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10 April 2008
[Federal Register: April 10, 2008 (Volume 73, Number 70)]
[Notices]
[Page 19565-19574]
From the Federal Register Online via GPO Access [wais.access.gpo.gov]
[DOCID:fr10ap08-108]
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DEPARTMENT OF STATE
[Public Notice 6173]
Bureau of Educational and Cultural Affairs (ECA) Request for
Grant Proposals: National Security Language Initiative--Youth Program
(NSLI-Y)
Announcement Type: New Cooperative Agreement.
Funding Opportunity Number: ECA/PE/C/PY-08-39.
Catalog of Federal Domestic Assistance Number: 00.000.
Key Dates:
Application Deadline: June 5, 2008.
Executive Summary: The Office of Citizen Exchange Programs of the
Bureau of Educational and Cultural Affairs announces an open
competition for projects in support of the National Security Language
Initiative (NSLI) to provide short, medium, and/or long-term foreign
language instruction and cultural immersion programs overseas for
American high school students and those who have just graduated. Public
and private non-profit organizations, or consortia of such
organizations meeting the provisions described in Internal Revenue Code
section 26 U.S.C. 501(c)(3), may submit proposals to implement these
programs in countries where the following target languages are widely
spoken: Arabic, Chinese, Korean, Russian, Turkish, Indic, and Farsi.
Programs will be designed for U.S. citizens aged 15 to 18 at the start
of the program who are either currently enrolled in high school or have
just graduated. These programs should offer at least 550 U.S. high
school students structured classroom instruction and less formal
interactive learning opportunities through a comprehensive exchange
experience that primarily emphasizes language learning. The program is
designed to develop additional language study opportunities for U.S.
students. Proposals from applicant organizations should clearly
indicate the building of new, additional institutional language-
teaching capacity overseas for these programs. ECA plans to award a
single grant for the recruitment and administration of all NSLI-Y
programs in all world regions.
The Bureau expects that most students will be placed in host
families, but will consider alternative housing arrangements, such as
dormitories. Alternative arrangements must include adult resident daily
supervision and be combined with brief home stays. In either case, the
student must be ensured his or her own bed. The exchange programs will
take place between January 2009 and December 2010, and we anticipate
that recruitment and planning will begin during the summer/early fall
of 2008. The program builds on two years of short (summer-only)
intensive language programs in Arabic and Chinese conducted in 2006 and
2007. Information on these programs is available at the NSLI Youth Web
site: http://www.exchanges.state.gov/education/citizens/students/
programs/nsli.htm.
I. Funding Opportunity Description
Authority
Overall grant making authority for this program is contained in the
Mutual Educational and Cultural Exchange Act of 1961, as amended,
Public Law 87-256, also known as the Fulbright-Hays Act. The purpose of
the Act is ``to enable the Government of the United States to increase
mutual understanding between the people of the United States and the
people of other countries * * *; to strengthen the ties which unite us
with other nations by demonstrating the educational and cultural
interests, developments, and achievements of the people of the United
States and other nations * * * and thus to assist in the development of
friendly, sympathetic, and peaceful relations between the United States
and the other countries of the world.'' The funding authority for the
program above is provided through legislation.
Purpose
The Bureau of Educational and Cultural Affairs (ECA) is supporting
the participation of American high school students in intensive,
substantive foreign language study to further strengthen national
security and prosperity in the 21st century as part of the National
Security Language Initiative (NSLI), launched by President Bush in
January 2006.
Foreign language skills are essential to engaging foreign
governments and peoples, especially in critical world regions, to
promote understanding and convey respect for other cultures. Americans
will use these skills to support the nation's foreign affairs
priorities, its economic competitiveness, and its educational
institutions as they
[[Page 19566]]
prepare future citizens for full engagement in the global environment.
The broad NSLI initiative focuses resources on improving language
learning for U.S. citizens across the educational spectrum and
emphasizes the need to achieve mastery of critical languages. NSLI-Y
programs support the participation of American high school students and
those who have just graduated in intensive, substantive educational
exchange programs that will promote language learning, as well as
engage the successor generation in a dialogue for greater
understanding.
The goals of the NSLI-Y program are:
To improve the ability of Americans to engage with the
people of Arabic, Turkish, Indic, Farsi, Russian, Korean, and Chinese-
speaking countries through shared language;
To develop a cadre of Americans with advanced linguistic
skills and related cultural understanding who are able to advance
international dialogue, promote the security of the United States,
compete effectively in the global economy; and
To provide a tangible incentive for the learning and use
of foreign languages by developing additional overseas language study
opportunities for U.S. high school students; and
To spark a lifetime interest in foreign cultures among
American youth.
In order to achieve these goals, the Bureau supports programs for
American high school students to gain and improve language proficiency
in Arabic, Chinese, Korean, Russian, Indic, Farsi, and Turkish. ECA
plans to award a single cooperative agreement for the recruitment and
administration of all NSLI-Y programs in all world regions.
Organizations with expertise in one or more of the indicated languages
are encouraged to seek partners in the other languages to submit a
single proposal. Consortia must designate a lead institution to receive
the grant award. Applicant organizations may submit grant proposals
requesting funds not exceeding $7,400,000 to implement these exchanges
between January 2009 and December 2010. The applicant must also propose
to organize a sub-grant competition so that individual institutions or
consortia such as schools, school districts, non-profits, etc. may
compete to organize their own independent language study abroad
programs.
Through these institutes, U.S. high school students and those who
have just graduated from high school will participate in short, medium,
or academic year programs abroad beginning January 2009. Since there is
an emphasis on substantial progress in foreign language advancement,
applicant organizations should concentrate most efforts on language
instruction and explain clearly the utility and advantages of proposing
each type of program. The programs will provide intensive language
instruction in a classroom setting, and should also provide language-
learning opportunities through immersion in the cultural, social, and
educational life of the partner country. Language study must be the
primary focus of the program, and must offer a range of proficiencies:
beginning, intermediate and advanced. The exchange program should also
expand the participants' knowledge of the host country's history,
culture, and political system as these support language learning.
Indicators of a successful program:
Participants will demonstrate a measurable improvement in
language skills verified through testing that includes a baseline
(entry) assessment, a mid-term (in semester and year-long programs
especially) assessment, and a final assessment. Assessment must measure
both colloquial and formal language acquisition.
Participants will demonstrate--for example, through
surveys, essays, focus groups, or presentations--a deeper understanding
of the host country's culture, society, and institutions.
Alumni will continue their foreign language study and/or
participate in other exchanges to countries where the target languages
are spoken.
Students and families from the host country who engage
with the U.S. participants will demonstrate an interest in learning
more about the United States.
Capacity of Administering Organization
U.S. applicant organizations or consortia must have the necessary
capacity in the partner country or countries to implement the program
through either their own offices or partner institutions. Organizations
may demonstrate their organization's direct expertise, or they may
partner with other organizations to best respond to the requirements
outlined in the RFGP. Organizations that opt to work in sub-grant
arrangements should clearly outline all duties and responsibilities of
the partner organizations, ideally in the form of sub-grant agreements
and accompanying budgets. The lead institution may not host more than
one-third of total exchange participants.
Organizations or consortia applying for this cooperative agreement
must demonstrate their (or their partners') capacity for conducting
projects of this nature, focusing on five areas of competency: (1)
Provision of program support to American high school students; (2)
quality of language instruction programs for the target audience; and
(3) age-appropriate cultural programming; and (4) alumni tracking and
follow-upon language acquisition; and (5) experience working with
individuals from the proposed host countries. Applicant organizations
must clearly address the building of new and increased institutional
language study capacity overseas, especially for high school students.
Programs Models and Information
Proposals must include each of the three following program models:
Short language institutes, semester, and academic year study programs.
Intensive language institutes: Each six- to eight-week program will
focus on language study and cultural immersion, and will include four
to six hours per day of formal language instruction, plus excursions,
briefings and discussions on key cultural issues. Institutes may be
offered in June/July 2009 and 2010; organizations may propose other
timeframes with a justification. Language institutes should also
include follow-on programs in a range of successive proficiencies for
returning participants or those who have language experience.
Semester programs: High school juniors and seniors and those who
have just graduated. Semester (three to five months) programs will
focus on language study and cultural immersion and will include
significant formal language instruction, plus excursions, briefings,
and discussions on key cultural issues. Programs may take place in
spring and fall semesters 2009, and spring and fall semesters 2010.
Applicants are encouraged to explore options for providing academic
coursework outside of the target language so that high school students
are not disadvantaged when they return to their U.S. school.
Academic year programs: These programs will be limited to juniors
and seniors (and recent high school graduates who begin the program
activities before their 19th birthday). Academic year programs will
focus on language study and cultural immersion and will include
significant daily formal language instruction, plus excursions,
briefings, and discussions on key cultural issues. Applicants are
encouraged to explore options for providing academic coursework outside
of the target language so that high school students are not
disadvantaged when they return to their U.S. school.
[[Page 19567]]
For All Program Models
While teaching conversational vocabulary will be necessary to help
students cope with their immersion setting, classes will also provide
formal instruction in grammar, vocabulary, and pronunciation, and will
cover speaking, listening, reading, and writing.
All programs should also include a secondary cultural immersion
component designed to reinforce language learning with planned
excursions that give the students the opportunity to participate in
activities designed to teach them about the society, culture and
history of the host country. The program activities will introduce the
students to the community as feasible and appropriate and will include
educational excursions that serve to enhance the visitors'
understanding of contemporary society, culture, media, political
institutions, ethnic diversity, history, and environment of the region.
Cooperating organizations should make every effort to identify
American students at all levels of language competency--beginning,
intermediate, and advanced--for each language, including heritage
speakers. To the fullest extent possible, grantees should strive to
place students of different levels in each program model (summer,
semester and academic year).
Staff should be physically present and available to support the
participants throughout the course of all programs.
Country and Language Information
The Bureau reserves the right to make changes in eligible countries
for programming based on safety and security concerns.
For Arabic Programs
Applicant organizations should present plans for approximately 75
participants in the language institutes, 30 participants for the
semester program, and 15 participants for the academic year program.
Arabic language instruction should be available for three levels of
students at the beginning, intermediate, and advanced level.
Approximately 1/3 of participants should be at the intermediate and
advanced level; every effort should be made to achieve a balance of
programs at the different instruction levels. The program should
describe a plan to test all students prior to placement to determine
the appropriate level of instruction. The proposed program should make
explicit accommodation for learners of varying skill levels.
Classroom instruction should emphasize Modern Standard Arabic with
class time devoted also to colloquial Arabic, so that students may
interact with host families and peers in Arabic.
Applicant organizations should plan to send students to a country
in North Africa, the Middle East, or the Gulf region, with the
exception of Algeria, Iraq, Israel, Libya, Lebanon, Saudi Arabia, and
West Bank/Gaza. Any proposal to place students in Syria is limited to
short-term study in Damascus only, with a maximum of nine participants.
Applicant organizations should include venues in Egypt, Morocco, and
Jordan.
For Chinese Programs
Applicant organizations should present plans for approximately 75
participants in the language institutes, 30 participants for the
semester program, and 15 participants for the academic year program.
Chinese language instruction should be available for three levels of
students: beginner, intermediate and advanced. Approximately 1/3 of the
participants should be at the intermediate and advanced level. The
program should describe a plan to test all students prior to placement
to determine the appropriate level of instruction. The proposed program
should make explicit accommodation for learners of varying skill
levels.
Students should study Mandarin in class and through informal study
and interaction with their host community. Teaching materials used in
the program should be available in both simplified and traditional
character versions. The Hanyu pinyin romanization system should be
used.
Applicant organizations should plan to send students to the
People's Republic of China (mainland China) or Taiwan for study.
For Farsi Programs
Applicant organizations should present plans for approximately 15
participants in an intensive language institute only (NOT for semester
or academic year programs). Farsi language instruction should be
available for three levels of students: beginning, intermediate, and
advanced. Approximately \1/3\ of participants should be at the
intermediate and advanced level. The program should devise a plan to
test all students prior to placement to determine the appropriate level
of instruction. The proposed program should make explicit accommodation
for learners of varying skill levels.
Formal instruction in written and spoken Farsi must be offered.
Students should learn Farsi in class and through informal study and
interaction with their host community.
For Farsi, applicants may not plan to send students to Iran,
Afghanistan, or Uzbekistan. Organizations may propose sending students
to any other country with a significant Farsi-speaking population,
subject to approval by ECA and the Mission in that country. Programs in
Tajikistan and the United Arab Emirates will be given favorable
consideration under the review criterion: institutional capacity.
For Indic Programs
Applicant organizations may submit a proposal for up to ten
participants for intensive language institutes only (NOT for semester
or academic-year programs). Instruction in Indic languages should
include Hindi, and may also include Bengali, Punjabi, and Urdu, subject
to Embassy approval. The program should devise a plan to test all
students prior to placement to determine the appropriate level of
instruction. The proposed program should make explicit accommodation
for learners of varying skill levels, including intermediate and
advanced if students place at those levels.
Students should learn the target language in class and through
informal study and interaction with their host community.
Applicant organizations should plan to send students to New Delhi,
India, or to cities close to a U.S. mission, and should consult with
that mission.
For Korean Programs
Applicant organizations should present plans for approximately 50
participants in the language institutes, 10 participants for the
semester program, and 10 participants for the academic year program.
Korean language instruction should be available for three levels of
students: elementary, intermediate, and advanced. Approximately \1/2\
of participants should be at the intermediate and advanced level. The
program should devise a plan to test all students prior to placement to
determine the appropriate level of instruction. The proposed program
should make explicit accommodation for learners of varying skill
levels.
Students should learn Korean in class and through informal study
and interaction with their host community. The Hangeul alphabet system
should be used. Students should also be introduced to NAKL.
Applicant organizations should plan to send students to South
Korea.
[[Page 19568]]
For Russian Programs
Applicant organizations should present plans for approximately 75
participants in the language institutes, 25 participants for the
semester program, and ten participants for the academic year program.
Russian language instruction should be available for three levels of
students: beginning, intermediate, and advanced. Approximately \1/2\ of
participants should be at the intermediate and advanced level. The
program should devise a plan to test all students prior to placement to
determine the appropriate level of instruction. The proposed program
should make explicit accommodation for learners of varying skill
levels.
Students should learn Russian in class and through informal study
and interaction with their host community.
Applicant organizations should plan to send students to Russia.
Applicants are encouraged to propose programs outside of Moscow and St.
Petersburg, in order to maximize opportunities for language learning.
For Turkish Programs
Applicant organizations should present plans for approximately 50
participants in the intensive language institute, 22 participants for
the semester program, and 5 participants for the academic year program.
Turkish language instruction should be available for three levels of
students: beginning, intermediate, and advanced. Approximately \1/3\ of
participants should be at the intermediate and advanced level. The
program should devise a plan to test all students prior to placement to
determine the appropriate level of instruction. The proposed program
should make explicit accommodation for learners of varying skill
levels.
Students should learn Turkish in class and through informal study
and interaction with their host community.
Applicant organizations should plan to send students to Turkey. If
applicants propose programs in Ankara and Istanbul, they are encouraged
to provide excursions to other parts of the country. Other cities close
to a U.S. consulate may be considered following consultations with the
mission.
The participant numbers outlined above are approximate and intended
as suggestions only. The Bureau reserves the right to amend or modify
the list of eligible countries and the target numbers of participants
should conditions change in the host country.
Statement of Work
Participant Recruitment and Selection
The cooperating agency will recruit, screen, and select US high
school and just-graduated students ages 15-18 at the beginning of the
program. Selected participants should show strong evidence of ability
to succeed academically in an intensive, demanding language study
program and to adjust socially in an overseas environment. Participants
should represent the diversity of the United States. Diversity
addresses differences of religion, ethnicity, socio-economic status,
and physical abilities. Selected students should also represent
diversity of geography, type of school, and a balance between genders.
Selected students should demonstrate a strong intention of continuing
their language study beyond the scholarship period and applying their
critical language skills later in their academic careers.
The Bureau should be consulted regarding the selection of
candidates, and will approve the selection of finalists and alternates
for the program.
Information about the program, along with all accompanying
application materials, should be posted online. Applicant organizations
should propose under Tab E a comprehensive outreach plan to publicize
and recruit for the program at high schools and elsewhere nationwide.
The Bureau requests that interested students apply to the program
through an online application system. An alternate paper-based
application should also be provided for those candidates unable to
apply online. These paper-based applications, however, must be entered
into the online system by cooperating organization program staff. All
application materials should be available in a sortable, searchable,
electronically accessible database format that can be easily shared
with the Bureau upon request.
Orientations/Pre-Departure Preparations
The administering organization will facilitate medical screening
and clearance to ensure that students are healthy and have
immunizations necessary for safe travel to the host country. It will
also develop a parental/participant release form to be signed before
departure.
The administering organization will organize a substantive, in-
person, pre-departure orientation for all students. Working in
consultation with ECA, the organization should include in the
orientation a security briefing on the host country. The cooperating
organization may also need to work in consultation with ECA and the
U.S. Embassy in the host country to arrange an in-country security
briefing to be held by the Embassy's Regional Security Officer. The
orientations will take place in Washington, DC. The applicant
organization will provide a compelling justification if they propose to
host these orientations in any other location. Comprehensive
information packets will be provided to all orientation participants. A
sample of the contents of these packets will be provided under Tab E.
At the end of the exchange, the cooperating agency will organize
closing workshops for the students prior to departure from their host
countries, which will focus on summarizing the experience, completing
an evaluation, language testing, developing plans for activities at
home, and preparing for re-entry.
Project Activities for All Program Models
Describe in sufficient detail the major components of the program,
including project planning; publicity and recruitment, including
responding to and management of a significant volume of queries and
applications; the host venues; selection; orientations (U.S. and
overseas); assessment and testing; language instruction; educational
enrichment activities; cultural activities; participant monitoring,
particularly host families and living situations; reporting to ECA of
issues; and logistics.
The administering organization will provide instruction in a target
language for U.S high school students who may be beginning and/or
intermediate/advanced students of the language. While teaching
conversational language skills will be necessary to help students cope
with their immersion setting, classes should also provide formal
instruction in grammar, vocabulary, and pronunciation, and will cover
reading, speaking, listening, and writing. Instruction should provide a
solid foundation for future study of the language.
During the exchange, the students will also have the opportunity to
participate in activities designed to teach them about community life,
citizen participation, and the culture and history of the host country.
Activities will engage host country peers as much as possible. The
program activities will introduce the students to the community--its
leaders and institutions, the ways citizens participate in local
government and the resolution of societal problems--and
[[Page 19569]]
will include educational excursions that serve to enhance the
participants' understanding of contemporary life through study of the
community's history, culture, media, political institutions, ethnic
diversity, and environment. Embassy and Consular personnel may pose
limits or guidelines on all aspects of the community and outreach
portions of the exchange.
Students will have opportunities for volunteerism and community
service, and these activities should involve interacting with host
country peers. Cooperating agencies will encourage students to share
their culture, lifestyle, and traditions with local citizens throughout
their stay and especially during International Education Week (November
17-21). Enhancement activities will increase and enhance students'
appreciation of the importance of tolerance and respect for the views,
beliefs, and practices of people from other cultures. Enhancement
activities may include, but are not limited to, integrated projects
with host country nationals, including foreign alumni of ECA programs.
The applicant will work with ECA to develop strategies to identify and
work with these alumni.
Living Arrangements
Applicants should describe a plan to provide students with
qualified, screened, and well-motivated host families. With
justification, proposals may include reasonable living allowances for
the host families to cover costs associated with hosting a student.
Living allowances will be reviewed and approved on a case-by-case
basis. Applicants must propose a standardized screening process in the
selection of host families, and for consulting about their proposed
placement locations (neighborhoods, regions) with the Public Affairs
Sections (PAS) of the U.S. Embassy and with the Bureau of Education and
Cultural Affairs. Since the purpose of the programs is to provide an
immersion experience for the language learners and increase their
language skills, ECA strongly recommends home stays with local families
for as much time during the program as possible, balancing this with
time spent in a dormitory setting where the participants may be more
inclined to speak English.
While full-time host family placements are preferred, students may
be placed in a dormitory setting that includes daily adult resident
supervision to ensure the security of participants and that affords the
opportunity for visits with designated and screened host families who
can offer brief home stays throughout the course of the exchange. In
either case, the student must be ensured his or her own bed.
Programs should provide three meals a day. While participants may
receive meal stipends for some meals, program organizers should ensure
that a majority of meals are provided through homestays, pre-paid board
plans, group meals, etc., to ensure that students are eating properly.
With justification, applicants may provide students with monthly
stipends adequate to cover necessary expenses. Proposals may include a
reasonable living allowance to host families. The amounts of any
stipends or allowances should be justified based on the host country's
local economy.
Applicants must provide students with a local representative on
whom the student may call for resolution of any cultural, academic, or
adjustment issue. The person must be an English speaker that is either
American or a host country national with significant experience living
in the United States. Students should also be provided with an English
speaking emergency contact available at any time, and with the means to
communicate with this person. In some cases--and with proper
justification--cell phones may be issued to the students for health and
safety reasons.
Each program should have an adult accompany the students on the
international flight, and an adult, English speaking staff member must
be available in country to support the participants during the course
of the program.
Assessment and Testing
Standardized pre- and post-institute testing should be done to
determine participants' language proficiency and progress.
Pre- and post-testing should measure the student's advancement in
language learning. Applicants should describe plans and instruments to
measure students' increased language proficiency due to participation
in this program. The data need to be analyzed and reported by the
cooperating agency to ECA for the program, disaggregated by institute.
Alumni Tracking and Follow-On Activities
Alumni activities and tracking are important parts of ECA exchange
programs. The applicant must provide a plan of follow-up with alumni by
e-mail, through a website or weblog, newsletter, listservs, and/or in
person, and should assist alumni in maintaining connections with
organizations and individuals in the host country. The cooperating
organization will be expected to develop a plan to track the activities
of alumni and their continued interest in studying the language.
The cooperating organization will be strongly encouraged to
coordinate with ECA's Global Connections and Exchange Program (GCE) to
facilitate school connectivity between the schools where the U.S.
participants study, and schools in the host countries. This type of
follow-on activity will increase the competitiveness of proposal
submissions under the criterion: Follow-on activities. Information
about the countries and specific programs can be found at: http://
exchanges.state.gov/education/citizens/students/programs/connections/.
As an element of follow-on activities, cooperating organizations
will be expected to provide opportunities for maintaining participants'
involvement and interest in intercultural communication. The
cooperating agency is strongly urged to outline how it will creatively
organize and financially support alumni activities at a minimal cost to
ECA.
Publicity
The proposal must describe how these programs will be publicized to
media outlets, including print, online, and broadcast to reach the
widest possible audience of qualified students. The cooperating agency
will also work closely with ECA to publicize the successes of the
students involved in these institutes, as well as the National Security
Language Initiative as a whole. Under Tab E, the applicant organization
should provide information on successful media outreach campaigns it
has conducted in the past.
Institutional Grant Program
The applicant must also propose to organize a sub-grant competition
so that individual institutions or consortia such as colleges, schools,
school districts, non-profit organizations, etc. may compete to
organize their own independent short-term (six to eight week) language
study abroad programs for 10-20 high school students in a critical
language listed above. Recipients of small grants would be expected to
conduct their own recruitment, selection, orientation, language study,
and participant monitoring and evaluations. Individual student
participants of these programs should still use the EGOALS evaluation
system, should complete a common online application, and should be
included in NSLI-Y alumni tracking and other alumni programming. The
purpose of the small grants is to
[[Page 19570]]
encourage the development of new or beginning exchange programs and
build institutional language instruction capacity and cultural
understanding in institutions in the United States and overseas. All
elements of this competition will be developed in collaboration with
ECA/PE/C/Y and with Embassies overseas. No less than $1,500,000 should
be set aside for this purpose. ECA envisions 10-12 grants to be awarded
and at least 150 students to travel through these small grant programs.
Cooperative Agreement
In a cooperative agreement, ECA/PE/C/PY is substantially involved
in program activities above and beyond routine grant monitoring. ECA/
PE/C/PY activities and responsibilities for this program are as
follows:
(1) Review all print and online materials (including, but not
limited to, those for recruitment and orientation) regarding the
institutes before publication and dissemination. Review does not
include instructional materials, though the Bureau does reserve the
right to request these materials as needed.
(2) Work with the cooperating agency on a recruitment strategy.
(3) Work with the cooperating agency to publicize the program, and
the National Security Language Initiative (NSLI) as a whole, through
various media outlets.
(4) Review and approve application forms.
(5) Participate in selection committees.
(6) Confirm final selection of principal and alternate candidates.
(7) Work with cooperating agency to implement participant
orientations.
(8) Review project activity schedules for all programs.
(9) Be kept informed by the cooperating agency of its progress at
each stage of the project's implementation through timely updates. In
addition to these updates, ECA should be informed immediately of any
serious participant issues, including, but not limited to health,
safety, and security issues.
(10) Provide Bureau-approved evaluation surveys for completion by
participants after completion of program.
(11) Provide substantive input on alumni activities and follow-up
events.
(12) Work with cooperating agency on the recruitment, selection of
grantees, and the implementation of institutional grants.
Note: All materials, publicity, and correspondence related to
the program must acknowledge this as a program of the Bureau of
Educational and Cultural Affairs of the U.S. Department of State.
The Bureau will retain copyright use of and distribute materials
related to this program as it sees fit.
Funding
Grant funding will support costs including for recruitment and
selection of participants, testing, orientation, travel, tuition and
maintenance costs, educational enhancements, cultural and social
activities, alumni activities, institutional grants, and administrative
costs. The cooperating agency should budget for travel to Washington,
DC to review program parameters with ECA.
State Department Evaluation
Independently of the cooperating organization, the Bureau's Office
of Policy and Evaluation will also conduct evaluations of the NSLI-Y
program through E-GOALS, its online system for surveying program
participants and collecting data about program performance.
E-GOALS system evaluations assist ECA and its program grantees in
meeting the requirements of the Government Performance Results Act
(GPRA) of 1993. This Act requires federal agencies to measure the
results of their programs in meeting pre-determined performance goals
and objectives.
All NSLI-Y program participants will take three online surveys:
Standardized pre-program surveys, at the beginning of the
program;
Standardized post-program surveys, at the end of the
program; and
Standardized follow-up surveys, approximately six months
to a year after the conclusion of the program.
Further details on specific program responsibilities can be found
in the Project Objectives, Goals, and Implementation document.
Interested organizations should read the entire Federal Register
announcement prior to preparing proposals. Please refer to the Proposal
Submission Instructions for further information.
II. Award Information
Type of Award: Cooperative agreement.
Fiscal Year Funds: 2008.
Approximate Total Funding: $7.4 million.
Approximate Number of Awards: 1.
Anticipated Award Date: August 30, 2008.
Anticipated Project Completion Date: December 30, 2010.
Additional Information: Pending successful implementation of this
program and the availability of funds in subsequent fiscal years, ECA
reserves the right to renew the cooperative agreement for two
additional fiscal years.
III. Eligibility Information
III.1. Eligible applicants: Applications may be submitted by public
and private non-profit organizations meeting the provisions described
in Internal Revenue Code section 26 U.S.C. 501(c)(3).
III.2. Cost Sharing or Matching Funds: There is no minimum or
maximum percentage required for this competition. However, the Bureau
encourages applicants to provide maximum levels of cost sharing and
funding in support of its programs.
When cost sharing is offered, it is understood and agreed that the
applicant must provide the amount of cost sharing as stipulated in its
proposal and later included in an approved grant agreement. Cost
sharing may be in the form of allowable direct or indirect costs. For
accountability, you must maintain written records to support all costs
which are claimed as your contribution, as well as costs to be paid by
the Federal government. Such records are subject to audit. The basis
for determining the value of cash and in-kind contributions must be in
accordance with OMB Circular A-110, (Revised), Subpart C.23--Cost
Sharing and Matching. In the event you do not provide the minimum
amount of cost sharing as stipulated in the approved budget, ECA's
contribution will be reduced in like proportion.
III.3. Other Eligibility Requirements
Bureau grant guidelines require that organizations with less than
four years experience in conducting international exchanges be limited
to $60,000 in Bureau funding. ECA anticipates awarding a grant (or
grants) in an amount over $60,000 to support program and administrative
costs required to implement this exchange program. Therefore,
organizations with less than four years experience in conducting
international exchanges are ineligible to apply under this competition.
The Bureau encourages applicants to provide maximum levels of cost
sharing and funding in support of its programs.
IV. Application and Submission Information
Note: Please read the complete Federal Register announcement
before sending inquiries or submitting proposals. Once the RFGP
deadline has passed, Bureau staff may not discuss this competition
with applicants until the proposal review process has been
completed.
[[Page 19571]]
IV.1 Contact Information To Request an Application Package
Please contact the Youth Programs Division, Office of Citizen
Exchanges (ECA/PE/C/PY), room 568, U.S. Department of State, SA-44, 301
4th Street, SW., Washington, DC 20547, Telephone (202) 203-7502, Fax
(202) 203-7529, or E-mail NowlinJR@state.gov to request a Solicitation
Package. Please refer to the Funding Opportunity Number (ECA/PE/C/PY-
08-39) when making your request.
The Solicitation Package contains the Proposal Submission
Instruction (PSI) document which consists of required application
forms, and standard guidelines for proposal preparation.
Please specify Bureau Program Officer Dan Neher or Catharine
Cashner and refer to the Funding Opportunity Number (ECA/PE/C/PY-08-39)
located at the top of this announcement on all other inquiries and
correspondence.
IV.2. To Download a Solicitation Package Via Internet
The entire Solicitation Package may be downloaded from the Bureau's
Web site at http://exchanges.state.gov/education/rfgps/menu.htm or from
the grants.gov Web site at http://www.grants.gov. Please read all
information before downloading.
IV.3. Content and Form of Submission
Applicants must follow all instructions in the Solicitation
Package. The original and eight copies of the application should be
sent per the instructions under IV.3f. ``Submission Dates and Times
section'' below.
IV.3a. You are required to have a Dun and Bradstreet Data Universal
Numbering System (DUNS) number to apply for a grant or cooperative
agreement from the U.S. Government. This number is a nine-digit
identification number, which uniquely identifies business entities.
Obtaining a DUNS number is easy and there is no charge. To obtain a
DUNS number, access http://www.dunandbradstreet.com or call 1-866-705-
5711. Please ensure that your DUNS number is included in the
appropriate box of the SF-424 which is part of the formal application
package.
IV.3b. All proposals must contain an executive summary, proposal
narrative and budget.
Please Refer to the Solicitation Package. It contains the mandatory
PSI document for additional formatting and technical requirements.
IV.3c. You must have nonprofit status with the IRS at the time of
application.
Please note: Effective March 14, 2008, all applicants for ECA
federal assistance awards must include with their application, a
copy of page 5, Part V-A, ``Current Officers, Directors, Trustees,
and Key Employees'' of their most recent Internal Revenue Service
(IRS) Form 990, ``Return of Organization Exempt From Income Tax.''
If your organization is a private nonprofit which has not received a
grant or cooperative agreement from ECA in the past three years, or
if your organization received nonprofit status from the IRS within
the past four years, you must submit the necessary documentation to
verify nonprofit status as directed in the PSI document. Failure to
do so will cause your proposal to be declared technically
ineligible.
IV.3d. Please take into consideration the following information
when preparing your proposal narrative:
IV.3d.1. Adherence to All Regulations Governing the J Visa
While the students will not travel on J-1 visas, which are for
foreign exchange visitors to the United States, the Bureau of
Educational and Cultural Affairs places critically important emphasis
on the security and proper administration of the Exchange Visitor (J
visa) Programs and recipients and sponsors responsibilities to all
regulations governing the J visa. Therefore, proposals should
demonstrate the applicant's plan to meet all similar requirements as
those governing the administration of Exchange Visitor Programs for
students coming to the U.S. as set forth in 22 CFR part 62, for
American participants traveling abroad, including screening and
selection of program participants and host families, provision of pre-
arrival information and orientation to participants, monitoring of
participants, proper maintenance and security of forms, record-keeping,
reporting and other requirements.
Please refer to Solicitation Package for further information. A
copy of the complete regulations governing the administration of
Exchange Visitor (J) programs is available at http://
exchanges.state.gov or from: United States Department of State, Office
of Exchange Coordination and Designation, ECA/EC/ECD--SA-44, 301 4th
Street, SW., Room 734, Washington, DC 20547, Telephone: (202) 203-5029,
FAX: (202) 453-8640.
IV.3d.2. Diversity, Freedom and Democracy Guidelines
Pursuant to the Bureau's authorizing legislation, programs must
maintain a non-political character and should be balanced and
representative of the diversity of American political, social, and
cultural life. ``Diversity'' should be interpreted in the broadest
sense and encompass differences including, but not limited to
ethnicity, race, gender, religion, geographic location, socio-economic
status, and disabilities. Applicants are strongly encouraged to adhere
to the advancement of this principle both in program administration and
in program content. Please refer to the review criteria under the
`Support for Diversity' section for specific suggestions on
incorporating diversity into your proposal. Public Law 104-319 provides
that ``in carrying out programs of educational and cultural exchange in
countries whose people do not fully enjoy freedom and democracy,'' the
Bureau ``shall take appropriate steps to provide opportunities for
participation in such programs to human rights and democracy leaders of
such countries.'' Public Law 106--113 requires that the governments of
the countries described above do not have inappropriate influence in
the selection process. Proposals should reflect advancement of these
goals in their program contents, to the full extent deemed feasible.
IV.3d.3. Program Monitoring and Evaluation
Proposals must include a plan to monitor and evaluate the project's
success, both as the activities unfold and at the end of the program.
The Bureau recommends that your proposal include a draft survey
questionnaire or other technique plus a description of a methodology to
use to link outcomes to original project objectives. The Bureau expects
that the cooperating organization will track participants or partners
and be able to respond to key evaluation questions, including
satisfaction with the program, learning as a result of the program,
changes in behavior as a result of the program, and effects of the
program on institutions (institutions in which participants work or
partner institutions). The evaluation plan should include indicators
that measure gains in mutual understanding as well as substantive
knowledge.
Successful monitoring and evaluation depend heavily on setting
clear goals and outcomes at the outset of a program. Your evaluation
plan should include a description of your project's objectives, your
anticipated project outcomes, and how and when you intend to measure
these outcomes (performance indicators). The more that outcomes are
``smart'' (specific, measurable, attainable, results-oriented, and
placed in a reasonable time frame), the easier it will be to conduct
the evaluation. You should also show how your project objectives link
to the goals of the program described in this RFGP.
Your monitoring and evaluation plan should clearly distinguish
between
[[Page 19572]]
program outputs and outcomes. Outputs are products and services
delivered, often stated as an amount. Output information is important
to show the scope or size of project activities, but it cannot
substitute for information about progress towards outcomes or the
results achieved. Examples of outputs include the number of people
trained or the number of seminars conducted. Outcomes, in contrast,
represent specific results a project is intended to achieve and is
usually measured as an extent of change. Findings on outputs and
outcomes should both be reported, but the focus should be on outcomes.
We encourage you to assess the following four levels of outcomes,
as they relate to the program goals set out in the RFGP (listed here in
increasing order of importance):
1. Participant satisfaction with the program and exchange
experience.
2. Participant learning, such as increased knowledge, aptitude,
skills, and changed understanding and attitude. Learning includes both
substantive (subject-specific) learning and mutual understanding.
3. Participant behavior, concrete actions to apply knowledge in
work or community; greater participation and responsibility in civic
organizations; interpretation and explanation of experiences and new
knowledge gained; continued contacts between participants, community
members, and others.
4. Institutional changes, such as increased collaboration and
partnerships, policy reforms, new programming, and organizational
improvements.
Please note: Consideration should be given to the appropriate
timing of data collection for each level of outcome. For example,
satisfaction is usually captured as a short-term outcome, whereas
behavior and institutional changes are normally considered longer-
term outcomes.
Overall, the quality of your monitoring and evaluation plan will be
judged on how well it (1) Specifies intended outcomes; (2) gives clear
descriptions of how each outcome will be measured; (3) identifies when
particular outcomes will be measured; and (4) provides a clear
description of the data collection strategies for each outcome (i.e.,
surveys, interviews, or focus groups). (Please note that evaluation
plans that deal only with the first level of outcomes [satisfaction]
will be deemed less competitive under the present evaluation criteria.)
Cooperating organizations will be required to provide reports
analyzing their evaluation findings to the Bureau in their regular
program reports. All data collected, including survey responses and
contact information, must be maintained for a minimum of three years
and provided to the Bureau upon request.
IV.3e. Please take the following information into consideration
when preparing your budget:
IV.3e.1. Applicants must submit a comprehensive budget for the
entire program. The anticipated per person cost for a six-to-eight-week
program is $8,000 to $10,000. For the semester-long program,
anticipated cost is $20,000. For the academic year program, cost is
estimated at $30,000. There must be a summary budget as well as
breakdowns reflecting both administrative and program budgets.
Applicants may provide separate sub-budgets for each program component,
phase, location, or activity to provide clarification. Applicants
should also provide copies of any sub-grant agreements that would be
implemented under terms of this award.
IV.3e.2. Allowable costs for the program include the following:
(1) Recruitment/selection;
(2) Preparation/orientation;
(3) Visas and associated costs;
(4) Travel;
(5) Institute costs, including language instruction, program
activities, and monitoring;
(6) Room and board, as necessary;
(7) Reasonable living allowance for host families;
(8) Follow-on activities, including costs for school connectivity
and alumni tracking;
(9) Evaluation/Administration.
Maximum limits on grant funding are as follows: Conference room
rental costs-$250 per day per room; Consultant fees and honoraria-$250/
day; Evaluation costs-2% to 5% of the grant.
Please refer to the Solicitation Package for complete budget
guidelines and formatting instructions.
IV.3f. Application Deadline and Methods of Submission
Application Deadline Date: June 5, 2008.
Reference Number: ECA/PE/C/PY-08-39.
Methods of Submission: Applications may be submitted in one of two
ways:
(1) In hard-copy, via a nationally recognized overnight delivery
service (i.e., DHL, Federal Express, UPS, Airborne Express, or U.S.
Postal Service Express Overnight Mail, etc.), or
(2) Electronically through http://www.grants.gov.
Along with the Project Title, all applicants must enter the above
Reference Number in Box 11 on the SF-424 contained in the mandatory PSI
of the solicitation document.
IV.3f.1 Submitting Printed Applications
Applications must be shipped no later than the above deadline.
Delivery services used by applicants must have in-place, centralized
shipping identification and tracking systems that may be accessed via
the Internet and delivery people who are identifiable by commonly
recognized uniforms and delivery vehicles. Proposals shipped on or
before the above deadline but received at ECA more than seven days
after the deadline will be ineligible for further consideration under
this competition. Proposals shipped after the established deadlines are
ineligible for consideration under this competition. ECA will not
notify you upon receipt of application. It is each applicant's
responsibility to ensure that each package is marked with a legible
tracking number and to monitor/confirm delivery to ECA via the
Internet. Delivery of proposal packages may not be made via local
courier service or in person for this competition. Faxed documents will
not be accepted at any time. Only proposals submitted as stated above
will be considered.
Important note: When preparing your submission please make sure
to include one extra copy of the completed SF-424 form and place it
in an envelope addressed to ``ECA/EX/PM''.
The original and eight copies of the application should be sent to:
U.S. Department of State, SA-44, Bureau of Educational and Cultural
Affairs, Ref.: ECA/PE/C/PY-08-39, Program Management, ECA/EX/PM, Room
534, 301 4th Street, SW., Washington, DC 20547.
Applicants submitting hard-copy applications must also submit the
``Executive Summary'' and ``Proposal Narrative'' sections of the
proposal in text (.txt) or Microsoft Word format on a PC-formatted
disk. The Bureau will provide these files electronically to the
appropriate Public Affairs Section(s) at the U.S. embassies for their
review.
IV.3f.2. Submitting Electronic Applications
Applicants have the option of submitting proposals electronically
through Grants.gov (http://www.grants.gov). Complete solicitation
packages are available at Grants.gov in the ``Find'' portion of the
system. Please follow the instructions available in the 'Get Started'
portion of the site (http://www.grants.gov/GetStarted).
Several of the steps in the Grants.gov registration process could
take several weeks. Therefore, applicants should
[[Page 19573]]
check with appropriate staff within their organizations immediately
after reviewing this RFGP to confirm or determine their registration
status with Grants.gov. Once registered, the amount of time it can take
to upload an application will vary depending on a variety of factors
including the size of the application and the speed of your Internet
connection. Therefore, we strongly recommend that you not wait until
the application deadline to begin the submission process through
Grants.gov.
Direct all questions regarding Grants.gov registration and
submission to: Grants.gov Customer Support, Contact Center Phone: 800-
518-4726, Business Hours: Monday-Friday, 7 a.m.-9 p.m. Eastern Time, E-
mail: support@grants.gov.
Applicants have until midnight (12 a.m.), Washington, DC time of
the closing date to ensure that their entire application has been
uploaded to the Grants.gov site. There are no exceptions to the above
deadline. Applications uploaded to the site after midnight of the
application deadline date will be automatically rejected by the
Grants.gov system, and will be technically ineligible.
Applicants will receive a confirmation e-mail from Grants.gov upon
the successful submission of an application. ECA will not notify you
upon receipt of electronic applications.
It is the responsibility of all applicants submitting proposals via
the Grants.gov Web portal to ensure that proposals have been received
by Grants.gov in their entirety, and ECA bears no responsibility for
data errors resulting from transmission or conversion processes.
IV.3g. Intergovernmental Review of Applications
Executive Order 12372 does not apply to this program.
V. Application Review Information
V.1. Review Process
The Bureau will review all proposals for technical eligibility.
Proposals will be deemed ineligible if they do not fully adhere to the
guidelines stated herein and in the Solicitation Package. All eligible
proposals will be reviewed by the program office, as well as the Public
Diplomacy section overseas, where appropriate. Eligible proposals will
be subject to compliance with Federal and Bureau regulations and
guidelines and forwarded to Bureau grant panels for advisory review.
Proposals may also be reviewed by the Office of the Legal Adviser or by
other Department elements. Final funding decisions are at the
discretion of the Department of State's Assistant Secretary for
Educational and Cultural Affairs. Final technical authority for
assistance awards grants resides with the Bureau's Grants Officer.
Review Criteria
Technically eligible applications will be competitively reviewed
according to the criteria stated below. These criteria are not rank
ordered and all carry equal weight in the proposal evaluation:
1. Quality of the program idea: Proposals should exhibit
originality, substance, precision, and relevance to the Bureau's
mission and the purposes outlined in this solicitation. Proposals
should demonstrate how students would be recruited, selected,
monitored, instructed in the target language, and supported as alumni.
The level of creativity, resources, and effectiveness will be primary
factors for review. Proposals should be clearly and accurately written,
with sufficient relevant detail. Proposed programs should deliver high
quality language instruction and strengthen long-term mutual
understanding, including maximum sharing of information and
establishment of long-term institutional and individual linkages.
Proposals should include creative ways to involve students in their
host communities.
2. Program planning: Proposals should clearly demonstrate an
understanding of the program's objectives and how the organization will
achieve them. The Narrative should address all of the items in the
Statement of Work and Guidelines described above. A detailed agenda and
relevant work plan should demonstrate organizational competency and
logistical capacity. Agenda and plan should adhere to the program
overview, timetable and guidelines described in this solicitation.
3. Support of Diversity: Proposals should demonstrate substantive
support of the Bureau's policy on diversity in all program aspects
including all participants (exchange students and hosts), sending and
hosting communities, orientation, and program activities. Proposals
should articulate a diversity plan, not just a statement of compliance.
4. Follow-on activities: Proposals should provide a plan for
continued contact with returnees to ensure that they are tracked over
time, utilized and/or organized as alumni, and provided opportunities
to reinforce the knowledge and skills they acquired on the exchange and
share them with others. Proposals should articulate mechanisms to be
used to foster ongoing interaction through mechanisms like ECA's Global
Connections program.
5. Institutional Record/Capacity: Applicants must demonstrate a
well-established infrastructure in the country or countries with which
they plan to send high school students. Proposals for a consortium must
have clearly defined roles for each partner organization and a plan for
monitoring the work of each partner. Proposed personnel and
institutional resources should be adequate and appropriate to achieve
the program's goals. Proposals should demonstrate the capacity of in-
country organizations to fully support and ensure the safety and well-
being of participants throughout the duration of their program.
Submissions should also demonstrate an understanding of the
complexities of the exchange environment.
6. Program Evaluation: Successful applicants will demonstrate clear
program goals and objectives as well as strategies for monitoring
student and alumni progress. Proposals should include a plan to
evaluate the activity's success, both as the activities unfold and at
the end of the program. Submission of a sample program-specific draft
survey questionnaire, or other technique, plus description of a
methodology to use to link outcomes to original project objectives are
highly recommended. Applicants may describe any experience conducting
results-oriented evaluations. Proposals should indicate a language
acquisition assessment plan that includes a baseline (entry)
assessment, a mid-term (for semester and year-long programs)
assessment, and a final assessment. The cooperating organization will
be expected to submit quarterly reports that include student and alumni
activities and progress. The final project evaluation should provide
qualitative and quantitative data about the project's influence on the
participants, including their language gain and continuing study of the
target language, as well as their surrounding communities.
7. Cost-effectiveness/Cost-Sharing: The overhead and administrative
components of the proposal, including salaries and honoraria, should be
kept as low as possible. All other items should be necessary and
appropriate. Proposals should maximize cost-sharing through
institutional direct funding contributions, as well as other private
sector support. Preference will be given to organizations whose
proposals demonstrate a quality, cost-effective program.
[[Page 19574]]
VI. Award Administration Information
VI.1a. Award Notices
Final awards cannot be made until funds have been appropriated by
Congress, allocated and committed through internal Bureau procedures.
Successful applicants will receive an Assistance Award Document (AAD)
from the Bureau's Grants Office. The AAD and the original grant
proposal with subsequent modifications (if applicable) shall be the
only binding authorizing document between the recipient and the U.S.
Government. The AAD will be signed by an authorized Grants Officer, and
mailed to the recipient's responsible officer identified in the
application.
Unsuccessful applicants will receive notification of the results of
the application review from the ECA program office coordinating this
competition.
VI.2. Administrative and National Policy Requirements
Terms and Conditions for the Administration of ECA agreements
include the following:
Office of Management and Budget Circular A-122, ``Cost Principles
for Nonprofit Organizations.''
Office of Management and Budget Circular A-21, ``Cost Principles
for Educational Institutions.''
OMB Circular A-87, ``Cost Principles for State, Local and Indian
Governments''.
OMB Circular No. A-110 (Revised), Uniform Administrative
Requirements for Grants and Agreements with Institutions of Higher
Education, Hospitals, and other Nonprofit Organizations.
OMB Circular No. A-102, Uniform Administrative Requirements for
Grants-in-Aid to State and Local Governments.
OMB Circular No. A-133, Audits of States, Local Government, and
Non-profit Organizations.
Please reference the following Web sites for additional
information:
http://www.whitehouse.gov/omb/grants.
http://exchanges.state.gov/education/grantsdiv/terms.htm#articleI.
VI.3. Reporting Requirements
You must provide ECA with a hard copy original plus two copies of
the following reports:
(1.) A final program and financial report no more than 90 days
after the expiration of the award;
(2.) A concise, one-page final program report summarizing program
outcomes no more than 90 days after the expiration of the award. This
one-page report will be transmitted to OMB, and be made available to
the public via OMB's USAspending.gov Web site--as part of ECA's Federal
Funding Accountability and Transparency Act (FFATA) reporting
requirements.
(3.) Quarterly program and financial reports that include
information on the progress made on the program plan and program
results to date.
Cooperating organizations will be required to provide reports
analyzing their evaluation findings to the Bureau in their regular
program reports. Please refer to IV. Application and Submission
Instructions (IV.3.d.3) above for Program Monitoring and Evaluation
information.
All data collected, including survey responses and contact
information, must be maintained for a minimum of three years and
provided to the Bureau upon request.
All reports must be sent to the ECA Grants Officer and ECA Program
Officer listed in the final assistance award document.
VI.4. Program Data Requirements
Organizations awarded grants will be required to maintain specific
data on program participants and activities in an electronically
accessible database format that can be shared with the Bureau as
required. As a minimum, the data must include the following:
(1) Name, address, contact information and biographic sketch of all
persons who travel internationally on funds provided by the grant or
who benefit from the grant funding but do not travel.
(2) Itineraries of international and domestic travel, providing
dates of travel and cities in which any exchange experiences take
place. Final schedules for in-country and U.S. activities must be
received by the ECA Program Officer at least three work days prior to
the official opening of the activity.
VII. Agency Contacts
For questions about this announcement, contact: Daniel Neher or
Catharine Cashner, Youth Programs Division, Office of Citizen
Exchanges, Bureau of Educational and Cultural Affairs, ECA/PE/C/PY-08-
39, U.S. Department of State, SA-44, 301 4th Street, SW., Room 568,
Washington, DC 20547, Telephone (202) 453-8173 (Daniel) or (202) 453-
8152 (Catharine), Fax (202) 203-7529, E-mail: neherde@state.gov or
cashnerce@state.gov.
All correspondence with the Bureau concerning this RFGP should
reference the above title and number ECA/PE/C/PY-08-39.
Please read the complete Federal Register announcement before
sending inquiries or submitting proposals. Once the RFGP deadline has
passed, Bureau staff may not discuss this competition with applicants
until the proposal review process has been completed.
VIII. Other Information
Notice: The terms and conditions published in this RFGP are
binding and may not be modified by any Bureau representative.
Explanatory information provided by the Bureau that contradicts
published language will not be binding. Issuance of the RFGP does
not constitute an award commitment on the part of the Government.
The Bureau reserves the right to reduce, revise, or increase
proposal budgets in accordance with the needs of the program and the
availability of funds. Awards made will be subject to periodic
reporting and evaluation requirements per section VI.3 above.
Dated: April 3, 2008.
C. Miller Crouch,
Principal Deputy Assistant Secretary,Bureau of Educational and Cultural
Affairs,Department of State.
[FR Doc. E8-7630 Filed 4-9-08; 8:45 am]
BILLING CODE 4710-05-P