promote bioprocessing through infrastructure and capital equipment expansion, increased training opportunities, and short course offerings, with the project having been partially funded by the U.S. Economic Development Administration’s Tech Hubs program.

Purpose of Public Diplomacy Grants: The PDS invites proposals for programs that strengthen ties between the United States and the Kyrgyz Republic and support a priority program area (see below) in order to highlight shared values and promote bilateral cooperation. All proposed programs must include an American element, either through a connection with American expert/s, organization/s, or institution/s, usage of American educational/informational resources, or any other activities that promote or contribute to increased mutual understanding between the people of the United States and people of the Kyrgyz Republic. Competitive proposals will promote continued/sustainable cooperation between the people of the United States and the Kyrgyz Republic even after the project concludes.Special consideration will be given to proposals which include partnership with Kyrgyz governmental bodies, and to organizations that have a demonstrated track record of implementing these types of partnerships.PDS invites proposals for programs that support one of the following U.S. Embassy priority program areas:Sustainable Economic GrowthAccountable Governance and StabilityEnglish Language ProgrammingClimate Change Resilience and Environmental ProtectionCombating Transnational Threats.

The Mansfield City Schools Fine Arts Fund provides grant support to enhance the quality of arts and visual cultural-integrated education in Mansfield City Schools. Donor Name: Richland County Foundation State: Ohio City: Mansfield Type of Grant: Grant Deadline: 05/01/2024 Size of the Grant: $1000 to $10,000 Grant Duration: Grant Duration Not Mentioned Details: Grant requests may include field experiences for structured programs at local art/culture resources (Mansfield Art Center, Renaissance Theater, etc.) Additionally, awards may be granted for regional, state, or national art integration programs in the classroom. Funding Information Annually, the grant budget ranges from $1,500 – $3,000. Criteria Only teachers working for Mansfield City Schools are eligible to apply for the Fine Arts Fund grant. Educators applying for this grant should have already talked with the art resource and have determined information for their request (ie-budget, date/time of program, transportation needs, etc.) Applicants should be prepared to outline measurable goals/outcomes for their request and the educational value of the requested materials. The applicant will be responsible for identifying the contact who approves funding requests (ie- principal, treasurer, curriculum director). Not Eligible for Funding: Storage containers and rugs Substitute teacher costs Seating and furniture Physical technology items (cameras, printers, tablets, etc.) For more information, visit Richland County Foundation.

The Public Diplomacy Section (PDS) of the U.S. Embassy in Tbilisi is pleased to announce an open competition for the Georgian TVET Institutions to submit applications to the Technical and Vocational Education and Training (TVET) Support Program 2024. Interested applicants should submit proposals to [email protected] by July 1, 2024, 18:00. A. PROGRAM DESCRIPTION Background: Georgias Technical and Vocational Education and Training (TVET) reforms are aimed at supporting socio-economic development, poverty reduction, and developing human capital to meet the needs of the labor market. Thus far, reform has primarily focused on identifying labor force needs and reducing the mismatch between supply and demand, to reduce overall unemployment and increase the employment rates of TVET graduates. Self-employment (mainly underemployment in subsistence agriculture) and high urban unemployment remain major economic challenges. The gender imbalance in vocational education is a significant challenge to the development of an inclusive TVET system and a barrier to womens labor force participation. Community or family beliefs undermine the potential role of women in contributing to sustainable and productive livelihoods. Gender stereotypes about the kinds of work women and men should do limit students from pursuing satisfying careers in non-traditional areas. Negative gender norms and beliefs hold back girls and women from applying for traditionally male-dominated trades in lieu of female-dominated trades, which may not necessarily lead to profitable work. We face the same problem with female-dominated fields where negative gender norms are affecting boys and mens decisions to follow some specific career paths. In general, gender-specific differences are most pronounced in the education, health, and welfare disciplines, which are clearly dominated by women. In contrast, men dominate in engineering, manufacturing, construction, and services (Geostat, 2018). Culturally, a negative stigma affiliated with TVET harkening back to the Soviet Union, has become a significant barrier for the much-needed program. TVET is not considered a desired or first-rate career path. There is a prevailing belief that TVET qualifies graduates for low status, manual, and poorly paid jobs. Employers do not trust vocational qualifications. Vocational counselling and career planning services are an essential element in the countrys education and training system. Although some reforms have been started towards this direction, still counselling and guidance remain at a basic level, mainly due to insufficient staffing. As a result, students in primary and secondary education, young people and parents making important life decisions do not always have enough information on the available educational and occupational choices and they often have to make uninformed decisions. Weak career guidance is followed by weak support for job search and job intermediation, especially for young people as they enter the labor market for the first time. The analysis shows that young people (and especially young women) face obstacles transitioning to the labor market. This includes inflation of qualifications, lack of trust of vocational qualifications, preference for higher levels of education, work experience requirements, and the mismatch of skills between supply and demand. In spite of the high level of unemployment, employers find it difficult to locate the personnel they require. Program Objectives: The objectives of the Technical and Vocational Education and Training (TVET) Support Program 2024 are the following: Developing systematic vocational counselling and career guidance from school to higher education level for all learners, jobseekers, and alumni, for better informed career decisions and higher access to labor market. Mainstreaming gender in TVET integrating a gender perspective and priority in all policy planning, implementation, and evaluation activities at all levels. Increasing the participation of female students in formerly male-dominated TVET programs and promoting formerly nontraditional TVET programs to both, female and male students to overcome discriminatory cultural norms and community practices so that women and men benefit equally from the same opportunities. Strengthening the capacity of TVET providers to overcome gender disparity in student recruitment and retention. The Public Diplomacy Section (PDS) of the U.S. Embassy in Tbilisi will accept projects proposed and managed by Georgian TVET institutions that support the above listed objectives. Note: Proposals from regional TVET institutions that include public-private partnerships are encouraged.

The MPRINT Hub, serving as a national resource, aims to conduct and support therapeutics-focused research in obstetrics, lactation, and pediatrics, enhancing the inclusion of individuals with disabilities. It coordinates and supports operations of the MPRINT Hub, aggregating knowledge and identifying deficits in maternal and pediatric therapeutics to inform drug development and regulatory science. Funding is available for one year, covering clinical and postdoctoral fellow awards up to $25,000 and faculty awards up to $150,000, with a total award amount around $500,000. LOI: April 30th 2024