CCI FY25 NOFO.pdf

U.S. Department of State Bureau of Educational and Cultural Affairs (ECA)

Notice of Funding Opportunity (NOFO)

FY 2025 Community College Initiative Program Funding Opportunity Number: DFOP0017272

Application Deadline: August 4, 2025

A. Basic Information B. Eligibility C. Program Description D. Application Contents and Format E. Submission Requirements and Deadlines F. Application Review Information G. Award Notices H. Post-Award Requirements and Administration I. Other Information

A. Basic Information

1. Overview.

Funding Opportunity Title FY 2025 Community College Initiative Program

Funding Opportunity Number DFOP0017272

Announcement Type New Cooperative Agreement

Deadline for Applications August 4, 2025, 11:59pm Eastern (Washington DC time)

Assistance Listing Number 19.009

Length of Performance Period 12 to 36 months

Number of Awards Anticipated One award

Award Amount Approximately $3,937,500

Total Available Funding $3,937,500, pending availability of funds

Type of Funding FY25 Educational and Cultural Exchange Programs (ECE) Funds

Funding Instrument Type Cooperative Agreement

Anticipated Award Date August 25, 2025

This notice is subject to availability of funding. Issuance of the NOFO does not constitute an award commitment on the part of the Government.

ECA reserves the right to reduce, revise, or increase proposal budgets in accordance with the needs of the program and the availability of funds.

Pending satisfactory implementation of this program and the availability of funds in subsequent fiscal years, it is ECA's intent to renew this award for two additional, consecutive fiscal years, before openly competing it again.

2. Executive Summary.

The Office of Global Educational Programs of the Bureau of Educational and Cultural Affairs (ECA) of the U.S. Department of State announces an open competition for the FY 2025 Community College Initiative (CCI) Program. ECA is seeking proposal submissions for one cooperative agreement to design, implement, and oversee the CCI Program.

The program advances America’s security and prosperity by equipping foreign students, many from regions vulnerable to radicalization or illegal immigration, with technical skills in critical industries. With improved technical, professional, and entrepreneurial skills, the participants return home to contribute to economic growth and stability in countries of strategic importance to the United States.

U.S. public and private non-profit organizations meeting the provisions described in Internal Revenue Code section 26 USC 501(c)(3) that represent consortia or other combinations of accredited U.S. community colleges may submit only one proposal to cooperate with the Bureau under this competition. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant.

B. Eligibility

1. Eligible Applicants.

The following organizations are eligible to apply:

• U.S. Not-for-profit organizations, including think tanks and civil society/non-governmental organizations

• U.S. Not-for-profit public and private educational institutions

Please see the Proposal Submission Instructions (PSI) for additional information.

2. Cost Sharing.

There is no minimum or maximum percentage of cost sharing required for this program.

3. Other Eligibility Requirements.

a. 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. Submission Requirements and Deadlines for more information.

b. ECA’s Grant Guidelines require that organizations demonstrate at least four years of experience in conducting international exchanges to be eligible for awards exceeding $130,000 in ECA funding. As noted in Section A. Basic Information, ECA anticipates issuing one award, for approximately $3,937,500. Therefore, organizations must demonstrate four years of experience in conducting international exchanges in your proposal to be eligible to apply under this competition.

c. All proposals must comply with the requirements stated in the NOFO, and the PSI; not doing so may result in your proposal being declared technically ineligible and given no further consideration in the review process.

d. All proposals must contain a SF-424, executive summary, proposal narrative, budget (SF 424A), detailed line-item budget, and budget narrative.

e. Only one proposal will be considered by ECA from each applicant organization. In cases where more than one submission from an applicant appears in grants.gov, ECA will only consider the submission made closest in time to the NOFO deadline; that submission would constitute the one and only proposal ECA would review from that applicant.

Please note: Applicant organizations are defined by their legal name, and EIN number as stated on their completed SF-424 and additional supporting documentation outlined in the PSI document.

C. Program Description

1. Authority.

Overall grant making authority for this program is contained in the Mutual Educational and Cultural Exchange Act of 1961, Public Law 87-256, as amended, 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.

2. Purpose.

The program advances America’s security and prosperity by addressing global challenges that result in economic instability. The program equips foreign students, many from regions vulnerable to radicalization or illegal immigration, with technical skills and U.S. networks in fields that are of strategic importance to the United States. With improved technical, professional, and entrepreneurial skills, the participants return home to join a global network of over 3,900 CCI alumni from 30 countries. Participants are required to complete a minimum two-year residency in the home country. These emerging leaders contribute to economic growth and stability, integrating a U.S. perspective into critical industries in strategic countries. Program content, duration of study, and participating countries will align with U.S. foreign policy priorities and emerging global workforce demands.

Through targeted academic and professional opportunities, CCI participants develop their leadership potential and gain critical skills to respond to 21st century needs. The fields of study build on the academic, vocational, and technical expertise of U.S. community colleges and respond to global skill gaps and the local industry demands. CCI participating countries are better positioned to engage with U.S. business and trade partners by cultivating local expertise in Agriculture, Applied Engineering, Business and Entrepreneurship, Creative Economy and Media, and Information Technology. CCI also focuses on equipping early childhood education practitioners to assist in stabilizing countries subject to radicalization and illegal immigration.

3. Program Specific Guidelines.

Applicants are requested to submit a narrative of no more than 20 double-spaced, single-sided pages outlining a comprehensive strategy for the administration and implementation of the CCI Program. The proposal shall identify specific accredited U.S. community colleges to host approximately 100 participants for at least one academic semester, but no more than one academic year, in groups of approximately 12-16 participants. The proposal must also demonstrate the applicant’s commitment to work with ECA to align the program’s activities and participant selection with U.S. foreign policy priorities and the expertise and academic opportunities at the identified host colleges.

ECA reserves the right to adjust exchange program duration to meet the goals of the program prior to participant arrival and/or to pilot shortened programming to maximize participant numbers and/or respond to emergent circumstances or U.S. foreign policy priorities.

CCI Program Administration and Implementation

In addition to the following guidelines, the applicant’s program proposal must conform with the requirements and guidelines outlined in the Solicitation Package, which includes the NOFO and the PSI.

Applicants should propose a program that allows for at least one semester, and up to one academic year, of study in the 2025-2026 academic year. ECA reserves the right to amend the program delivery, duration, and timing of participation within the dates of the award based on U.S. foreign policy needs and program objectives, to maximize participant numbers, and/or to respond to unforeseen circumstances. Final program models and delivery will meet program objectives as outlined therein.

Institutional Capacity:

Organizations that represent consortia or other combinations of community colleges are eligible to apply to administer the CCI Program-wide activities and to oversee the implementation of CCI at individual U.S. host community college campuses. All proposals must demonstrate depth of experience in conducting and administering complex and multi-faceted international education programs. The proposal must reflect the applicant’s institutional capacity and the range of fields in which the proposed host colleges have expertise. The applicant, on behalf of the entire host institution consortium, shall demonstrate the organization’s interest in and capacity to host participants from any and all countries and in all specified fields.

Organizations cooperating with ECA on this program are strongly encouraged to work to obtain financial aid, scholarships, tuition awards, in-state tuition, and private sector funding, including support from foundations, businesses, or civic groups, as cost-sharing for the program.

Host Campus Institutional Capacity:

Host campuses must be identified in the proposal, and letters of project commitment from the senior administrative official authorized to make such a commitment must be included for each college.

The proposal must describe the accredited U.S. community colleges that will host multinational cohorts of CCI participants for programs that include academic coursework, a professional internship, service learning, cultural exchange, and leadership development activities. Each host college should be selected on the basis of excellence in the field(s) of study in which the college is hosting participants, geographic representation, ability to leverage institutional and private sector funding, resources to safely support international students, proven success hosting international students, and availability of appropriate, safe, and cost-effective housing. Host colleges must be committed to assist with housing the participants, preferably in dormitories or apartments near the campus. Host colleges will be expected to have experience in conducting international education exchange programs, including successfully hosting international students and visitors or providing a well-documented plan that demonstrates the capacity to do so.

Proposals must also describe how the proposed CCI Program at each host campus would contribute to internationalization efforts at each campus and advance the CCI Program objectives for community colleges as stated in the NOFO (section C.5. Goals and Objectives).

Each host college must assign a campus adviser who is responsible for guiding participants in individual development plans and serving as a central resource on participant scholarships, the J- 1 visa program, aspects of academic and cultural adjustment, and integration into the campus and local community. The adviser also serves as a link between the participants and the CCI program administrators.

Applicants need to demonstrate the capacity to administer the following CCI Program-wide activities: managing the participant recruitment, application review, and placement cycle;

coordinating pre-departure materials and participation in virtual programming; planning and executing at least one event for all CCI participants; implementing a comprehensive monitoring and evaluation plan; and overseeing the CCI Program-wide branding and alumni engagement efforts. Applicants must also demonstrate the capacity to implement customized programming at individual host campuses. Such programming would include a U.S. arrival orientation, pre-academic programs, academic programs, micro-credential or certificate programs, and short-term, thematic opportunities that maximize college-specific expertise. Proposals should demonstrate the proposed host institutions’ ability to include flexibilities to implement in-person, hybrid, or virtual programming as conditions require.

Participants and Recruitment:

ECA anticipates recruiting approximately 100 program participants from approximately 15 countries, to include countries in all six world regions (participating countries are subject to change). Participants are recruited through the Public Affairs Section of the local U.S. embassy or consulate, or through the Fulbright Commission, if available, in the eligible country. Recent participating countries have included Azerbaijan, Bangladesh, Brazil, Colombia, Dominican Republic, Egypt, Ghana, India, Indonesia, Kenya, Mexico, Nigeria, South Africa, Tunisia, Türkiye, and Ukraine. ECA reserves the right to change eligible countries; proposals should indicate flexibility and willingness to host international participants from any and all identified countries.

The CCI Program emphasizes the selection of qualified emerging leaders who can leverage the applied technical skills, improved employability, and global exposure gained through the program to positively impact their communities. ECA has traditionally targeted participants who have some previous work experience or attend technical-vocational institutions in their home countries. Target audiences will be determined in consultation with U.S. embassies and consulates and Fulbright Commissions in-country. Program candidates will not be eligible if they have completed the academic equivalent of three years or more toward a U.S. bachelor’s degree in the field of study for which they are nominated. Preferred candidates will not have significant professional experience in the field of study for which they are nominated. Participants return home in a stronger position to contribute to the local needs and the economic stability of their home countries. Individuals living in the United States are not eligible, and preference is given to those without significant U.S. or other overseas study experience.

ECA annually determines the participating countries, the fields of study, and the number of nominations allotted to each country. ECA traditionally announces a recruitment cycle to U.S.

embassies and Fulbright Commissions at least six months prior to the anticipated program start date. ECA will work with the recipient to finalize the application materials that will be distributed to U.S. embassies and Fulbright Commissions as part of the recruitment announcement. The application forms need to include a list of fields and eligible subfields at the host campuses for which the candidates would apply (see Academic Programs: Academic Coursework section for eligible fields).

Application Review and Placements:

The proposal shall describe in detail a system for receiving and reviewing all rank-ordered application submissions from U.S. embassies and Fulbright Commissions abroad; conducting a technical review of applications and ensuring completeness of documentation; conducting a medical review and clearance process for each candidate; distributing complete applications among host institutions to ensure the best program placements for participants’ academic and professional goals; and recommending placements to ECA. Final approval of principal and alternate slates of candidates and placements resides with ECA.

The proposal narrative must clearly state the applicant’s commitment to consult closely with ECA on participant placements and communicate placement information to U.S. embassy Public Affairs Sections or Fulbright Commissions in the partner countries. Each host campus cohort will have a mix of participants, reflecting a range of geographic regions, experiences, and strengths identified during the selection process. No invitations to participate in the program may be issued without U.S. Department of State approval.

Pre-departure Orientation:

A pre-departure orientation (PDO) will be developed by the recipient and hosted by U.S.

embassies and Fulbright Commissions for each country cohort. The proposal must demonstrate plans for developing and disseminating CCI Program-specific PDO materials to U.S. embassies or Fulbright Commissions. The plans should describe the recipient’s virtual participation in the orientations and express its coordination of ECA’s involvement. The recipient will design the orientation to accommodate participants who may be traveling abroad for the first time. PDOs are expected to occur soon after the participants are informed of their selection and at least three weeks prior to the program start date. Prior to arrivals in the United States, the recipient will coordinate engagement between the participants and the appropriate contact(s) of the respective host institution. This engagement is intended to ensure readiness for travel and program participation and to improve the host institution’s understanding of any special accommodations needed.

English Language Learning:

The proposal must detail the recipient’s ability to provide English language support for all participants, regardless of whether additional English language learning is required.

Eligible CCI Program candidates need a basic working knowledge of the English language as demonstrated by a minimum TOEFL (or TOEFL-equivalent) score of 480. U.S. embassies and Fulbright Commissions will submit English language proficiency test results as part of the nomination process. Proposals must describe host campus programs and resources for English language learning that will be available to participants needing additional language instruction prior to and/or during the program. Proposals must also demonstrate a commitment to measuring change in English language proficiency throughout the program and include a plan for conducting such an assessment.

For participants who meet the minimum language requirement, instruction in academic writing is recommended. The proposal should describe ways to connect all participants with available host institution-based resources and the Department of State’s English language resources both in-country and online (www.americanenglish.state.gov).

https://www.americanenglish.state.gov/

Program Orientation and Pre-Semester Programming:

A program orientation and pre-semester programming must be provided for all participants prior to the start of in-person/ on-campus classes. These programs combined shall be no less than 80 contact hours over the span of approximately two to ten weeks. Applicants are encouraged to employ various modalities (including virtual and in-person) to effectively deliver the content across the period of time proposed. The proposal must justify the duration of this programming and clearly explain the formats and platforms to be utilized.

The program orientation should include an introduction to American society, culture and higher education to improve the participants’ transition into the program. Through the program orientation, participants should also be familiarized with their local U.S. communities, campus facilities, and services and develop the range of skills needed to be successful in the program (i.e., study skills, time management, use of technology, budgeting, safety and emergency response). Additionally, the orientation should introduce the expectations for behavior and program participation, the rules and regulations of the host colleges, and the laws of the respective U.S. communities.

Proposals shall describe campus resources and partnerships that participants will be introduced to during the orientation period and referred to throughout the program for on-going support (i.e., academic advising, study centers, language and writing labs, health or counseling services, student organizations, internship or career services, student services, and international student services).

The applicant is encouraged to propose additional virtual programming between the applicant/host institution and participants, that helps to ensure the participants’ understanding of the industries relevant to their chosen fields of study and allows them to build or sharpen the professional skills relevant to labor market demands.

CCI-Wide Event:

Proposals must include at least one CCI-wide program event of approximately three days in duration that will take place mid-way through the program. Proposals shall include a description of the overall concept of the program; a rationale for the duration, timing, and location of the event; and plans for coordinating logistics and implementing the program. The event should facilitate participant professional skill-building, with a focus on leadership, employability, and business best practices. Programming must align with priority U.S. foreign policy themes. This engagement event will be closely coordinated with the ECA Program Office. Please provide a tentative plan for hosting the event virtually if unforeseen circumstances do not allow for an in-person event.

Participant Monitoring:

Organizations cooperating with ECA on this program will be expected to keep the Bureau informed of the progress of these academic and enrichment experiences as well as other aspects of the program throughout the year.

Proposals must discuss how the participants’ progress in achieving program goals and objectives will be monitored at their U.S. host institutions (e.g., monitoring tools, surveys, interviews, work plans). The proposal shall describe individualized advising and support services host colleges will provide to the participants. The proposal shall cite the intended frequency of communication with participants and outline performance goals or benchmarks for each semester. The proposal shall also discuss evaluation of participants’ successes and the monitoring of their challenges during the program, as well as mechanisms to address and improve the quality of participant activities. Staff assigned to the project shall be knowledgeable about best practices in the field of international education.

Health, Safety, and Security of Participants:

Proposals must demonstrate how the program administrator will safeguard the health, safety, and welfare of exchange participants in the program design and through participant monitoring.

Proposals shall also include flexibilities and contingency planning to demonstrate the proposed institutions’ ability to respond to emergency circumstances that may arise during implementation. For example, best practices for responding to local, national, or international events or emergencies should be incorporated into planning and implementation for CCI participants. Proposals shall include clear protocols on responding to participant emergencies.

Alumni Engagement, Follow-On Activities, and Reporting:

Alumni activities are an important part of the Bureau’s academic exchange programs. Activities ease the returnees’ transitions home, strengthen the CCI alumni network, and build the CCI Program brand.

After their CCI Program, many participants return home to challenging environments with high youth unemployment rates and limited access to financial resources. Alumni programming in the form of professional development activities, virtual programming, and social media outreach provides critical program follow-on and maximizes and extends the benefit of the participants’ experiences in the United States. Proposals shall describe how long-term links with CCI alumni will be fostered and maintained. No more than $100,000 of the overall budget shall be utilized for alumni programming.

The recipient should be prepared to coordinate with the previous implementing partner to obtain alumni records and historical data.

CCI Branding:

Proposals must explain plans to promote CCI-wide branding and administer CCI websites and social media properties cooperatively with ECA and in compliance with ECA’s Communications Guidance. The proposal must demonstrate a commitment to sharing and publicizing program events, participant highlights, and alumni news with ECA and program stakeholders through the development of a media/communications plan. As part of that plan, applicants must provide weekly highlight reports to the ECA Program Office. (For more details, see section C.11.

Communications Guidance for ECA Recipients) https://eca.state.gov/comms-guidance

Monitoring and Evaluation (M&E):

M&E reporting is a key element of the proposal. It is important that applicants be able to describe the CCI Program’s impact on individual participants, their home communities, and their U.S. campuses and communities. Proposals must include a comprehensive M&E plan that includes both quantitative and qualitative instruments to assess progress toward achieving the goals and objectives of the CCI Program. Reporting must document progress toward the goals and objectives at multiple points in time, such as at the end of the CCI Program and again at least one or more years after the conclusion of the program. (Please see section C.6. Program Performance Monitoring and Evaluation (M&E), below, for additional details. The Program Performance M&E Narrative provides guidance on what should be included as part of the applicant’s 20-page proposal narrative.)

Program Model

The proposal must demonstrate how participants will be guided to participate in all aspects of the CCI Program, including the program pillars: Academic Coursework; Practical Education, Service Learning and Leadership; and Cultural Exchange.

Academic Coursework:

The proposal must indicate the applicant’s ability to design and offer comprehensive academic-year programs in the selected fields of study for cohorts of approximately 12-16 participants on each host campus. These programs must combine 1) noteworthy host campus academic programs in priority technical fields, preferably with the ability for participants to earn industry-recognized credentials; 2) partnerships with local industry and institutions related to relevant fields of study that enrich on-campus learning through hands-on professional skill-building; and

3) co-curricular, sector-based programming that develops economic and cultural understanding of the local, national, and international contexts of each field. The program shall also expose participants to local experts, industry representatives, and/or practitioners in the field and help participants plan their future professional pursuits.

Participants may apply for, and be placed in, one of several priority academic fields of study and training. Recent fields of study have included the following:

• Agriculture

• Applied Engineering

• Business and Entrepreneurship

• Creative Economy and Media

• Early Childhood Education

• Information Technology

Within the fields of study selected, participants would take courses in a range of subfields, for example agricultural management, manufacturing technology, logistics/global supply chain management, digital media, and cybersecurity. Proposals may include different fields of study than those listed and should provide a thorough explanation of any new field, its global workforce demand, and how it would align with U.S. foreign policy priorities. ECA reserves the right to add or remove eligible fields of study and subfields prior to each recruitment cycle.

The proposal must summarize the consortium’s overall capacity to host participants in and across all fields while also providing a comprehensive summary of the specific field offerings at each proposed host campus. These summaries will guide the recruitment and placement phases of the program. Individual candidates will apply to participate in a specific field and subfield of study. Following the placement process, permission from ECA must be granted for a participant to change their field of study.

Programs of study that lead to a certificate or professional qualification in an eligible field of study are strongly preferred. Proposals shall explain language requirements for certificate eligibility. The proposal shall include a summary of certificate and other qualification options available within the proposed time frame in each field of study at each campus. The proposal must also include an overview of academic program options for participants who will not be eligible or able to complete a certificate within the prescribed program time frame.

Proposals must describe plans to facilitate experiential learning in each field of study at each host campus. For example, proposals from a campus that would host in the field of information technology (IT) will provide examples of potential local IT internships and service-learning opportunities, as well as programming that exposes participants to local IT leaders, experts, and/or practitioners in that field who can enrich participants’ understanding of IT in local, national, or international contexts.

In addition to professional skill-building within an academic field, the proposal must also describe plans to increase participants’ employability upon their return home, expose them to the U.S. entrepreneurial mindset, and prepare them to apply what they have learned to economic contexts in their home countries.

Practical Education:

Proposals shall describe what practical education opportunities will be available to them during the program (i.e., internship, cooperative education) directly related to their fields of study and/or career plans. This component is intended to provide participants with practical experience in their field of study and help them develop professional and soft skills that are necessary in the workplace. Host colleges must provide support and monitoring of this process and outline it clearly within the proposal. Participating colleges may offer this opportunity for academic credit.

Service Learning and Leadership:

Proposals shall describe how the program will provide participants with opportunities to volunteer at an organization or on a project or program within a framework of service learning.

This program pillar shall be designed to introduce participants to volunteerism as an American cultural value, to expose participants to U.S. work culture and opportunities for networking, and to foster participant engagement within their local communities. Service learning could also strengthen field of study programming and practical education components. The proposal must describe how the program will improve the leadership skills of CCI participants to enhance their capacities as emerging young leaders and to prepare them to share what they have learned with their communities upon return home.

Cultural Exchange:

The proposal must explain how participants will engage in enrichment activities and shall include creative ideas for exposing participants broadly throughout the academic program to U.S.

institutions, society, and culture. Past examples include, but are not limited to, attendance at school board or city council meetings, concerts or plays, and visits to local museums or cultural sites. The proposal must include a program component that matches participants with U.S.

friendship families, mentors, or peers to facilitate the development of personal friendships and exposure to U.S. culture.

4. Recipient Responsibilities.

The responsibilities of the recipient organization are as follows:

Host Institution Selection and Oversight:

1. Identify and propose a consortia/combination of community colleges that collectively provides offerings in all eligible fields of study. Obtain approval of ECA’s program officer on final host campuses;

2. Manage and oversee program planning and implementation at each host campus. Train campus administrators to ensure consistency of program quality and implementation of administrative procedures (i.e., communications, incident response, reporting, etc.) across campuses.

3. Monitor, assess, and report to ECA’s program officer regarding host campus performance;

Recruitment, Selection, and Placement:

1. Establish a system for receiving candidate applications nominated by the U.S. embassy or

Fulbright Commissions, review each application for technical eligibility, and manage review of each candidate for medical clearance;

2. Create and maintain an up-to-date file on each selected participant;

3. Follow up with the U.S. embassies and Fulbright Commissions regarding missing documents and respond to their inquiries, copying the appropriate program officer in ECA;

4. Review candidate dossiers and determine the best campus placement for each participant that will meet his/her academic and professional goals;

5. Ensure that final placements establish cohorts of approximately 12-16 participants at each host campus that are multinational and balanced between male and female. It is ECA’s intention that no more than 25% of the campus participants be from the same country;

6. Obtain approval of ECA’s program officer on final candidate selection and assist program officer with communicating approved placements to the Public Affairs Sections of the U.S.

embassies or Fulbright Commissions in the partner countries;

Pre-departure Support and Programming:

1. Prepare and distribute pre-departure materials for U.S. embassies or Fulbright

Commissions to use during their in-country pre-departure orientations and coordinate virtual participation of consortia and ECA representatives in these events;

2. Prepare pre-departure materials for individual participants that describe program components, participation expectations, and preparation guidelines, and oversee the dissemination of these materials to participants through U.S. embassies or Fulbright Commissions;

3. Coordinate and deliver pre-program virtual academic coursework to prepare participants for the academic program;

4. Ensure that each participant signs a Terms and Conditions document (approved by ECA) and completes all other requirements and necessary pre-travel paperwork;

5. Identify resources for pre-departure virtual and/or in-country English language learning and coordinate proposed opportunities;

6. Prepare and send the DS-2019 forms as soon as possible after placement, and at least 60 days before departure, to facilitate the visa application and adjudication process;

7. Notify the U.S. embassies and Fulbright Commissions of each candidate’s proposed U.S.

arrival date and the date for sending travel itineraries for each participant;

8. Arrange round-trip travel for the participants from their home cities to their U.S. host institutions that is compliant with the Fly America Act and send this itinerary along with general travel information to each participant and the respective nominating U.S. embassy or Fulbright Commission;

9. Coordinate pre-departure communication between campus program coordinators and individual participants regarding pre-existing physical or mental health needs to facilitate pre-departure preparations and appropriate accommodations, as needed;

Program Planning and Participant Monitoring:

1. Arrange housing for each participant in conjunction with host campuses and share rules and regulations for housing with participants;

2. Ensure that each participant receives an orientation upon arrival in the United States;

3. Enroll participants in ECA’s Accident and Sickness Plan for Exchanges (ASPE) health benefits plan or alternative plan that meets J-1 visa requirements and is approved by ECA, advise participants about the benefits plan, and assist with claims as necessary;

4. Monitor participants’ adjustment, health and well-being, and program performance.

Oversee the coordination and implementation of health and safety protocols and procedures between all individual host campuses and the administrative partner. Manage participant issues and emergencies at all times in coordination with ECA’s program office, and submit participant incident report forms, as needed, based on ECA policy guidelines;

5. Assist participants in developing an individual development plan;

6. Develop and facilitate programming that will increase participants’ employability and assist them in applying for, obtaining, and participating in a professional internship directly related to the participants’ field of study;

7. Assist participants in contributing to service learning opportunities and developing leadership skills;

8. Develop and facilitate educational and cultural enrichment activities;

9. Plan and implement at least one CCI-program event that facilitates participant personal and professional development and helps participants maximize their CCI experiences;

10. Assist participants in preparing for re-entry and their transitions upon return home;

11. Manage and monitor the J-1 visa duration and SEVIS status of the participants;

12. Manage financial aspects of the program including participant maintenance allowances, housing allowances, accident and sickness benefits, host university agreements, taxes, and other activity costs;

13. Assume overall responsibility for complying with all applicable tax treaties and federal, state, and local laws on tax withholding and reporting for participants;

M&E, Reporting, and Branding:

1. In close consultation with ECA’s program officer, assess the program and its impact on the participants, their host communities, and their host institutions during their stay in the United States and after they return to their home countries;

2. Report programmatic, financial, and statistical information to ECA’s program officer and respond fully and promptly to requests for information relating to the participants and alumni.

3. Promote CCI-wide branding and administer CCI websites and social media properties cooperatively with ECA in compliance with ECA Communication Guidelines;

4. Ensure participants have signed a release form that states whether they approve or do not approve the use of their photos or quotes in publications related to the CCI Program;

Alumni Programming and Ongoing Engagement:

1. Track and maintain updated lists of alumni and facilitate follow-on activities with alumni after they return home;

2. Identify and/ or create opportunities for alumni to enhance their professional skills and career advancement.

5. Goals and Objectives.

Competitive proposals will demonstrate an understanding of the program’s current goals, model, and required components.

The program goals are to:

• Equip exchange participants with professional and technical skills in fields of study that address 21st century workforce demands and align with U.S. foreign policy priorities;

• Expand future academic and employment opportunities for emerging foreign leaders in strategic countries at risk of radicalization/illegal immigration;

• Prepare participants to contribute to economic stability in their local communities upon their return home as alumni;

• Promote internationalization efforts on U.S. community college campuses and contribute to U.S. students’ preparedness for successful futures in a global marketplace.

The program objectives for participants are to:

• Demonstrate increased technical knowledge and professional skills in their chosen field of study through academic coursework, professional internships, and other experiential learning;

• Demonstrate increased confidence and ability in their personal, professional, and leadership skills to enhance their employability and/or prospects for economic success;

• Demonstrate improvement in their level of proficiency in English that will serve as a springboard to opportunity;

• Demonstrate a better understanding of community engagement as practiced within their multinational campus cohorts and in their host communities in the United States;

• Demonstrate a better understanding of the values, society, institutions, and culture of the United States; and

• Demonstrate an increased ability to be a leader and difference-maker that is committed to return home to share what they learned and contribute to their local communities.

The program objectives for community colleges are to:

• Increase institutional capacity thereby improving institutional support systems, student experiences, and ultimately the capacity to recruit international short term and degree-seeking students;

• Increase understanding of emerging industries on a global level and programs that could address skills gaps in key sectors;

• Internationalize on-campus opportunities for U.S. students to gain global competencies and ultimately to increase the job skills and mobility of U.S. community college students.

6. Program Performance Monitoring and Evaluation (M&E).

Distinct from grants or cooperative agreement monitoring and participant monitoring, performance monitoring is designed to assess progress against a program’s goals and objectives.

A performance monitoring framework is vital to tracking the direction, pace, and magnitude of change that result from ECA programs.

ECA created the Monitoring Data for ECA (MODE) Framework to measure the performance of ECA programs. The MODE Framework provides standard indicators and corresponding survey questions to ensure consistent measures across all ECA programs. More resources and guidance documents on the MODE Framework are available online at:

https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and.

The proposal must include the MODE Framework objectives and indicators listed below (note that, because not all MODE objectives and indicators are relevant for a program, the numbering below will not be sequential). In addition to the ECA-required objectives and indicators, applicants may also select additional MODE Framework indicators (see the Indicator Book on the MODE Framework website), or design custom objectives and indicators that are specific to the proposed program and this proposal.

https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and

• Demographic Questions as outlined in the Indicator Book on page vi, and Performance Monitoring Plan (PMP) (https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and)

• Objective 1: Advance participant and beneficiary cross-cultural competence and global perspective o Sub-Objective 1.1: Promote cultural exchanges and enhance understanding between participants and their host communities

▪ E1.1.01: Percent of participants reporting that their program experience offered opportunities to engage with other cultures

▪ E1.1.04: Percent of participants with more favorable opinions of the United States Government (core indicator)

▪ E1.1.09: Percent of participants who traveled abroad for the first time because of their program (core indicator)

▪ E1.1.10: Percent of foreign participants who traveled to the United States for the first time during their program (core indicator)

▪ E1.1.13: Percent of foreign participants who are more likely to recommend the United States as a good place to study

▪ E1.1.17: Percent of foreign participants with more favorable opinions of the American people (core indicator)

▪ E1.1.18: Percent of foreign participants indicating an increase in understanding of United States culture and values (core indicator)

▪ E1.1.19: Percent of participants agreeing with statements in support of democratic values (core indicator)

• Objective 2: Increase the impact that participants and alumni have on their communities/ countries

▪ E2.0.01: Percent of foreign participants that volunteer in their host communities

▪ E2.0.04: Number of hours that foreign participants spend volunteering in their host communities o Sub-Objective 2.2: Foster participant’s belief that civic engagement benefits communities/ countries

▪ E2.2.01: Percent of participants who have more confidence in their ability to have an impact in their home country (core indicator)

• Objective 3: Strengthen engagement among participants, alumni, beneficiaries, and institutions

▪ E3.0.02: Percent of foreign participants who report increasing their network of Americans (core indicator)

▪ E3.0.04: Percent of foreign participants who report increasing their network of third country nationals

▪ E3.0.07: Percent of participants who identify as a Department of State program participant (core indicator) https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and o Sub-Objective 3.1: Alumni subscribe to platforms for resources and information-sharing

▪ E3.1.02: Percent of participants who learned about new resources

▪ E3.1.05: Percent of participants who are connected to ECA through a U.S.

Department of State-managed platform

• Objective 4: Strengthen personal, professional, and technical abilities and aptitudes of participants and beneficiaries

▪ E4.0.01: Percent of participants reporting increases in their job skills as a result of their program participation

▪ E4.0.03: Percent of participants reporting an increase in soft skills as a result of their program participation

▪ E4.0.05: Percent of participants who report an increase in technical skills as a result of their program participation

▪ E4.0.09: Percent of participants reporting an increase in language skills as a result of their program participation o Sub-Objective 4.1: Participants engage in language, academic, professional, and cultural exchange programs

▪ E4.1.01: Total number of participants (core indicator)

▪ E4.1.02: Total number of program cohorts (core indicator)

▪ E4.1.04: Number of professional placements

▪ E4.1.05: Number of participants in programs with a media literacy component o Objective 8: Enhance the quality and effectiveness of ECA programs by leveraging the Bureau’s resources, policy, and stakeholder relationships

▪ E8.0.03: Response rate for participant surveys (core indicator)

Performance Monitoring Plans (PMPs) ECA recommends the use of a PMP to serve as the primary reference document for performance monitoring for this award. If used, the PMP is an important part of any proposal, as it outlines how the applicant plans to track progress towards the proposed program’s goals and objectives through indicators and corresponding data collection questions. A PMP document that includes all MODE Framework indicators is a part of this solicitation’s attachments. Specific instructions on how to modify the PMP to be responsive to this solicitation are included in that document.

While ECA recommends the applicant use the PMP format provided, this is not a requirement. A training on how to complete a PMP is available here: https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and.

If a PMP is not included in the proposal, applicants should provide similar information to that found in the suggested PMP format, in a presentation of your choice. Successful PMPs (or similar documentation) should include the following:

• Objectives. Programmatic objectives are statements of the condition(s) that state what the program is designed to achieve. Objectives are therefore bound by the resources and timeframe of the program and must be specific, measurable, attainable, relevant and time-bound (SMART; see the ECA Monitoring, Evaluation, Learning, and Innovation (MELI) Unit’s https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and https://eca.state.gov/impact/eca-monitoring-evaluation-learning-and-innovation-meli-unit/mode-framework-eca-applicants-and pages on the ECA website for more information: https://eca.state.gov/impact/eca-evaluation-division/capacity-building). In addition to those outlined above, the applicant may propose other program objectives from the MODE Framework, the Functional Bureau Strategy (https://eca.state.gov/about-bureau), or other applicant-designed program-specific objectives.

• Indicators. Performance indicators are measures used to gauge progress toward programmatic objectives and sub-objectives. Indicators should be as specific as possible (following the SMART principles) and include any proposed disaggregations (meaning, breakdowns of the data by subgroups, such as gender or country; the PMP lists the demographic questions required to obtain the information necessary to report the disaggregations). Each indicator should also include a target number to be achieved. A target is a planned level of result to be achieved within an explicit timeframe.

o If you do not use the PMP format provided, note that any performance monitoring reference document the applicant submits should include the information in the column headers (Indicator Name, Definition, Target, Survey Question, etc.) in the PMP attachment at a minimum.

o In addition to those indicators outlined above, the applicant may propose additional custom, program-specific…