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Pennsylvania Workforce Development Board

Pennsylvania Workforce Development Board administers workforce development grants funding job training, apprenticeships, incumbent worker training, and employer-based training programs in PA.

NICHD - Eunice Kennedy Shriver National Institute of Child Health and Human Development

ABSTRACT Sub-Saharan Africa's (SSA) 400 million adolescent girls and young women (AGYW, age 15-24) face disproportionate rates of HIV acquisition and suboptimal HIV care engagement. Despite the widespread availability of oral PrEP at public health facilities, uptake is impeded by low awareness, socio-cultural and access barriers, provider bias, and user dissatisfaction. Moreover, among PrEP-aware AGYW, uptake and continuation of PrEP is low due to side effects, fear of being seen with medicines, and low adherence support, undermining PrEP's preventative effects and leaving AGYW in need of critical HIV prevention. Our team and others have demonstrated that AGYW are interested in PrEP, especially newer modalities such as injectables, and that they prefer to seek HIV care at locations that foster privacy, are convenient, and are girl-friendly. Given the growing recognition that pharmacies, staffed by health workers who can be trained to provide expanded services, outnumber health facilities, can promote beneficial health behaviors, bridge gaps in health services, and mitigate health workforce shortages, we aim to expand this body of research to conduct an implementation science study on potential implementation models of pharmacy-based PrEP provision and adherence support for AGYW. In Uganda, the Community Retail Private Pharmacy Drug Distribution Point (CRPDDP) already provides pharmacy-based anti-retroviral therapy (ART) to over 48,000 clients across 160+ pharmacies (and increasing). Given the Uganda Ministry of Health's interest to expand this pharmacy-based differentiated service delivery model for increased reach and extended prevention offerings, we propose a mixed-methods study to garner foundational evidence to evaluate how this cadre of pharmacies already providing ART refills to PLHIV can include PrEP services generally and specifically tailored to AGYW. We hypothesize that these pharmacies can be well-equipped to reach AGYW with PrEP, given the critical role they already play in the community providing expanded care. As such, we propose to conduct formative research among CRPDDP pharmacies and their AGYW clients to advance implementation of pharmacy-based PrEP and adherence support. Guided by participatory processes of human-centered design, including in-depth interviews with AGYW who are potential PrEP users, pharmacists, and focus groups with pharmacy and youth advisory boards and MOH stakeholders, we will conduct formative research to understand barriers, facilitators, and desires for pharmacy-based PrEP to inform a discrete choice experiment (DCE) (Aim 1). We will then evaluate a series of implementation science outcomes—willingness, acceptability, feasibility, and readiness—among CRPDDP pharmacists (n=~160) (Aim 2), and conduct parallel DCE surveys among CRPDDP pharmacists and their AGYW clients (n=300) to evaluate preferences for pharmacy-based PrEP implementation models (Aim 3). By the end of the study, we will understand how a potentially ready platform of pharmacies can be expanded to provide PrEP care to a key population, and will have identified potential implementation gaps from user, provider, and policy perspectives .

NIMH - National Institute of Mental Health

PROJECT SUMMARY / ABSTRACT Despite availability of HIV pre-exposure prophylaxis (PrEP) for over a decade, many persons who could benefit from PrEP have not yet accessed PrEP services. Implementation of pharmacy-based PrEP is a promising strategy that presents opportunity to overcome barriers related to clinic distance and stigma and to increase PrEP access, uptake, and continuity of treatment among individuals who would benefit most. Despite the fact that team member and pharmacist Dr. Elyse Tung started the first pharmacy-based PrEP clinic nearly ten years ago, PrEP still is not widely available through pharmacies without a prescription from a doctor or other licensed clinician. As of 2024, not all states allow pharmacists to prescribe medications independently, and many insurance companies erect barriers to providing compensation to pharmacists for this role. Implementation science projects are needed to develop, refine, and evaluate the training and educational support required by pharmacists to expand their scope of practice. Health economics work is also needed to determine whether there are incremental financial benefits for pharmacies to provide injectable PrEP in addition to oral medications and to evaluate the cost-effectiveness of providing PrEP through telehealth. In response to RFA MH-25-185, we propose three specific aims. Aim 1 will build on a current supplement through the Ending the HIV Epidemic (EHE) initiative that is funding a pilot project to evaluate an online virtual community of practice (VCoP) for pharmacists and pharmacy staff to increase their knowledge, capabilities, and comfort in prescribing PrEP. Aims 2 and 3 will conduct financial analyses to provide information for new pharmacy implementation and use time and motion data to compare the costs and benefits of providing injectable PrEP versus oral PrEP and in-pharmacy visits versus telePrEP. This project addresses the Prevent pillar of the EHE plan with a secondary impact on the Diagnose pillar. This project also addresses the NIH HIV/AIDS Research Priorities (NOT-OD-20-018) to reduce HIV incidence by testing new prevention strategies and training the workforce. It is in synergy with the local EHE plan, the Washington State Department of Health, and the National HIV/AIDS Strategy. The national strategy specifically calls out to leverage pharmacists’ knowledge and accessibility in nearly every urban and rural community as part of a comprehensive HIV prevention and care strategy. Ultimately our goal is to provide more PrEP options and motivate pharmacists and pharmacy owners to expand access points for PrEP care in locations and to populations disproportionately impacted by HIV infection in order to end the HIV epidemic.

NIA - National Institute on Aging

PROJECT SUMMARY/ABSTRACT The Policy, Place, Population Health, and Aging (P3HA) Training Program, housed within the Maxwell School of Citizenship and Public Affairs at Syracuse University (SU), aims to train outstanding predoctoral scholars to lead the next generation of high-impact population health science on how policies and place-level factors across the life course shape the health, longevity, and wellbeing of U.S. midlife and older adults. The urgent need for this program is reflected in the troubling trends of declining health and longevity and large and growing geographic differences in health and longevity among U.S. midlife and older adults, which is a NIA priority area for research. The P3HA program will train emerging scholars from four social science disciplines (economics, human development and family science, public administration, and sociology) to master the multidisciplinary frameworks, quantitative data, and advanced methods necessary to identify and explain how policies and place- level environments influence health and aging and the skills to translate their findings to policymakers and the public to inform strategies for change. We request NIA support for 10 predoctoral scholars for three years each. The Maxwell School will contribute matching funds that will guarantee five years of support for all T32 trainees. Trainees will combine the specific doctoral requirements of their disciplines with additional specialized P3HA training delivered through mentored research apprenticeships, substantive and advanced methods coursework, a multidisciplinary lab, professional development, and networking. Trainees will benefit from one-one-one, group, and peer mentoring. The P3HA program leverages the Maxwell School’s strengths in research and training in public policy. The program draws on a multidisciplinary set of 30 faculty mentors who have well-funded research programs and who lead the science on the roles of policies and places on health and aging; have substantial expertise in a range of causal, longitudinal, and contextual data and methods; are leaders in research translation to policy and public audiences; and have successful records of mentorship, including that 94% of their completed predoctoral trainees over the past decade went on to research careers. Trainees will also benefit from the robust research and training environments of four multidisciplinary research centers that regularly offer research seminars, data and methods workshops, professional development, and networking across disciplines. The P3HA program will be a powerful force for curricular coordination and multidisciplinary training at SU that will expand the biomedical research workforce pool to include social and population health scientists with expertise in the frameworks, data, and methods necessary to identify and explain the complex roles of policies and places on health and aging. Through T32 activities and resources and additional resources provided by the Maxwell School and the participating departments and centers, we expect trainees will become leaders in the health science workforce whose translational research will transform scientific debates and reshape policy and place-based approaches to addressing increasing morbidity and mortality among U.S. midlife and older adults.

NHLBI - National Heart Lung and Blood Institute

Project Summary/Abstract All essential 24-hr operations (e.g., first responders, hospital services) rely on nightshift workers who forgo nocturnal sleep for work. These essential services are available to us because of the 20% of the workforce who work nightshifts; however, they are provided little to no support in managing inverted sleep-work schedule, putting them at elevated risk for Shift Work Disorder (SWD). Because industries that rely on nightshift workers are often safety-sensitive, the consequences of impaired performance can be catastrophic (eg, Three Mile Island nuclear reactor meltdown, the American Airlines Flight 1420 crash, and the Exxon Valdez oil spill). Given this landscape, there is an urgent need for precision circadian medicine solutions. With support from multiple NIH awards, Dr. Cheng has laid the requisite foundation for vertical advancement in precision circadian medicine for SWD. For example, he pioneered the validation and creation of the first open-source, free, and widely accessible tool to track circadian rhythms in nightshift workers using wearable technology (ie, a free web portal). Furthermore, his work has also led to the understanding that a unitary focus on circadian misalignment for SWD may be overly reductionistic. This proposal seeks to enable the scaling-up of precision circadian medicine for nightshift workers by 1) leveraging digital health technologies (eg, consumer-based wearables), and 2) transforming the etiological framework of SWD from a unidimensional to a multi-level construct informed by a socioecological lens. In collaboration with a team of national leaders in sleep and circadian rhythms, Dr. Cheng will break ground in new directions of research. Potential directions include 1) examining the use of consumer-based wearable technology for precision circadian medicine, 2) establish the appropriate dose of light for a therapeutic response and remission in SWD, 3) improving the accuracy of circadian rhythms tracking with personalized parameters, 4) mechanistic evaluation of a multilevel etiological framework for SWD treatment, and 5) establish mechanistic targets for prevention of SWD. Additionally, the proposal also seeks to advance workforce development in precision circadian medicine by expanding training programs for undergraduates, doctoral students, and postdoctoral fellows. As a clinical psychologist with expertise in sleep and circadian physiology, Dr. Cheng is ideally positioned to lead this program of research to move the field of precision circadian medicine forward. He has demonstrated productivity in this area; his portfolio of work is well-cited, with a mean relative citation ratio of 2.88, which is higher than the 90% percentile of all scientific publications (NIH Office of Portfolio Analysis: iCite Tool). The proposed work would also advance five of objectives in the NHLBI Strategic Vision, and stands to significantly advance precision sleep medicine for this population, ultimately impacting outcomes related to occupational health, performance, safety, and public health.

Centers for Disease Control-GHC

Activities under this Notice of Funding Opportunity (NOFO) should focus on protecting and improving public health globally by: 1) strengthening public health surveillance systems; 2)improving the public health surveillance workforce; 3) improving the interface between public health disease surveillance and laboratory systems; 4) reinforcing emergency surveillance preparedness; 5) enhancing electronic disease surveillance platforms and systems; and 6)enhancing the use of surveillance data for public health action. This NOFO is intended to support global health security partners to develop or continue the implementation of surveillance activities that focus on protecting and improving public health globally through strategic planning, policy, strengthening surveillance capacities and systems through partnerships. These surveillance systems should build and improve regional and country capacities to detect, respond, control, and prevent infectious diseases and emerging threats; strengthen border health security; and mitigate public health events of international concern (PHEICs) or other global health issues. The implementing partner(s) will work closely with Ministries of Health, CDC country offices, and other stakeholders to assess existing surveillance systems, identify gaps, and propose solutions to enhance system performance. Activities will include the development and adaptation of protocols, training materials, and guidance documents, as well as the integration of surveillance data into actionable insights for decision-making. The partner will also support cross-sectoral collaboration to address One Health priorities, facilitate the use of innovative tools and technologies, and provide workforce development opportunities to build local capacity. This NOFO aligns with the broader mission of the DGHP to improve global health security by ensuring countries are equipped to prevent, detect, and respond to public health threats effectively. The implementing partner will play a critical role in advancing surveillance systems that contribute to timely interventions and evidence-based policy decisions, ultimately safeguarding public health at national and global levels.

Centers for Disease Control-GHC

Activities under this Notice of Funding Opportunity (NOFO) should focus on protecting and improving public health globally by: 1) strengthening public health surveillance systems; 2)improving the public health surveillance workforce; 3) improving the interface between public health disease surveillance and laboratory systems; 4) reinforcing emergency surveillance preparedness; 5) enhancing electronic disease surveillance platforms and systems; and 6)enhancing the use of surveillance data for public health action. This NOFO is intended to support global health security partners to develop or continue the implementation of surveillance activities that focus on protecting and improving public health globally through strategic planning, policy, strengthening surveillance capacities and systems through partnerships. These surveillance systems should build and improve regional and country capacities to detect, respond, control, and prevent infectious diseases and emerging threats; strengthen border health security; and mitigate public health events of international concern (PHEICs) or other global health issues. The implementing partner(s) will work closely with Ministries of Health, CDC country offices, and other stakeholders to assess existing surveillance systems, identify gaps, and propose solutions to enhance system performance. Activities will include the development and adaptation of protocols, training materials, and guidance documents, as well as the integration of surveillance data into actionable insights for decision-making. The partner will also support cross-sectoral collaboration to address One Health priorities, facilitate the use of innovative tools and technologies, and provide workforce development opportunities to build local capacity. This NOFO aligns with the broader mission of the DGHP to improve global health security by ensuring countries are equipped to prevent, detect, and respond to public health threats effectively. The implementing partner will play a critical role in advancing surveillance systems that contribute to timely interventions and evidence-based policy decisions, ultimately safeguarding public health at national and global levels.

NIGMS - National Institute of General Medical Sciences

The proposed T32 program at the Ponce Research Institute–Ponce Health Sciences University (PRI-PHSU) is a rigorous, mentor-intensive doctoral training initiative designed to expand the geographic and institutional footprint of NIGMS-supported biomedical research. Situated in Puerto Rico, an IDeA-eligible region with no current NIH T32 predoctoral training programs, this initiative addresses longstanding needs in biomedical research workforce development by anchoring high-impact training infrastructure at a compact, research-active institution with a proven record of excellence under the prior R25/T32 mechanisms. The program’s mission is to prepare a new generation of biomedical scientists with deep methodological rigor, interdisciplinary fluency, and the ability to contribute across cancer biology, neuroscience, infectious disease, chronic disease modeling, and translational medicine. Training is structured around a milestone-driven curriculum, NIH-style proposal development, reproducibility- centered research, and embedded professional development. T32 support begins in Year 1 of the PhD program, with each trainee appointed for two years. The program will support 10 trainees annually. Faculty mentors represent five divisions across the basic biomedical sciences, each with active NIH funding, cross-sector collaborations, and a strong publication and mentoring track record. Career development is scaffolded through individual development plans, peer mentoring, proposal writing, externships, and a centralized dashboard that supports competitive transitions to postdoctoral research or biomedical careers. The program’s SMART objectives include reducing time-to-degree, increasing publication and fellowship submission rates, ensuring training in responsible conduct of research, and placing at least 75% of graduates in research-intensive roles within 12 months of graduation. Evaluation is multi-tiered and includes internal advisory review, external benchmarking, and a 15-year longitudinal tracking system, while dissemination activities span peer-reviewed publications, regional media, podcasts, public health forums, and national training networks. This T32 program will institutionalize a high-performance, regionally grounded training ecosystem that produces adaptable, rigorously trained biomedical scientists with national competitiveness and translational relevance.

NIAID - National Institute of Allergy and Infectious Diseases

PROJECT SUMMARY There is an urgent need to strengthen the HIV clinical workforce in the United States, as demand for HIV prevention and treatment continues to rise while the supply of trained providers declines. Contributing factors include an aging clinician population, limited HIV-specific training during medical education, and systemic disincentives to managing complex HIV care. Concurrently, medical education is evolving toward online and self-directed formats, but most continuing medical education (CME) electronic curricula remain passive and do not adequately develop clinical reasoning. Case-based learning (CBL) and flipped-classroom (FC) models are more effective but remain resource-intensive and difficult to scale due to reliance on faculty time. Artificial intelligence (AI) offers a promising solution to this CME implementation gap by enabling dynamic, interactive, and scalable learning experiences that simulate expert clinical instruction. We have developed and piloted PRISM (Precision Review and Interactive Simulation in Medicine), a large language model (LLM)-based educational tool that delivers simulated case discussions, diagnostic feedback, and content review aligned with the Johns Hopkins Infectious Diseases curricula. In early testing, PRISM demonstrated high engagement and usability among medical students. This project extends this work and proposes to evaluate and refine PRISM- HIV, an AI-driven, case-based learning platform aligned with an existing HIV e-learning curriculum (Foundations in HIV Medicine). Target learners include medical residents, general internists, and advanced practice providers, who need to build confidence and competency in HIV medicine to address the workforce crisis. PRISM-HIV simulates a faculty preceptor to guide learners through interactive HIV case scenarios, promote clinical reasoning, deliver precision review, and assess user responses. Case-based learning and scenario details will map to the e-learning curriculum and core competencies, and facilitate efficient learning needed for continuing medical education of post-graduate learners in a manner aligned with adult learning theory. We will conduct a three-part study to: (1) evaluate the accuracy and consistency of AI-generated HIV cases and responses; (2) assess acceptability, usability, and user experience among internal medicine residents, primary care providers, and HIV clinicians using mixed methods; and (3) conduct a hybrid implementation-effectiveness trial comparing PRISM-HIV-enhanced learning to lecture-based learning alone, with outcomes based on knowledge acquisition, self-confidence, and RE-AIM implementation metrics. If successful, PRISM-HIV will offer a scalable and flexible continuing medical education (CME) tool to build HIV clinical capacity with minimal faculty burden. This project has the potential to modernize HIV education, support ongoing workforce development, and serve as a model for leveraging AI to improve healthcare delivery across multiple clinical domains.

U.S. National Science Foundation

The Professional Formation of Engineers (PFE) initiative integrates engineering research and education to improve and expand the nation’s engineering workforce. PFE is defined as the formal and informal processes and value systems by which people become engineers. The goal of PFE is to create an ethical engineering workforce with a global outlook and the ability to adapt to the rapidly evolving technical environment. This will help build a future engineering workforce with the skills to compete in the global marketplace, support emerging technologies, and grow U.S. industry. PFE supports projects in the ENGINEER program relating to future and current engineers’ training and education in many contexts, including formal classrooms, informal maker spaces, clubs and co-curricular activities, and workplaces. Such training encompasses cooperative education and internships, community-based experiences, and research labs. It also involves many scales of analysis, from mentor/mentee relationships to large-scale online learning and professional development experiences. Engineers must develop and maintain these learning opportunities with clear pathways to and through the profession. Such pathways include formal and informal education, apprenticeships, credentialing, and licensure, and consider relationships with other professionals, technical workers, and community members. Finally, such opportunities include transitions across and within academia and industry. To understand and improve this system requires expertise in both engineering and the social sciences.

U.S. National Science Foundation

The Professional Formation of Engineers (PFE) initiative integrates engineering research and education to improve and expand the nation s engineering workforce. PFE is defined as the formal and informal processes and value systems by which people become engineers. The goal of PFE is to create an ethical engineering workforce with a global outlook and the ability to adapt to the rapidly evolving technical environment. This will help build a future engineering workforce with the skills to compete in the global marketplace, support emerging technologies, and grow U.S. industry. PFE supports projects in the ENGINEER program relating to future and current engineers training and education in many contexts, including formal classrooms, informal maker spaces, clubs and co-curricular activities, and workplaces. Such training encompasses cooperative education and internships, community-based experiences, and research labs. It also involves many scales of analysis, from mentor/mentee relationships to large-scale online learning and professional development experiences. Engineers must develop and maintain these learning opportunities with clear pathways to and through the profession. Such pathways include formal and informal education, apprenticeships, credentialing, and licensure, and consider relationships with other professionals, technical workers, and community members. Finally, such opportunities include transitions across and within academia and industry. To understand and improve this system requires expertise in both engineering and the social sciences.

NIBIB - National Institute of Biomedical Imaging and Bioengineering

Current training models for bioengineering design often do not adequately prepare students for 21st-century challenges in the medical device industry, as they lack appropriate training in team-oriented science, critical thinking skills to identify medical problems, and immersion in clinical medicine, which is essential for addressing these problems. Responding to PAR-22-000, we at UC San Diego propose to re-envision our Bioengineering senior design curriculum through the implementation of the Clinical Undergraduate Research Experience and Skill-building (CURES) initiative. This program adopts a vertical integration model to: (1) expand clinical immersion and team-based medical device design modules within bioengineering coursework by incorporating a structured sequence of clinical modules and digital twin technology starting at the undergraduate level, (2) align clinical project conceptualization in BENG193: Clinical Bioengineering with senior design courses such as BENG187 and BENG188, ensuring clinical projects progress seamlessly into senior design teams co-mentored by clinical and bioengineering faculty, and (3) disseminate program materials and clinical digital twin systems through interdisciplinary campus events and broader regional and national networks to enable access across engineering departments. This vertically integrated, three-pronged approach will empower clinicians to mentor student teams in the didactic courses, whose enrollment we will double to accommodate half of all undergraduate students. Beyond coursework, the initiative will extend to include the majority of UC San Diego Bioengineering students in clinically focused senior design projects that incorporate real-world clinical problem-solving. The integration of innovative tools such as clinical digital twin technology, combined with models like progressive team-based training, will provide scalable and accessible approaches for delivering this education. We believe this initiative addresses critical gaps in bioengineering education by preparing students for the 21st-century workforce with hands-on clinical immersion, interdisciplinary collaboration, and structured mentoring. Moreover, this program will also address gaps for medical students who currently lack access to courses in medical device design, despite UC San Diego’s proximity to a leading biotechnology sector. Program success will be assessed by comparing cohorts with and without additional clinical immersion and team-based design coursework, as well as previous cohorts under the prior curriculum. With data on student interest, pilot successes, and measurable outcomes, we aim to achieve the following ambitious goals over five years: developing and integrating clinical immersion and digital twin technology into bioengineering courses, increasing clinical mentor involvement in senior design, and disseminating educational materials and program outcomes to create a scalable, sustainable impact.

NIA - National Institute on Aging

PROJECT SUMMARY In order to address the health and well-being problems posed by an aging population in the United States, research that pinpoints how to protect aging adults from health risks is needed. To enable rigorous, high-quality research in this area, two scientific approaches are necessary. A lifespan approach addresses the fact that aging is a complex, dynamic, cumulative process that unfolds across time. A biopsychosocial approach addresses the fact that psychological and social factors interact with physiological factors to drive aging. Work that integrates lifespan and biopsychosocial perspectives requires both scientific understanding across disciplines and also requires knowledge in strategic collaboration, scientific leadership, effective communication, and project management. The Society for Biopsychosocial Science and Medicine (formerly the American Psychosomatic Society) has integrative work as its very mission, and across 82 meetings has been where cutting-edge research combining biological factors with psychosocial factors is presented. However, lifespan approaches have not been traditionally centered at the meeting. Therefore, we will pursue aims under the conference theme of Biopsychosocial Science and the Future of Health and Well-Being Across the Lifespan. First, we aim to provide methodological, content, and career development training to prepare junior scholars for a career in biopsychosocial lifespan research. We will do so by supporting a mentorship program called the Developing Investigator Program—a mentorship program for promising trainees where senior members with a history of external funding are matched with each junior investigator to provide mentorship and concrete feedback on a grant proposal. Second, we aim to advance science that elucidates the personal, interpersonal, societal, and environmental factors influencing aging. We will do so by providing programming highlighting the highest caliber biopsychosocial aging and lifespan research. For example, we will invite experts to provide scholar training sessions will provide concrete and actionable resources for scholars to engage in biopsychosocial lifespan aging research in HRS, MIDUS, and other NIA-funded longitudinal deeply phenotyped datasets. Based on empirical literature on mentorship, we are innovating on the traditional one-time events often offered at conferences to create infrastructure for two-year long relationships. The expected outcome of these endeavors is a scientific workforce trained in approaches that integrate across biology, psychology, and social factors to ultimately improve health and well-being throughout the lifespan. 

U.S. Mission to Algeria

<p>1.&nbsp;&nbsp;Executive Summary</p><p>The U.S. Department of State’s Embassy Algiers is launching a competitive program to catalyze innovation and commerce between the United States and Algeria and advance key U.S. foreign policy priorities. The initiative aims to strengthen commercial ties, expand market access for American companies, and promote American business models and technology, particularly in entrepreneurship and artificial intelligence as well as English language development. Target audiences include Algerian students and young leaders (ages 18-35), entrepreneurs, and mid-career professionals, with a focus on building partnerships between U.S. and Algerian institutions and improving knowledge relevant to U.S. business and technology standards. </p><p>The Embassy may play an active role in guiding and monitoring the program, while recipients will manage implementation and outreach. Competitive proposals should support a priority program area (see below) and should include a connection with American expert/s, organization/s, institution/s or private sector companies that will promote increased cooperation between the people of the United States and Algeria even after the program has finished. </p><p>A.&nbsp;&nbsp;ELIGIBILITY</p><p>1.&nbsp;&nbsp;Eligible Applicants</p><p>The Public Affairs Section encourages applications from U.S. and Algeria and any other</p><p>country for projects that would have any significant bonds with the priority programs</p><p>Areas and will be implemented in Algeria.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Registered not-for-profit organizations, including think tanks and civil society/nongovernmental organizations with programming experience. Public and private educational institutions</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Individuals: Specialized professional individuals</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Public International Organizations and Governmental institutions</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Non-profit or governmental educational institutions</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Governmental institutions</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Social enterprises: public or private.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Museums</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Press and media: Including public and private traditional media outlets.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Entities specialized in the project fields.</p><p>For-profit entities, even those that may fall into the categories listed above, are not eligible to apply for this NOFO.&nbsp;Organizations may sub-contract with other entities, but only one, non-profit, non-governmental entity can be the prime recipient of the award. When sub-contracting with other entities, the responsibilities of each entity must be clearly defined in the proposal. For more information on the difference between sub-contract and sub-recipient, please refer to 2 CFR 200.331. </p><p>2.&nbsp;&nbsp;Cost Sharing or Matching</p><p>Cost sharing or matching is encouraged, but not required for this funding opportunity. &nbsp;&nbsp;&nbsp;</p><p>3.&nbsp;&nbsp;Other Eligibility Requirements</p><p>All organizations must have a Unique Entity Identifier (UEI) issued via SAM.gov as well as a valid registration in SAM.gov. Please see Section E.3 for more information. Individuals are not required to have a UEI or be registered in SAM.gov.&nbsp;</p><p>Optional: Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding under this funding opportunity.</p><p>4.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;This opportunity will not support: </p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Projects relating to partisan political activity;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Charitable or development activities; including direct social services such as medical, psychological, and/or humanitarian support</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Construction projects;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Projects that support specific religious activities;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Fund-raising campaigns;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Lobbying for specific legislation or programs</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Scientific research or surveys;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Commercial projects;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Projects intended primarily for the growth or institutional development of the organization; </p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Projects that duplicate existing projects; or</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Illegal activities</p><p>B.&nbsp;&nbsp;&nbsp;PROGRAM DESCRIPTION</p><p>1.&nbsp;&nbsp;Project Background, Goals, and Objectives</p><p>The Public Diplomacy Section invites proposals for programs that support one of the following U.S. Embassy priority program areas listed below. &nbsp;</p><p>Examples of Public Diplomacy Small Grants Program programs include, but are not limited to:</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Academic and professional lectures, seminars and speaker programs;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Artistic and cultural workshops, joint performances and exhibitions;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Professional and academic exchanges and programs;</p><p>Priority Program Areas/Goals: Applicants may submit a proposal to address the program goals below. Proposals should focus on one or more of the priority outcomes, but applicants may also recommend their own objective.&nbsp;</p><p>Goal 1.&nbsp;Advance Commercial Diplomacy </p><p>The U.S. Embassy invites proposals that strengthen commercial ties between the United States and Algeria. This is a priority for the U.S. Embassy because it expands market access for American companies, supports workforce development, and fosters a business ecosystem that is conducive to American engagement. </p><p>Applicants should consider designing programs that promote American business models, create new talent pipelines, stimulate entrepreneurship. and include mechanisms for measuring commercial outcomes.</p><p>Project Audience(s): All programs should focus on audiences in Algeria. Proposals should describe both the primary and secondary audiences for the program. Primary audiences are those who will participate directly in the program, and secondary audiences include those reached indirectly – for example, via social media or traditional media. Specific audiences who are considered a priority for awards funded under this Annual Program Statement include:</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Students and young leaders between the ages of 18-35;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Entrepreneurs and small business owners; </p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Rising and mid-career industry and creative professionals. </p><p>Priority Outcomes(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas.&nbsp;</p><p>Strengthened Partnerships between Algerian and American universities, research institutions, creative hubs, and business incubators. </p><p>Increased Pipelines for Algerian students and young leaders to work for, engage with, and promote American companies. </p><p>Improved Ability among target audiences in English language, American business standards, and American approaches to commercialization and entrepreneurship,</p><p>Increased Adoption of American business models and operational standards within Algeria’s emerging industries, including in Algeria’s sports and entertainment industries.</p><p>&nbsp;</p><p>Goal 2.&nbsp;Promote English Language to Strengthen Economic, Security, and Cultural Ties</p><p>&nbsp;</p><p>The U.S. Embassy invites proposals that expand access to high-quality English language learning and promote English as a tool for academic, professional, and cross-cultural advancement in Algeria. This is a priority for the U.S. Embassy because English proficiency opens doors to global education, workforce readiness and employability, and supports private sector growth and entrepreneurship.&nbsp;Strong English capability help Algerians participate more fully in international business and innovation ecosystems, and enhance collaboration between Algerian and American companies, people and institutions. </p><p>&nbsp;</p><p>Applicants should consider designing programs that enhance English language teaching and learning, develop innovative resources or curricula, and create opportunities for Algerians to use English in real-world contexts. Proposals may include teacher training, English language camps, conversation clubs, digital learning platforms, or partnerships with U.S. educational institutions.</p><p>&nbsp;</p><p>Project Audience(s): All programs should focus on audiences in Algeria. Proposals should describe both the primary and secondary audiences for the program. Primary audiences are those who will participate directly in the program, and secondary audiences include those reached indirectly – for example, via social media or traditional media. Specific audiences who are considered a priority for awards funded under this Annual Program Statement include:</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;English language teachers and educators;</p><p>Priority Outcome(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Increased English language proficiency among Algerian youth, educators, and professionals.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Strengthened capacity of Algerian English language teachers through training and professional development.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Expanded access to American educational and cultural resources in English.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Enhanced opportunities for Algerians to participate in academic, professional, and cultural exchanges with the United States.</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Greater use of English in Algerian academic, business, and civic life.</p><p> Goal 3.&nbsp;Promote American Innovation in Algeria’s Technological Transformation</p><p>The U.S. Embassy invites proposals that position the United States as Algeria’s preferred partner in artificial intelligence (AI) and emerging technologies. This is a priority for the U.S. Embassy because it promotes American technology frameworks, accelerates the adoption of U.S. generative AI solutions, and cultivates ties with American nstitutions and research ecosystems that promote American models of academic excellence and innovation.</p><p>Applicants should consider designing programs that promote the adoption of American technology, train target audiences in its utilization, and strengthen technological partnerships with Algerian universities or business incubators. </p><p>Project Audience(s): Who are the primary beneficiaries?&nbsp;Include possible audience characteristics, such as demographics, professional background or geographic location. Aim to specify at least three. </p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Students and young leaders between the ages of 18-35;</p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Entrepreneurs and small business owners; </p><p>·&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Rising and mid-career industry professionals and engineers. </p><p>Priority Outcomes(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas.</p><p>Increased receptivity toward collaboration with American companies and institutions in the field of AI and emerging technologies.</p><p>Improved AI Literacy among target audiences, including youth and entrepreneurs, learned on American generative AI. </p><p>Strengthened Partnerships between Algerian and U.S. universities, research institutions, and innovation hubs.</p><p>Increased Adoption of U.S. AI-enabled products and American AI standards within Algerian institutions and businesses. </p><p>2.&nbsp;&nbsp;Substantial Involvement </p><p>If this award will be a cooperative agreement or an FAA with substantial involvement, you must include a description of the substantial involvement in this section, including a summary of the expected roles and responsibilities of the U.S. Embassy and Recipient. </p><p>●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;U.S. Embassy Roles and Responsibilities</p><p>o&nbsp;&nbsp;The U.S. Embassy will provide substantial involvement throughout the award period if the grantee is awarded a cooperative agreement. Embassy staff will approve selection of program participants, review proposed publications and materials, and offer guidance on program content to ensure alignment with U.S. policy objectives. The Embassy will also facilitate connections with American institutions, provide input on the development of training modules, and be involved in monitoring to ensure intended outcomes are achieved.</p><p>●&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;Recipient Roles and Responsibilities</p><p>o&nbsp;&nbsp;The Recipient will be responsible for the day-to-day management and implementation of the program, including logistics, outreach, and coordination with local partners. The Recipient will design and deliver training activities, develop program materials, and manage participant engagement. The Recipient will also be responsible for collecting and reporting data on program outcomes, maintaining regular communication with the U.S. Embassy, and incorporating Embassy feedback into program activities and deliverables.</p>

U.S. Mission to Algeria

1. Executive SummaryThe U.S. Department of State s Embassy Algiers is launching a competitive program to catalyze innovation and commerce between the United States and Algeria and advance key U.S. foreign policy priorities. The initiative aims to strengthen commercial ties, expand market access for American companies, and promote American business models and technology, particularly in entrepreneurship and artificial intelligence as well as English language development. Target audiences include Algerian students and young leaders (ages 18-35), entrepreneurs, and mid-career professionals, with a focus on building partnerships between U.S. and Algerian institutions and improving knowledge relevant to U.S. business and technology standards. The Embassy may play an active role in guiding and monitoring the program, while recipients will manage implementation and outreach. Competitive proposals should support a priority program area (see below) and should include a connection with American expert/s, organization/s, institution/s or private sector companies that will promote increased cooperation between the people of the United States and Algeria even after the program has finished. A. ELIGIBILITY1. Eligible ApplicantsThe Public Affairs Section encourages applications from U.S. and Algeria and any othercountry for projects that would have any significant bonds with the priority programsAreas and will be implemented in Algeria. Registered not-for-profit organizations, including think tanks and civil society/nongovernmental organizations with programming experience. Public and private educational institutions Individuals: Specialized professional individuals Public International Organizations and Governmental institutions Non-profit or governmental educational institutions Governmental institutions Social enterprises: public or private. Museums Press and media: Including public and private traditional media outlets. Entities specialized in the project fields.For-profit entities, even those that may fall into the categories listed above, are not eligible to apply for this NOFO. Organizations may sub-contract with other entities, but only one, non-profit, non-governmental entity can be the prime recipient of the award. When sub-contracting with other entities, the responsibilities of each entity must be clearly defined in the proposal. For more information on the difference between sub-contract and sub-recipient, please refer to 2 CFR 200.331. 2. Cost Sharing or MatchingCost sharing or matching is encouraged, but not required for this funding opportunity. 3. Other Eligibility RequirementsAll organizations must have a Unique Entity Identifier (UEI) issued via SAM.gov as well as a valid registration in SAM.gov. Please see Section E.3 for more information. Individuals are not required to have a UEI or be registered in SAM.gov. Optional: Applicants are only allowed to submit one proposal per organization. If more than one proposal is submitted from an organization, all proposals from that institution will be considered ineligible for funding under this funding opportunity.4. This opportunity will not support: Projects relating to partisan political activity; Charitable or development activities; including direct social services such as medical, psychological, and/or humanitarian support Construction projects; Projects that support specific religious activities; Fund-raising campaigns; Lobbying for specific legislation or programs Scientific research or surveys; Commercial projects; Projects intended primarily for the growth or institutional development of the organization; Projects that duplicate existing projects; or Illegal activitiesB. PROGRAM DESCRIPTION1. Project Background, Goals, and ObjectivesThe Public Diplomacy Section invites proposals for programs that support one of the following U.S. Embassy priority program areas listed below. Examples of Public Diplomacy Small Grants Program programs include, but are not limited to: Academic and professional lectures, seminars and speaker programs; Artistic and cultural workshops, joint performances and exhibitions; Professional and academic exchanges and programs;Priority Program Areas/Goals: Applicants may submit a proposal to address the program goals below. Proposals should focus on one or more of the priority outcomes, but applicants may also recommend their own objective. Goal 1. Advance Commercial Diplomacy The U.S. Embassy invites proposals that strengthen commercial ties between the United States and Algeria. This is a priority for the U.S. Embassy because it expands market access for American companies, supports workforce development, and fosters a business ecosystem that is conducive to American engagement. Applicants should consider designing programs that promote American business models, create new talent pipelines, stimulate entrepreneurship. and include mechanisms for measuring commercial outcomes.Project Audience(s): All programs should focus on audiences in Algeria. Proposals should describe both the primary and secondary audiences for the program. Primary audiences are those who will participate directly in the program, and secondary audiences include those reached indirectly for example, via social media or traditional media. Specific audiences who are considered a priority for awards funded under this Annual Program Statement include: Students and young leaders between the ages of 18-35; Entrepreneurs and small business owners; Rising and mid-career industry and creative professionals. Priority Outcomes(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas. Strengthened Partnerships between Algerian and American universities, research institutions, creative hubs, and business incubators. Increased Pipelines for Algerian students and young leaders to work for, engage with, and promote American companies. Improved Ability among target audiences in English language, American business standards, and American approaches to commercialization and entrepreneurship,Increased Adoption of American business models and operational standards within Algeria s emerging industries, including in Algeria s sports and entertainment industries. Goal 2. Promote English Language to Strengthen Economic, Security, and Cultural Ties The U.S. Embassy invites proposals that expand access to high-quality English language learning and promote English as a tool for academic, professional, and cross-cultural advancement in Algeria. This is a priority for the U.S. Embassy because English proficiency opens doors to global education, workforce readiness and employability, and supports private sector growth and entrepreneurship. Strong English capability help Algerians participate more fully in international business and innovation ecosystems, and enhance collaboration between Algerian and American companies, people and institutions. Applicants should consider designing programs that enhance English language teaching and learning, develop innovative resources or curricula, and create opportunities for Algerians to use English in real-world contexts. Proposals may include teacher training, English language camps, conversation clubs, digital learning platforms, or partnerships with U.S. educational institutions. Project Audience(s): All programs should focus on audiences in Algeria. Proposals should describe both the primary and secondary audiences for the program. Primary audiences are those who will participate directly in the program, and secondary audiences include those reached indirectly for example, via social media or traditional media. Specific audiences who are considered a priority for awards funded under this Annual Program Statement include: English language teachers and educators;Priority Outcome(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas. Increased English language proficiency among Algerian youth, educators, and professionals. Strengthened capacity of Algerian English language teachers through training and professional development. Expanded access to American educational and cultural resources in English. Enhanced opportunities for Algerians to participate in academic, professional, and cultural exchanges with the United States. Greater use of English in Algerian academic, business, and civic life. Goal 3. Promote American Innovation in Algeria s Technological TransformationThe U.S. Embassy invites proposals that position the United States as Algeria s preferred partner in artificial intelligence (AI) and emerging technologies. This is a priority for the U.S. Embassy because it promotes American technology frameworks, accelerates the adoption of U.S. generative AI solutions, and cultivates ties with American nstitutions and research ecosystems that promote American models of academic excellence and innovation.Applicants should consider designing programs that promote the adoption of American technology, train target audiences in its utilization, and strengthen technological partnerships with Algerian universities or business incubators. Project Audience(s): Who are the primary beneficiaries? Include possible audience characteristics, such as demographics, professional background or geographic location. Aim to specify at least three. Students and young leaders between the ages of 18-35; Entrepreneurs and small business owners; Rising and mid-career industry professionals and engineers. Priority Outcomes(s): Applicants may focus on one or more of the outcomes listed below. Applicants are encouraged to propose additional objectives and innovative activities that address the priority program areas.Increased receptivity toward collaboration with American companies and institutions in the field of AI and emerging technologies.Improved AI Literacy among target audiences, including youth and entrepreneurs, learned on American generative AI. Strengthened Partnerships between Algerian and U.S. universities, research institutions, and innovation hubs.Increased Adoption of U.S. AI-enabled products and American AI standards within Algerian institutions and businesses. 2. Substantial Involvement If this award will be a cooperative agreement or an FAA with substantial involvement, you must include a description of the substantial involvement in this section, including a summary of the expected roles and responsibilities of the U.S. Embassy and Recipient. U.S. Embassy Roles and Responsibilitieso The U.S. Embassy will provide substantial involvement throughout the award period if the grantee is awarded a cooperative agreement. Embassy staff will approve selection of program participants, review proposed publications and materials, and offer guidance on program content to ensure alignment with U.S. policy objectives. The Embassy will also facilitate connections with American institutions, provide input on the development of training modules, and be involved in monitoring to ensure intended outcomes are achieved. Recipient Roles and Responsibilitieso The Recipient will be responsible for the day-to-day management and implementation of the program, including logistics, outreach, and coordination with local partners. The Recipient will design and deliver training activities, develop program materials, and manage participant engagement. The Recipient will also be responsible for collecting and reporting data on program outcomes, maintaining regular communication with the U.S. Embassy, and incorporating Embassy feedback into program activities and deliverables.

New York Power Authority (NYPA)

As part of NYPA's funding of its workforce training incentives is the renewable energy field, NYPA is supporting the Public Housing Community Fund. The program will provide classroom and hands-on experience in the following areas: carpentry, electrical, plumbing, building operations and maintenance, energy efficiency, solar PV, HVAC, and building decarbonization.

U.S. Mission to Myanmar

1. Project Background, Goals, and Objectives PD small grants projects must clearly advance America First foreign policy principles by demonstrating how the proposed activities make the United States safer, stronger, and more prosperous, while celebrating Freedom250 and American excellence. Priority will be given to projects that deliver tangible, measurable benefits to U.S. interests; elevate U.S. leadership and credibility; promote reciprocal and mutually beneficial engagement with Burma, and focus on one of the priority areas outlined below. COMMERCIAL ADVANCEMENT Projects that advance U.S. Burma economic ties and U.S. prosperity by strengthening entrepreneurs and businesses that align with U.S. commercial and strategic interests. Proposals should promote robust commercial diplomacy and workforce competitiveness, including through the use of innovation, digital tools, and AI enabled technologies, and create concrete opportunities for U.S. linked trade, investment, and integration into U.S.-relevant supply chains. DIGITAL FREEDOM, ONLINE SAFETY, AND ANTI SCAM AWARENESS Projects that strengthen digital literacy and help protect users from online harms that threaten U.S. and Burmese interests. Proposals should focus on exposing and countering fraudulent online schemes and scam centers; building skills to recognize, avoid, and report online fraud, identity theft, and financial scams; and promoting responsible, secure use of digital platforms and tools, including in cross border and U.S. linked online activity. ENGLISH LANGUAGE LEARNING Programs that advance America First priorities by providing Business English and English for Entrepreneurship essential to U.S. linked trade, investment, and regional stability. Proposals should build high level English skills needed to work with American companies, navigate U.S. standards and contracts, participate in regional supply chains, and engage in lawful, rules based economic activity. Activities may include targeted English training for professionals, entrepreneurs, and future business leaders that uses U.S. materials, terminology, and case studies and clearly supports U.S. economic and strategic interests in the Indo Pacific. REGIONAL STABILITY AND AMERICAN EXCELLENCE Projects that explain and highlight the U.S. role in maintaining a free, open, and secure Indo Pacific, and that underscore American excellence in security cooperation, governance, innovation, and economic leadership. Proposals should deepen understanding of how U.S. policies, alliances, and economic engagement contribute to regional stability and why this benefits the United States. Activities may include programs that feature U.S. experts or content on Indo Pacific strategy, maritime and economic security, or resilient supply chains, and that clearly communicate U.S. strengths, values, and strategic objectives to Burma based audiences. EDUCATION Programs that advance America First priorities and American excellence by equipping Burma s students and young adults with skill based and vocational training that strengthens U.S. relevant economic competitiveness. Proposals should promote accurate understanding of U.S. education, institutions, and culture; and build durable linkages with American academic, vocational, and cultural institutions. Activities may include training for students, faculty, or artists that uses U.S. curricula, standards, or expertise and clearly supports U.S. interests, policies, and reputation in Burma, consistent with applicable travel restrictions and visa policies. Project Audiences: Primary beneficiaries of PD small grants may include, but are not limited to: Emerging leaders across Burma seeking to expand professional collaboration and leadership impact; Youth and early-career professionals developing workforce, digital, entrepreneurial, or technical skills aligned with economic growth sectors; Educators, entrepreneurs, civil society professionals, or public and private sector practitioners engaged in innovation, applied education, or digital security initiatives. Target audiences may vary depending on project design but should clearly identify geographic reach, professional background, and demographic characteristics relevant to project objectives. Project Goals: Funded projects should advance one or more of the following goals: Strengthen U.S. Burma economic engagement by building the capacity of Burmese entrepreneurs, professionals, and students to participate in U.S.-linked commerce, trade, and supply chains. Protect U.S. interests in the digital space by equipping audiences with the skills to identify, avoid, and report online fraud, scams, and digital threats. Advance English language proficiency in professional and entrepreneurial contexts to enable meaningful participation in U.S.-linked economic activity and rules-based regional commerce. Elevate understanding of U.S leadership and strategic objectives in the Indo-Pacific by communicating American strengths, values, and policy priorities to Burma-based audiences. Promote American excellence and educational opportunity by connecting Burmese participants with U.S. curricula, institutions, expertise, and cultural content. Project Objectives: All projects funded under this competition must support at least one of the following objectives: Strengthen U.S.-Burma economic ties by building the capacity of Burmese entrepreneurs, business professionals, or students to engage with U.S.-linked trade, investment, supply chains, or commercial opportunities. Advance digital literacy and online safety by equipping Burmese audiences with the skills to recognize, avoid, and report online fraud, scams, and digital threats that target U.S. interests. Improve English language proficiency in professional or entrepreneurial contexts to enable meaningful participation in U.S.-linked economic activity, rules-based commerce, and regional supply chains. Promote American excellence and educational opportunity by connecting Burmese students, faculty, or young adults with U.S. curricula, expertise, or cultural content. Deepen understanding of U.S. leadership, values, and strategic objectives in the Indo-Pacific by communicating American strengths, policies, and contributions to regional stability to Burmese audiences. Note: Please see detail information by clicking Related Document tab.

National Park Service

The National Park Service s Office of Public Health has created an employment opportunity for a college-age youth to be energized regarding public health, health opportunities and impacts, and to create an Alternative Spring Break program for both primary and secondary educational levels. This employment opportunity is designed to inspire college students to consider careers in the National Park Service while diversifying the overall workforce. Including college aged students 18-25 in the program, ensures that we provide for the necessary training and career development of young people with a keen interest public health to consider a career with the National Park Service.

Health Resources and Services Administration

​​The Public Health Training Center (PHTC) Program aims to increase the knowledge of the public health workforce through traineeships, specialized training and professional development in partnership with state and local health departments, community-based primary care providers, and related organizations (including non-traditional partners) to address public healthcare needs.​

Health Resources and Services Administration

The Public Health Training Center (PHTC) Program aims to increase the knowledge of the public health workforce through traineeships, specialized training and professional development in partnership with state and local health departments, community-based primary care providers, and related organizations (including non-traditional partners) to address public healthcare needs.

NCI - National Cancer Institute

ABSTRACT To train the next generation of cancer researchers with interdisciplinary team science expertise, we propose establishing the Purdue Interdisciplinary Cancer Research Training (PICRT) program. PICRT leverages the research strength and breadth of the Purdue University Institute for Cancer Research (PICR), a longstanding NCI-designated basic science cancer center. The PICRT program fills a significant gap as, despite the strengths of PICR, there are currently no existing NIH training opportunities for Ph.D. students with a focus on cancer research at Purdue. PICRT is designed to train Ph.D. students in interdisciplinary knowledge, skills, and innovative critical thinking across cancer research domains. These competencies are essential for trainees to effectively collaborate in multidisciplinary teams, driving progress from basic discovery and prevention to treatment and clinical application. The objectives for the proposed training program are: 1) enhance knowledge and skills in interdisciplinary cancer research; 2) deliver enhanced training to increase interdisciplinary and collaborative cancer team science competence; 3) increase trainee cancer research career awareness and provide professional development opportunities and enhanced effective leadership skills. The PICRT program includes 35 preceptors distributed across the three broad interdisciplinary research Scientific Programs of PICR: Cell Identity and Signaling (CIS), Drug Delivery and Molecular Sensing (DDMS), and Targets, Structures, and Drugs (TSD). The composition of the preceptor pool spans 12 departments, including Biology, Industrial and Molecular Pharmaceutics, Biochemistry, and Chemical Engineering. The proposed program is led by a multi-PI team of leaders in cancer research with diverse research backgrounds and approaches, long-standing strengths in graduate education and administration, and substantial institutional support. Our program novelty comes from overcoming barriers that insulate researchers from working together as interdisciplinary research teams, using previous successful curricular development to enhance skills in working in interdisciplinary teams. In addition to more traditional training program components, novel aspects of PICRT are comprised of a course that includes training in interdisciplinary team science, clinical cancer applications, an embedding program in different interdisciplinary laboratories, opportunities to organize PICR events, and leadership experience in cancer-focused service learning/community projects. Our vision is that these broadly trained basic cancer researchers will be well suited to work in teams to identify, develop, and implement cancer prevention and treatment strategies in partnerships with clinicians. The robust interdisciplinary research environment at PICR, the excellent preceptor and Ph.D. pool, the strong leadership team, and the substantial institutional support poise us well to successfully train the next generation of highly competent cancer researchers and fill the gap at Purdue and the overall cancer research workforce.

NIGMS - National Institute of General Medical Sciences

This is a new proposal to develop a Quantitative Cell, Molecular, and Developmental Biology (QCMDB) Training Program at Northwestern University. The QCMDB Training Program will support comprehensive pre-doctoral graduate training in the biomedical sciences, focusing on the cellular, molecular, and developmental mechanisms used in biological systems and targeted by diseases impacting human health. The mission of the QCMDB Training Program is to develop PhD students with a broad understanding across biomedical disciplines while instructing them with the skills to think critically, conduct rigorous scientific reasoning and practice, and communicate their work to a broad range of audiences. The outcome of this mission will be the development of a modern biomedical workforce that will populate every niche of society, ranging from academia, education, industry, and law, to the government. The objectives of the QCMDB Training Program are designed in alignment with NIGMS goals for predoctoral training and are organized into three interrelated areas: Foundational Biomedical Training and Education, Communication and Collaboration in Research, and Career Exploration and Development. Program goals are achieved through structured didactic coursework and enrichment activities, which are constantly evolving to meet the challenges contemporary PhD students face. The desired outcome is to create a supportive and safe scientific training environment that will set all trainees on a trajectory toward independence in thought and action. QCMDB trainees will be selected from two integrated interdepartmental graduate programs: the Interdisciplinary Biological Sciences Graduate Program and the Driskill Graduate Program in the Life Sciences. Students will be appointed to the QCMDB Training Program at the beginning of their second year and supported for two years. The 28 faculty preceptors in the Program are drawn from four departments across two schools and represent the full range of research fields that compose modern and quantitative cell, molecular, and developmental biology. QCMDB preceptors are proactive in developing excellence in training and mentoring, and preceptors will be required to regularly receive training in mentorship and best practices to promote rigorous, safe, and supportive research training environments for all trainees. Northwestern University's commitment to the Training Program provides funds for two affiliate trainee slots in addition to the eight NIGMS-funded slots requested. The affiliate slots expand the impact of the training program by increasing the number of trainees who will directly benefit from all program activities. By the end of the funding period, 25 QCMDB trainees will be equipped with the requisite knowledge and skills to address outstanding problems in contemporary biomedical science from broad perspectives.

U.S. National Science Foundation

The Division of Chemical, Bioengineering, Environmental, and Transport Systems (CBET) and the Division of Chemistry (CHE) are conducting a Re-entry to Active Research (RARE) program to reengage, retrain, and broaden participation within the academic workforce. The primary objective of the RARE program is to catalyze the advancement along the academic tenure-track of highly meritorious individuals who are returning from a hiatus from active research. By providing re-entry points to active academic research, the RARE program will reinvest in the nation s most highly trained scientists and engineers, while broadening participation and increasing diversity of experience. A RARE research proposal must describe potentially transformative research that falls within the scope of participating CBET or CHEprograms. The RARE program includes two Tracks to catalyze the advancement of investigators along the academic tenure system after a research hiatus, either to a tenure-track position or to a higher-tenured academic rank. Track 1 of the RARE program reengages investigators in a competitive funding opportunity with accommodations for gap in record that are a result of the research hiatus. A Track 1 proposal will follow the budgetary guidelines of the relevant CBET program for an unsolicited research proposal or the relevant CHE Disciplinary Research program. Track 2 retrains investigators for whom the research hiatus has led to the need for new or updated techniques, such that retraining is required to return the investigator to competitive research activity. A description of how these new techniques will lead to competitive research in CBET or CHE programs is required. A Track 2 proposal budget will include only funds necessary for specific retraining activities, such as travel to a workshop or conference, workshop registration fees, a retraining sabbatical, or seed funding to support collection of preliminary data (including salary support, equipment usage fees, materials, and/or supplies). General inquiries regarding this program should be made to: RAREquestions@NSF.GOV or a RARE Program Officer listed below.

Labor

The Unemployment Insurance (UI) program is a required partner in the broader public workforce system and provides unemployment benefits to individuals who have lost their employment through no fault of their own and who otherwise meet initial and continuing UI eligibility requirements. Beginning in 2005, the U.S. Department of Labor, Employment and Training Administration funded the voluntary UI Reemployment and Eligibility Assessment (REA) program to address individual reemployment needs of UI claimants, as well as prevent and detect improper benefit payments. In 2015, the Reemployment Services and Eligibility Assessment (RESEA) program replaced the REA program providing greater access to reemployment services in addition to services previously provided under the REA program. In Fiscal Year (FY) 2018, amendments to the Social Security Act permanently authorized the RESEA program and implemented several significant changes including formula-based funding and a series of requirements intended to increase the use and availability of evidence-based reemployment interventions and strategies. The permanent RESEA program has four purposes: (1) reduce UI duration through improved employment outcomes; (2) strengthened UI program integrity, (3) promote alignment with the vision of the Workforce Innovation and Opportunity Act (WIOA), and (4) establish RESEA as an entry point to other workforce system partners.