Federal Education Grants

This funding opportunity supports innovative research projects aimed at developing new drugs and therapies for mental health, substance use, and age-related neurological disorders.

This opportunity aims to connect U.S. experts with Brazilian audiences and institutions by conducting lectures, workshops, and media engagements to improve understanding of U.S. priorities and strengthen bilateral relationships. Applicants are required to incorporate Diversity, Equity, Inclusion, and Accessibility (DEIA) principles into their proposals. Programs can be held either in-person or virtually, and applicants should address both options in their proposals. In-person programs typically last between four days and one week, while virtual programs are scheduled for specific dates and times, potentially forming part of a series. Speakers will cover topics outlined by the Brasilia Public Affairs Section that align with their strategic objectives and will engage with diverse professional audiences across various Brazilian institutions. Recipients should be prepared to identify and recruit experts in seven key strategic areas: Renewable energy, climate change, and environmental conservation Diversity, inclusion, and social justice Entrepreneurship and economic growth STEM fields Foreign policy and international affairs Journalism, misinformation/disinformation, and digital literacy Public Security If deemed appropriate by the Brasilia Public Affairs Section, experts in additional Mission priority areas such as education, culture, and the arts may be selected to participate in this project. Should an expert be identified by the U.S. Mission Brazil, the recipient will not be responsible for recruitment services but will offer logistical and administrative support necessary for the expert's travel to Brazil or their virtual involvement in an event. Below outlines the roles and responsibilities of the Recipient and the U.S. Government (USG) through the Brasilia Public Affairs Section for the Notice of Funding Opportunity (NOFO). Effective collaboration between both parties is essential for the successful selection, travel coordination, and program participation of U.S. experts invited to Brazil. 1) Recipient’s Role: Conduct research: The recipient will conduct research based on specific topics provided by Brasilia Public Affairs Section and suggest suitable U.S. experts for potential travel to Brazil. apinclude sourcing experts, evaluating their credentials, and submitting resumes for USG vetting and Mission approval. Coordinate speaker interest and availability: Reach out to identified speakers and coordinate their interest and availability for travel to Brazil, including for virtual programs. Logistics such as providing virtual platforms, interpretation services, surveys, and event recordings will be handled by the recipient. Manage travel logistics: Manage all logistical arrangements for speakers' travel according to instructions from Brasilia Public Affairs Section, including ticketing, visas, accommodations, per diem, and other travel essentials. Flexibility for last-minute itinerary changes may be required. Collect post-program reports: Collect post-program reports from speakers and submit them to Brasilia Public Affairs Section without edits. Organize additional activities: Organize additional activities as directed, such as web chats, speaker engagements, press events, and other related activities. Administrative support: Offer administrative support to speakers per requests from Brasilia Public Affairs Section. Budget for program support: Budget for interpretation, closed captioning, event landing page design, and online streaming platforms for both in-person and virtual programs. 2) U.S. Government Role (through Public Affairs Section, Brasilia): Program goals and speaker profiles: Brasilia Public Affairs Section outlines program goals and desired speaker profiles, approves speaker selections and may identify specific experts for consideration. Vetting speaker selections: The USG reserves the right to vet all potential speakers, including those identified by the Recipient. This vetting process will ensure speakers meet program objectives and USG qualifications. Travel and program details: Determines travel details, program schedule, and provides necessary support for experts traveling to Brazil. Speaker-audience matching: Explains program objectives, confirms event types and locations, and matches speakers with appropriate audiences and institutions. Final decisions: Makes the final decisions to ensure alignment between audiences and speaker qualifications. Section III. Award Information: Length of performance period: 12 to 24 months Number of awards anticipated: 01 awards (dependent on amounts) Award amounts: awards may range from a minimum of US$80,000.00 to a maximum of US$100,000.00. Total available funding: US$100,000.00 Type of Funding: FY23 Smith Mundt Public Diplomacy Funds Anticipated program start date: 10/01/2024 This notice is subject to availability of funding. The U.S. Embassy Brasilia Public Affairs Section reserves the right to award less or more than the advertised amount based on the best interests of the U.S. government. Funding Instrument Type: Cooperative Agreement Budget Scenarios: To assist proposers in developing their budgets, we recommend considering two different scenarios for U.S. Speakers and Specialist Programs. Scenario 1:10 In-Person Speakers/ 20 Virtual Speakers Scenario 2: 12 In-Person Speakers/ 20 Virtual Speakers Budget Assumptions: Program Duration: 7 days (2 international travel days and 5 program days) Locations: Two different locations in Brazil Per Diem Rate: $400 per day (lodging, meals, incidentals) Honorarium: USD $200-$300 per working day Cultural Materials: USD $250 per trip for books, materials, and distribution to target audiences (including interpretation).

The Embassy of the United States of America in Port of Spain seeks to fund creative and sustainable projects which contain a U.S. component and will aid in societal and institutional growth. The Embassy invites organizations meeting the outlined eligibility criteria to submit grant proposals. This is an open competition for non-profit and/or NGOs and social enterprises with offices headquartered in Trinidad and Tobago. Public Affairs Section Port of Spain invites proposals that further contribution to the three pillars of bilateral collaboration between the United States and Trinidad and Tobago (TT): Security, Accountable Governance, and Inclusive Growth. Multiple awards will be granted, with a maximum amount per award of US$50,000. Specifications: The proposal may not exceed 5 double-spaced pages in 12-point, Times New Roman font with 1-inch margins. Proposals must include project summary, duration, objectives, organizational capacity, key personnel, previous grants received and a budget. Please refer to the notice of funding see Link to Additional Information and ensure you follow all the guidelines stipulated there before submitting your application. In order to be eligible to receive an award, all organizations must have an NCAGE (CAGE U.S. organizations), Unique Entity Identifier (UEI) and a valid registration on SAM.gov. All proposals will be subject to the standard Terms and Conditions of Department of State grants. Please see https://www.state.gov/wp-content/uploads/2021/02/U.S.-Department-of-State-Standard-Terms-and-Conditions-10-21-20.pdf for more information. Generally, grants may not be used for salaries, the purchase of equipment over $500 or for refreshment expenses. Applicants must submit applications electronically using [email protected] by July 15, 2024. Disclaimer: Only applicants whose proposals have been selected for award will be contacted. If a proposal is selected for funding, the Department of State has no obligation to provide any additional future funding in connection with the award. Renewal of an award to increase funding or extend the period of performance is at the total discretion of the Department of State.

This funding opportunity provides financial support to state fire training agencies to enhance training programs for fire service personnel through the delivery of National Fire Academy courses.

A. PROGRAM DESCRIPTION Executive Summary: The U.S. Embassy Public Diplomacy Section in Dushanbe, Tajikistan is soliciting proposals for a cooperative agreement to administer the English Access Scholarship program, that meets the specifications stated below. The implementer must be a legally recognized non-governmental organization, that meets U.S. and Tajikistan technical and legal requirements to develop and implement Public Diplomacy Programs as specified in Section C. Background: Launched in 2004, the English Access Scholarship Program (hereafter known as Access Program or Access) is a two-year global scholarship program supported by the U.S. Department of State and managed by the U.S. Embassy of Tajikistan that provides a foundation of English language skills to bright, underserved students, primarily aged 14 to 15. This two-year, 360-hour program exposes participants to U.S. culture, global citizenship, and democratic values through English language scholarships, professional development opportunities for teachers and administrators, and programming for alumni. Consisting of both in-class and off-site activities, the program curricula must integrate the four pillars of the Access Program: global citizenship themes, U.S. culture and values, 21st-century skills, and English language instruction. Project description: The goal of the Access Program is to equip talented students who possess a minimal knowledge of English with effective communication and critical thinking skills through meaningful interaction, cooperative learning strategies, and real-life contexts. Additionally, Access seeks to prepare students for conversational English language skills with native and non-native speakers of English through a variety of experiential learning activities. Selected participants must be bright, economically disadvantaged students with a beginning level of English. Participants should commit to enroll in classes during the full two-year program. Students are expected to graduate with certificates of completion from the U.S. Embassy in Tajikistan at the end of their two-year program. The Program is divided into two distinct phases: (1) 360 hours of after school classroom instruction, consisting of a minimum 6 hours per week and maximum 2 hours per day as well as (2) off-site activities that are cohesive and clearly linked to the curriculum described below. The program curriculum must focus on the Media Literacy and Civic Engagement themes. These themes remain relevant in both urban and rural areas of Tajikistan and the youth will learn to analyze, evaluate, and expand their access to alternative sources of information through the in-class and off-site activities on Media Literacy. It also aims to engage youth in more active civic lifestyles based on critical thinking skills, sharing and production skills, informed decision-making, and active participation. Media literacy improves citizens' understanding of fundamental rights such as communication, as well as the balance between these rights and ethical obligations at the personal and collaborative levels. By tying these values to the concept of global citizenship, media literacy education encourages youth to respect and support the rights of others. Program Design When designing an Access program, providers should take into consideration the time needed to recruit and train teachers and to select students for the program prior to beginning instruction. In addition, the purchase of textbooks and supplies will be an important part of program planning. The U.S. Embassy recommends using four levels (Starter, Elementary, Pre-Intermediate and Intermediate) of American Headway Textbooks. Access Teacher Community of Practice (CoP) It is highly recommended that providers plan for and budget to pay teachers to attend at least two hours per month of teacher professional development through the free Access Teacher Community of Practice (CoP). The Access Teacher CoP is an online resource for teachers to receive professional development focused on model lesson plans as well as webinars with guest speakers on American culture. Professional Development Before Access instruction begins, providers should provide and budget for training for teachers on all four pillars of the Access Program. For example, training on global citizenship themes and U.S. culture and values can be facilitated through webinars on the Access Teacher CoP, while training on TESOL methodology and 21st-century skills may be incorporated through Online Professional English Network (OPEN) courses or in-person trainings organized by the U.S. Embassy's Regional English Language Office. It is recommended that teachers engage in professional development on the CoP throughout the two-year program. By the end of this program, Access students will learn skills that help them gain them access to better jobs, educational opportunities, and the ability to participate in and compete for future exchanges and study in the United States, such as through FLEX, TechGirls, UGRAD, Fulbright, etc. The Successful Provider will be Responsible for the Following Tasks: Collaborate with the U.S. Embassy to integrate program goals in curriculum and program design. Partner with the U.S. Embassy to select high-quality teachers and appropriate students for the program. Support professional development needs for Access teachers. Deliver instruction and programmatic activities. Regularly monitor and evaluate program implementation to ensure high-quality programming. Inform U.S. Embassy about significant program developments, challenges, and highlights. Send invitations to the relevant U.S. Embassy staff alerting them to special events, as well as opportunities to visit and speak. Submit success stories of Access Program students to relevant U.S. Embassy staff, in a timely manner, for use on social media. Maintain program and financial documentation to comply with auditing and U.S. Government regulation. Project Audience(s): Youth (9th grade students, typically ages 14-15) with beginner-level English speaking skills from low-income communities most affected by labor migration and vulnerable to extremist ideas (rural areas of Khatlon such as the villages surrounding the cities of Kulob, Danghara, Qubodiyon, and Shahrituz as well as districts of the Dushanbe Republican Subordination including Tursunzoda, Rudaki, Obigarm and others which are predominantly in Tajikistans remote areas). By targeting 9th grade students (typically ages 14-15) from undeserved/migrant families, with some interest in volunteerism/community/ sustainability and environment/technology/womens empowerment. The program will help these Tajik youth consider and build the skills needed for future careers which are needed to develop Tajikistans domestic economy. Project Goal: To support socio-economic empowerment of Tajik youth by improving English language proficiency of 9th grade students from underserved communities through participation in a two-year English language training program focused on media literacy and civic engagement. Project Objectives: Objective 1: Increase English language reading, writing, listening and speaking skills on themes of media literacy and civic engagement up to 50 program participants through in-class instruction and off-site civic engagement/volunteer activities. Objective 2: Strengthen students understanding of global citizenship, U.S. culture, values through experiential learning activities, leadership and civic engagement skills. For example: through volunteerism, community service activities, and engaging in issues that impact their local community. Objective 3: Improve the ability of students to critically analyze media content, identify disinformation and credible sources through media literacy training and simulated disinformation exercises. All proposals should: Proposals should include both Cost Proposal and Technical Proposal. [Attachments 1 and 2]; Address how the project will contribute to achievement of objectives listed above; Enumerate specific outputs and outcomes to be achieved by the end of the project, using the Monitoring Evaluation Performance Monitoring Plan (PMP) [Attachment 3]; Describe pedagogical approach that will be used to teach Access students; Describe in detail the process for selecting and recruiting students; Describe how students of different English language levels will be organized in the program; Describe how students will be motivated and encouraged to attend all Access sessions; Describe how parents/community will be informed and involved in the Access program; Demonstrate competency to manage all financial and oversight aspects of the project, including participant costs; Cost Proposal should have a detailed breakdown of costs for the two-year project including purchasing of books/materials, students transportation and snacks, project administration, admin costs, etc. On average, costs associated with one student in the framework of the two-year project are approximately $1,000. Each project can include up to 50 students. Projects that involve higher numbers of students with lower costs are encouraged. English Access Scholarship Program Handbook [Attachment 5]; B. FEDERAL AWARD INFORMATION Length of performance period: 2-year program Number of awards anticipated: 1 award per grantee for two or more sites. Award amounts: awards may range from a minimum of $24, 000 to a maximum of $50, 000. Total available funding: approximately $1,000 per student Award Ceiling: $50,000 Award Floor: $24,000 Type of Funding: FY23/24 Assistance for Europe, Eurasia, and Central Asia under the Foreign Assistance Act) Anticipated start date: November 30, 2024 The Public Diplomacy Section of Embassy Dushanbe reserves the right to award less or more than the amount of funds described in the absence of worthy applications or under such other circumstances as they may deem to be in the best interest of the U.S. government, pending the availability of funds and approval of the designated Grants Officer. This notice is subject to availability of funding. Funding Instrument Type: Cooperative agreement. The Embassy will be substantially involved in carrying out the following aspects of this cooperative agreement: - Serves as the primary point of contact for providers throughout the program. - Approves proposals, program reports, and expenses. - Reviews and approves Access program announcements. - Helps the provider in the selection process of students, program coordinators and teachers. - Helps the provider in the recruitment of participants. - Assists during the development of the curriculum of English language, leadership and professional skills, and exposure to U.S. culture and democratic values and Intensive sessions. - Participates in the Opening and Closing ceremonies of the program. - Visits program sites. -Oversees program implementation and financial compliance. - Provides general support such as connecting with Fulbright English Teaching Assistants and English Language Fellows; access to American Spaces; facilitating connections with FLEX alumni, USANT regional representatives and representatives from the United World Colleges. - Promotes the success stories of the project results. The Embassy will be involved in the areas mentioned above or others as needs may come up. Program Performance Period: Proposed programs should be completed in 2-years or less. Please refer to the related documents' section for the mandatory award attachments and complete English Access Scholarship Program NOFO.

The U.S. Embassy welcomes a proposal for a pilot Access program for students with disabilities. The proposal should include a detailed plan identifying how students with disabilities will be included and supported in the classes, both in terms of considerations for learning and for accessibility. The English Access Microscholarship Program (Access) provides a foundation of English language skills to bright, economically disadvantaged students, primarily between the ages of 13 to 18. Access programs give participants English skills that may lead to better jobs and educational prospects. As part of their course work, Access students gain an appreciation for American culture and democratic values, increase their ability to participate in their countries socioeconomic development and better prepare themselves to compete for future U.S. exchange and study programs. Students are encouraged to develop respect for and interest in other cultures, customs, and beliefs. Implementers are encouraged to thoughtfully design activities include the following topics: global citizenship, STEM subjects, 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, and U.S. and global health. The implementer should state their plans to address the special needs of participants. The program also provides U.S.-based professional development and English-language workshops for selected teachers and students. Since the U.S. Department of State launched the program in 2004, approximately 200,000 students in more than 90 countries have participated in the Access Program.

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: 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) 84.305S.

FORECASTAir Force Research Laboratory Directed Energy DirectoratePacific Regional Partnership Intermediary Agreement (PIA)Dated: 17 March 2023Responses to this Forecast are due no later than 17 April 2023, 1200 Noon MDT.Pre-K-12 Outreach: Provide hands-on, immersive lab programs where students access industry-standard technologies and apply them in actual community service-learning projects. All activities are student centered, creating an environment where teachers become facilitators, navigating student learning in a multifaceted, team-based, real-world application - where students access high-end technologies developing the career skills and abilities needed to apply engineering design into community service-learning projects to grow the next generation of community leadership. Outreach also includes building STEM teaching capacity in DOE schools. Outreach includes training teachers from beginning to AP. Outreach provides hands-on workshops to engage Hawaii students K-12. Development and implementation of new iterations of existing STEM Efforts; Collaborate with regional partners to align efforts to enhance STEM outreach outcomes. An example of this would be working with an elementary, middle, and high school system to immerse the students in STEM experiences during their K-12 pathways and examining the impact on the student participants related to their self-efficacy in STEM. Parent involvement shall also be included in project development.Early Childhood Education (ages 3-6)Programs Workshops STEM Project Elementary Projects (K-5) STEM Projects Computer Science Education Week Middle Projects (6-8) STEM Project Geographical Information Systems (GIS) Day Introduce a Girl to Engineering Computer Science (CS) Education Week HS Projects (9-12) STEM Project Computer Science Education Week HiSTAR (X students)B. Workforce and Professional Development Programs Computer Science (CS) Professional Development Summer Academy Program Civil Air Patrol Aerospace Memberships for Educators C. Collaborative Initiatives Aloha Telescope Initiative DAF Outreach D. STEM Assets Resources E. Conferences, workshops, training, tours, camps etc. Hawaii State STEM Conference AMOS Energy Conference - Student Component AFRL Outreach Projects

Note: Each funding opportunity description is a synopsis of information in the Federal Register application notice. For specific information about eligibility, please see the official application notice. The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available on GPO Access at: http://www.access.gpo.gov/nara/index.html. Please review the official application notice for pre-application and application requirements, application submission information, performance measures, priorities and program contact information. For the addresses for obtaining and submitting an application, please refer to our Revised Common Instructions for Applicants to Department of Education Discretionary Grant Programs, published in the Federal Register on December 7, 2022. Purpose of Program: The Braille Training program offers financial assistance to projects that will (1) provide training in the use of braille for personnel providing vocational rehabilitation (VR) services or educational services to youth and adults who are blind; (2) develop braille training materials; (3) develop methods used to teach braille; and (4) develop activities used to promote the knowledge and use of braille and nonvisual access technology for youth and adults who are blind. Assistance Listing Number (ALN) 84.235E.

This funding opportunity supports innovative research aimed at improving the health and well-being of individuals with disabilities, particularly those from racial and ethnic minority groups and economically disadvantaged backgrounds, by addressing the complex factors that contribute to health disparities.

This grant provides funding for U.S. higher education institutions to support faculty members conducting research abroad in modern foreign languages and area studies, with a focus on enhancing expertise in specific world regions and less commonly taught languages.

Purpose of PAS Public Diplomacy Grants: The Public Affairs Sections of the U.S. Embassy and Consulates in Brazil invites proposals for programs that strengthen ties between the United States and Brazil through cultural, arts, educational, media, information, and exchange programming that highlights shared values and promotes bilateral cooperation. The bilateral nature of proposals is especially important during calendar year 2024, the 200th anniversary of the establishment of diplomatic relations between Brazil and the United States. All programs must include an American cultural element, or connection with American expert(s), organization(s), or institutions in a specific field that will promote increased understanding of U.S. policies, values, and perspectives as well as incorporate a cross-cutting approach to diversity, equity, inclusion, and accessibility (DEIA). Examples of PAS public diplomacy grants include, but are not limited to: Academic and professional lectures, seminars, and speaker programs that include U.S. speakers; Artistic and cultural workshops, joint performances, and exhibitions; Cultural heritage conservation and preservation programs; Programs that strengthen U.S. college and university relationships with local higher education institutions, businesses, and/or regional organizations; Media trainings PAS encourages applications from eligible civil society organizations, community representatives, think tanks, non-governmental organizations, academic institutions, government institutions, and international organizations. Please keep in mind that while an applicant may submit multiple proposals, each proposal must address only one of the initiative areas listed in the NOFO.

Established under the Consolidated Appropriations Act, 2023, The Nancy Pelosi Fellowship Program is a new program intended to enable undergraduate students to leverage professional experience gained through paid Fellowship opportunities at the Department of State and at think tanks, foundations, or other non-education institutions dedicated to global service and engagement to prepare to pursue a career in the Department of States Foreign or Civil Service.

This grant provides funding for research projects that explore family health and resilience, particularly focusing on populations experiencing health disparities in the U.S., to develop interventions that improve family well-being.

The purpose of the NIH Midcareer Investigator Award in Patient-Oriented Research (K24) is to provide support to mid-career health-professional doctorates for protected time to devote to patient-oriented research (POR) and to act as research mentors primarily for clinical residents, clinical fellows and/or junior clinical faculty. Level of Effort Candidates must be able to demonstrate the need for protected time, 3-6 person months (25-50% of full-time professional effort) for a period of intensive research focus as a means of augmenting their capabilities in POR and ability to act as a mentor to new clinical investigators in the conduct of POR during this period. Candidates for the K24 award may not concurrently apply for any other PHS career award or have another PHS career award pending review. Candidates who have VA appointments may not consider part of the VA effort toward satisfying the full time requirement at the applicant institution. Candidates with VA appointments should contact the staff person in the relevant Institute or Center prior to preparing an application to discuss their eligibility. After the receipt of the award, adjustments to the required level of effort may be made in certain circumstances. See NOT-OD-09-036 for more details. Renewals Depending on the policies of the sponsoring NIH Institute/Center, awardees may apply for a one-time renewal for an additional three to five years of support if the recipient continues to have independent peer-reviewed research support at the time of submission of the renewal application. Candidates should clearly demonstrate their continuing need for protected time to expand their research programs. Peer-Reviewed Research Support Depending on the policies of the sponsoring NIH Institute/Center, candidates are expected to continue to hold independent peer-reviewed research support for the period of this award. Candidates losing this support during the award period must document in their annual Progress Reports efforts to replace this support and demonstrate that they continue to meet all other requirements of the career award. Institutional Environment The applicant institution must have a strong, well-established record of research and career development activities and faculty qualified to serve as mentors in biomedical, behavioral, or clinical research.

This funding opportunity provides financial support to local and state educational agencies to develop innovative STEM programs focused on transportation, particularly aimed at encouraging underrepresented students, including females and minorities, to pursue careers in this field.

This grant provides funding to support diverse postdoctoral researchers in transitioning to independent faculty positions while conducting innovative research on pain and substance use disorders.

The U.S. Mission in Trkiye's Public Diplomacy (PD) Section, within the U.S. Department of State, is pleased to announce this NOFO for a cooperative agreement to administer FY2024 -2026 EducationUSA advising services throughout Istanbul, Izmir, and the greater Marmara and Aegean regions. Trkiye is the nineteenth largest source country of international students in the United States with approximately 9,000 students pursuing higher education at U.S. institutions. The goal of this cooperative agreement is to increase student mobility between the United States and Trkiye through the following activities: providing information to Turkish audiences about how to study in the United States; providing relevant information to universities in Trkiye interested in establishing relationships or partnerships with U.S. universities; and assisting the U.S. Mission in providing information about the U.S. higher education system to the Government of Trkiye.

The United States Agency for International Development (USAID) Mission in Jordan issues a Request for Information (RFI) to collect data to inform the design of a new early childhood education and workforce activity. This is a Request for Information (RFI), providing information to parties interested in USAIDs support in Jordan, and seeks to collect any information and suggestions about USAIDs planned programming. Information collected is intended to contribute to the Missions activity design and development for an intended future Request for Proposal (RFP) or Request for Application (RFA).Please see the attached RFI No. 72027824RFI00004 for more information.

This grant provides funding to U.S.-based nonprofit and educational organizations to facilitate the placement and support of international high school students from select countries, promoting cultural exchange and understanding through host family arrangements and school attendance.